Masters of Education in Elementary Education
Self-Study
Brief History of M.Ed. in Elementary Education-Continuing
In 2000, this program was revised by an elementary faculty committee with input from the elementary faculty and then accepted by a vote from the full T & L faculty. The new program was accepted by the CoE Curriculum Committee and then approved by the University Graduate Curriculum Committee. This program of study is used throughout the state, as there are many cohorts of M.Ed. students in Phoenix and “traditional” students in many other locations who take course work in face-to-face or on-line formats. Some flexibility exists within the program of study with the provision that some course substitutions can be made with the approval of the advisor. This is necessary to accommodate individual student needs, course availability, and on occasion, school district goals for their teacher cohorts. With the advent of the on-line format, students in other states and countries also utilize this degree.
Program Description
The Master of Education in Elementary Education prepares professionals for employment in leadership roles within public, private and charter elementary schools for grades K-8. This program is for continuing elementary professionals; that is, those with current certification in elementary education. The program does not lead to certification in elementary education. Students can normally complete the within 18-24 months of starting their course work. Students in this program may choose to finish their course work with either a capstone experience or a thesis option. However, during this review period few, if any, students have elected to complete a thesis project. Enrollment in the program is contingent upon a student having a 3.0 GPA in their undergraduate course work.
The current (new) program of study is listed below. The elementary education faculty recently streamlined the program of study to reduce the number of hours required for degree completion from 36 down to 30 credit hours. This change will help the program be more succinct and competitive with other programs around the state.
COLLEGE OF EDUCATION
PROGRAM OF STUDY
MASTER OF EDUCATION ELEMENTARY EDUCATION
I.FOUNDATIONS: 6 units 3 from each group
………………… / EPS 605 / Applied Educational Psychology / (3 units)………………… / EPS 580 / Human Development
………………… / EPS 610 / Child Psychology (EPS 580 prerequisite)
………………… / EPS 611 / Adolescent Psychology (EPS 580 prerequisite)
………………… / EDF 500 / Cultural Foundations of Education
………………… / EDF 630 / Foundations of Education Law
………………… / EDF 670 / Philosophy of Education
………………… / EDF 671 / History of American Education
………………… / EDF 672 / Comparative Education
………………… / EDF 673 / International Education
………………… / EDF 677 / Educational Sociology
………………… / EPS 525 / Introduction to Statistics / (3 units)
………………… / EDR 610 / Introduction to Research
………………… / EDR 611 / Action Research
II.MAJOR FIELD:27 units as noted from each group
Reading / (6 units)………………… / ECI 531 / Foundations of Reading Instruction
………………… / ECI 541 / Corrective and Remedial Reading (ECI 531 prerequisite)
………………… / ECI 551 / Clinical Practice in Reading(ECI 531/541 prerequisites)
………………… / ECI 651 / Issues in Reading
………………… / ECI 661 / Administration and Supervision of Reading Programs
………………… / ECI 671 / Reading in Content Areas
Methods / (6 units)
………………… / ECI 521 / Questioning Strategies
………………… / ECI 602 / Advanced Children's Literature
………………… / ECI 603 / Assessment of Students
………………… / ECI 642 / Modern Language Arts Instruction
………………… / ECI 643 / ModernElementary School Mathematics
………………… / ECI 644 / ModernElementary School Social Studies
………………… / ECI 645 / ModernElementary School Science
Contexts / (3 units)
………………… / ECI 524 / Seminar in the Development of Language: Young Children
………………… / ECI 593 / In-Service Teacher Workshop (1-3 units)
………………… / ECI 647 / Multiage Education
………………… / ECI 648 / Advanced Multiage Education
………………… / ECI 652 / Gender Issues in Education
………………… / ECI 659 / Instructional Problems in Junior and Middle Schools
………………… / ECI 696 / Professional Problems of Teachers
Curriculum Construction (3 units)
………………… / ECI 649* / Problems in Elementary School Curriculum…………………… / ECI 620* / Early Childhood Curriculum
…………………… / ECI 675* / Principles of Curriculum Construction
Educational Specialties (3 units)
………………… / ESE 510 / Creativity and Giftedness in the Classroom………………… / ESE 548 / Survey of Special Education
………………… / ETC 557 / Technology Integration in the Elementary Classroom
………………… / BME 530 / Foundations of Bilingual and ESL Instruction
Capstone Experience
………………… / ECI 698* / Graduate Seminar OR / (3 units) 33………………… / ECI 699
Thesis / For the research, writing, and oral defense of an approved thesis may (3units)
require you to enroll in more than the 3 units of thesis credit that can be counted toward this degree because you must register for ECI 699 each term you are working on your thesis.
TOTAL UNITS REQUIRED / (30 UNITS)
*Candidates in this program of study are required to demonstrate content knowledge, pedagogical knowledge and skills, and professional knowledge to be eligible to graduate from this program. Content, pedagogical, and professional knowledge or skills are demonstrated through candidate performance on key assessments embedded in the ECI 620, ECI 649, ECI 675, ECI 698courses.AT LEAST FIFTY PERCENT OF YOUR COURSES MUST BE AT THE 600 LEVEL OR ABOVE.
The old program of student is listed below and includes 36 hours.
Core Area / Class RequirementsI. Foundations / Students must take one of the following classes for 3 credit hours:
• EPS 605 Applied Educational Psychology
• EPS 580 Human Development
• EPS 610 Child Psychology (*EPS 580 prerequisite)
• EPS 611 Adolescent Psychology (*EPS 580 prerequisite)
Students must take one of the following classes for 3 credit hours:
- EPS 525 Introduction to Statistics
- EDR 610 Introduction to Research
- EDR 611 Action Research
• EDF 500 Cultural Foundations of Education
• EDF 630 Foundations of Education Law
• EDF 670 Philosophy of Education
• EDF 671 History of American Education
• EDF 672 Comparative Education
• EDF 673 International Education
• EDF 677 Educational Sociology
II. Major Field / Reading
Students must take two of the following READING classes for 6 credit hours:
- ECI 531 Foundations of Reading Instruction
- ETC 541 Corrective and Remedial Reading (ECI 531 prerequisite)
- ECI 551 Clinical Practice in Reading (ECI 531/541 prerequisites)
- ECI 651 Issues in Reading
- ECI 661 Administration an Supervision of Reading Programs
- ECI 671 Reading in Content Areas
Students must take two of the following METHODS classes for 6 credit hours:
- ECI 521 Questioning Strategies
- ECI 602 Advanced Children’s Literature
- ECI 603 Assessment of Students
- ECI 642 Modern Language Arts
- ECI 643 Modern Elementary School Mathematics
- ECI 644 Modern Elementary School Social Studies
- ECI 645 Modern Elementary School Science
Students must take one of the following CONTEXTS classes for 3 credit hours.
• ECI 524 Seminar in the Development of Language: Young
Children
• ECI 593 In-Service Teacher Workshop (1-3 hours)
• ECI 647 Multiage Education
• ECI 648 Advanced Multiage Education
• ECI 649 Problems in Elementary School Curriculum
• ECI 652 Gender Issues in Education
• ECI 659 Instructional Problems in Junior and Middle Schools
• ECI 696 Professional Problems of Teachers
Curriculum Construction
Students must take one of the following CURRICULUM CONSTRUCTION classes for 3 credit hours:
- ECI 620 Early Childhood Curriculum
- ECI 675 Principles of Curriculum Construction
Educational Specialties
Students must take one of the following classes for 3 credit hours:
- ETC 545 Internet for Educators
- ETC 548 Assistive Technology
- ETC 557 Technology Integration in Elementary Classroom (prerequisite ETC 567)
- ESE 548 Survey of Special Education
- BME 530 Foundations of Bilingual and ESL Instruction
Elective
Students must take one elective course for 3 credit hours and should not have the ECI prefix. (Not available for students who elect to do thesis)
Capstone Experience
Students must take one of the following classes for 3-6 credit hours:
- ECI 698 Capstone Experience (3 credit hours)
- ECI 699 Thesis (6 credit hours) Generally requires one semester residency in the fall, spring or summer. If this option is chosen, the student will not complete the elective.
Most of the classes for this degree, excluding the thesis class, are offered on-line during the spring, summer and fall semesters. This option has changed since the program’s initial revision in 2000. The move to on-line delivery was to meet students’ needs across the state, as well as help practicing teachers get their master’s degree while working full-time. On-line course offerings allow students from all over Arizona (and in other states) to participate each semester in courses to continue their professional development. This wide variety of student backgrounds enhances the overall class experience. With the ease of participation in on-line classes, more students are involved in the spring and fall semesters; they no longer have to wait for ‘summer vacation’ to take classes.
From 2003 to 2010, T&L had 12-16 elementary faculty members on campus who worked with our BSED in Elementary Education and the Masters with Elementary Education and Early Childhood. In 2004, T&L had 23 tenured or tenure-track faculty and 14 non-tenure-track faculty (campus and statewide) of which 12 taught graduate classes for the elementary masters’ degree. For 2006, T&L had a total of 23 tenured or tenure-track professors and 22 non-tenure track instructors (campus and statewide) of which 14 taught in the Masters in Elementary Education degree program. Melissa Geiselhoffer (assistant clinical professor) and Dr. Vicki Ross began teaching in the graduate program. In 2009, T&Llost Melissa Geiselhoffer (moved), but added Shawn Thomas (Assistant Clinical Professor). In 2009,T&L had 16 core faculty teaching in the elementary masters’ degree program.
Elementary Faculty Tenured/Tenure-Track and Non-Tenure Track
Elementary Faculty / FY 04 / FY 05 / FY 06 / FY 07 / FY 08 / FY 09 / FY 10 / FY 11 / FY 12Tenured/Tenure-Track / 16 / 15 / 15 / 15 / 14 / 14 / 14 / 14 / 14
Non-Tenure Track / 11 / 11 / 16 / 19 / 17 / 20 / 16 / 16 / 14
TOTAL / 27 / 26 / 31 / 34 / 31 / 34 / 30 / 30 / 28
As a result of our decreasing numbers in tenured or tenure-track elementary faculty and our increasing numbers in non-tenure faculty, T&L began to use more non-tenure faculty in graduate programs. Statewide, part-time faculty teaches many of T&L’s in-person graduate classes.
Background Information
Enrollment
Degree-seeking Headcount of M.Ed. Elementary Education - Continuing Professional Students (PAIR data)
Degree-seeking Headcount of M.Ed. Elementary Education Students (PAIR data)
Campus / FY 04 / FY 05 / FY 06 / FY 07 / FY 08 / FY 09 / FY 10 / FY 11 / FY 12Flagstaff Campus / 21 / 21 / 17 / 19 / 12 / 7 / 6 / 9 / 4
Community
Campuses / 526 / 589 / 543 / 410 / 403 / 383 / 274 / 225 / 156
On-line / 10 / 32 / 51 / 64 / 75 / 106 / 96 / 77 / 51
Yuma / 22 / 30 / 21 / 15 / 16 / 8 / 7 / 5 / 2
Total / 579 / 672 / 632 / 508 / 506 / 504 / 393 / 316 / 213
Over the last seven years, enrollment in the Elementary Education Master’s Program has declined dramatically. From 2004 to 2010, the number of graduate students enrolled in the program has decreased from a peak of 672 students (Fall 2004) to 213 enrolled candidates in the fall of 2011, a decline of 68%. This decrease has occurred not only on the Flagstaff campus but the other campus venues, also. The reasons for this decrease are varied. Graduate degrees are no longer an Arizona Department of Education requirement for continuing teachers. Teachers must only continue their professional development in some format. School districts aren’t compensating teachers for obtaining advanced degrees as readily, due to the economic downturn and the “freezing” of salary schedules. Although graduate tuition has seen steady increases in the last three years as the university compensates for decreased state funding, NAU’s tuition and fee schedule is comparable to private degree granting institutions like University of Phoenix and Grand Canyon University. In fact, a student registering for the Master’s Degree in Elementary Education as an extended campuses’ student, pays several hundred dollars less per credit hour than those students who choose the private universities.
Graduation Rates
M.Ed. Elementary Education Degrees Awarded
Campus / FY 04 / FY05 / FY 06 / FY 07 / FY 08 / FY 09 / FY 10 / FY 11 / FY 12Flagstaff Campus / 7 / 3 / 7 / 5 / 2 / 2 / 4 / 2
Community Campuses / 8 / 23 / 21 / 28 / 48 / 42 / 100 / 82
Online / 260 / 281 / 203 / 168 / 203 / 139 / 36 / 28
Yuma / 7 / 9 / 4 / 4 / 3 / 4 / 2 / 0
TOTAL / 282 / 316 / 235 / 205 / 256 / 197 / 152 / 112
Race and Ethnicity for the M.Ed. in Elementary Education (Continuing Professional)
Race/Ethnicity / FY 04 / FY 05 / FY 06 / FY 07 / FY 08 / FY 09 / FY 10 / FY 11 / FY 12African American / 6
(1%) / 17
(3%) / 16
(2%) / 6
(1%) / 7
(1%) / 5
(1%) / 9
(2%) / 8
(3%) / 2
(1%)
Asian American / 6
(1%) / 9
(1%) / 4
(1%) / 7
(1%) / 11
(2%) / 10
(2%) / 4
(1%) / 1
(>1%) / 1
(>1%)
Hispanic / 88
(16%) / 86
(13%) / 86
(14%) / 63
(13%) / 54
(12%) / 55
(12%) / 41
(10%) / 41
(13%) / 36
(17%)
Native American / 13
(2%) / 17
(3%) / 20
(3%) / 21
(4%) / 22
(4%) / 37
(7%) / 41
(10%) / 15
(5%) / 14
(7%)
White / 461
(79%) / 531
(79%) / 494
(78%) / 402
(79%) / 406
(80%) / 390
(77%) / 290
(74%) / 243
(77%) / 155
(73%)
International / 1
(>1%%) / 1
(>1%) / 1
(>1%) / (%) / 1
(>1%) / 1
(>1%) / (%) / (%) / (%)
Other/Not Specified / 4
(1%) / 11
(1%) / 11
(2%) / 9
(2%) / 4
(1%) / 5
(1%) / 5
(2%) / 3
(1%) / 1
(>1%)
Two or More / (%) / 0 / (%) / (%) / 1
(>1%) / 1
(>1%) / 3
(1%) / 5
(1%) / 4
(2%)
TOTAL / 579 / 672 / 632 / 508 / 506 / 504 / 393 / 316 / 213
M.Ed. in Elementary Education-Continuing Program
Self-Study Summary
What is the relationship of the M.Ed. in Elementary Education-Continuing program to NAU’s mission and strategic goals?
The M.Ed. in Elementary Education Continuing program supports professionals with the skills to continue to be effective educators within the state, around the country, and globally. T&Loffers a learning-centered approach, which enhances the role of teachers by providing them with examples of innovative practices and by inspiring them to invent and innovate new ideas. T&L’s rigorous, high-quality program focuses on student success by placing the learner at the center of its program. There is also a major emphasis within the program on working with underserved populations, particularly Native Americans and Hispanics. Cultural responsivity is emphasized in the graduate courses. The M.Ed. in Elementary Education is committed to the values, mission and strategic goals of NAU.
What is the quality of the program?
Since 2003, graduates of the M.Ed. in Elementary Education are employed throughout the state, nation, and globally in K-8 classrooms. These recent graduates continue to serve their school districts with renewed knowledge of curriculum, instruction, and assessment. Many use their expertise to become teacher leaders and peer coaches within their districts. Some of our graduates become Arizona State Ambassadors and Teachers of the Year.
Core Faculty
The M.Ed. in Elementary Education program draws its faculty from three different departments within the College of Education. This program relies on the expertise of COE faculty, in various departments, to help practitioners become well-balanced and effective educators. The department of Teaching and Learning provides the core faculty members for over half of the hours required for this degree program. The other fifty percent of the program hours is taught by colleagues from within the College of Education (faculty from Educational Leadership, Educational Specialties, and Educational Psychology).
M.Ed. Elementary Education Core Faculty / Rank / M.Ed. Elementary Education Courses TaughtWard Cockrum / Professor / ECI 531 Foundations of Reading Instruction
ECI 541 Corrective and Remedial Reading
ECI 602 Advanced Children’s Literature
ECI 651 Issues in Reading
Gae Johnson / Professor / ECI 521 Questioning Strategies
ECI 643 Modern Elementary School Mathematics
Patty Horn / Professor / ECI 659 Instructional Problems in Jr. High and Middle Schools
Gretchen McAllister / Associate Professor / ECI 696 Professional Problems of Teachers
Jennifer Prior / Associate Professor / ECI 642 Modern Language Arts
ECI 651 Issues in Reading
Vicki Ross / Associate Professor / ECI 642 Modern Language Arts
ECI 675 Principles of Curriculum Construction
Pam Powell / Associate Professor / ECI 541 Corrective and Remedial Reading
Sherry Markel / Associate Professor / ECI 644 Modern Elementary School Social Studies
ECI 649 Problems in Elementary School Curriculum
ECI 652 Gender Issues in Education
ECI 675 Principles of Curriculum Construction
ECI 698 Capstone Experience
Emilie Rodger / Associate Professor / ECI 620 Early Childhood Curriculum
ECI 647 Multiage Education
ECI 648 Advanced Multiage Education
Sandra Stone / Professor / ECI 620 Early Childhood Curriculum
ECI 647 Multiage Education
ECI 648 Advanced Multiage Education
ECI 699 Thesis
Professors, as needed, update core course syllabi with new publications in the field. All courses for our Masters in Elementary Education Continuing Professional are offered every semester or every other semester, maximizing availability for students. All students are required to take ECI 698, the Capstone Experience, and also one curriculum class (ECI 675 or ECI 620).
At the elementary education graduate degree level, the courses that had signature assignments were: ECI 675 or ECI 620 and ECI 698. The assignment for ECI 675Principles of Curriculum Construction was to create a curriculum document that constitutes a major unit embedded within a course. The majority of our students (Flagstaff, Phoenix, Rural and Tucson) met or exceeded all of the standards. The capstone course is ECI 698Capstone Experience. Candidates create a public presentation that summarizes the most important learning that they gained from their Secondary Education, Med Continuing Professional degree. Candidates also critique three other students’ presentations. ECI 698 data was not available.
Out of 117 students, Spring and Summer 2009, most students exceeded the standard and the rest met the standard, except for one student who did not meet the standard from ECI 675 on “Subject Standard” only in the Spring; only one student did not meet the standard on “Subject Standard” only in the Summer.
Evidence of Teaching Effectiveness and Innovation
Course Evaluations
Teaching evaluations for M.Ed. in Elementary Education(Continuing Professional) classes in the most recent academic year (2011-2102) are depicted in the chart below (5 point Likert scale; 5 is Outstanding; 4 is Very Good). The instrument used to complete course ratings use a Likert 5 point scale where a rating of fiveis defined as Outstanding, a rating of three is Satisfactory,anda rating of one is deemed to be Unsatisfactory. While the course evaluation instrument samples a variety instructional design, instructional delivery, course management and instructor variables, two items were extracted as the best indicators of course quality: The extent to which candidates perceived that the course increased their knowledge and the degree to which the course was considered to be worthwhile. Reviewing the results of courses in the program during this review period, instructors and the overall course content are evaluated as very good to outstanding. Students appear to be very satisfied with the instruction in the Masters in Elementary Education program. The response rate from students averages about 43%. Low student response rate is a concern since CoE went to electronic methods of rating professors several years ago. Although students seemed, overall, satisfied with the courses, those course receiving evaluations in the “3” ranges are of concern. Low response rates may be responsible for some of the lower ratings, yet other factors must be considered and will be addressed in our recommendations.
FoundationsCourse Number and Title / Sections Taught 2011-12 / Response Rate (range) / Increased Knowledge / Course Worthwhile
EPS 605: Educational Psychology Applied to Learning / 18 / 48%
(18-100%) / 4.19 / 4.17
EPS 580Human Development / 14 / 53%
(30-80(%) / 4.30 / 4.31
EPS 610Child Psychology / 3 / 54%
(38-75%) / 4.17 / 4.36
EPS 611Adolescent Psychology / 4 / 57%
(42-75%) / 4.24 / 4.19
EDR 610Introduction to Research / 28 / 50%
(0-100%) / 3.80 / 3.71
EPS 525Introduction to Statistics / 12 / 48%
(26-65%) / 4.43 / 4.42
EDF 500: Cultural Foundations of Education / 9 / 40%
(13-78%) / 4.20 / 4.18
EDF 630Foundations of Education Law / 5 / 26%
(6-52%) / 4.26 / 4.23
EDF 670Philosophy of Education / 8 / 31%
(0-56%) / 4.24 / 4.09
EDF 671History of American Education / 8 / 52%
(0-100%) / 4.67 / 4.56
EDF 672Comparative Education / 3 / 43%
(13-90%) / 3.96 / 3.91
EDF 673International Education / n/a / n/a%
(%) / Not taught / Not taught
EDF 677Education Sociology / 4 / 48%
(33-67%) / 4.43 / 4.32
MAJOR FIELD
Course Number and Title / Sections Taught 2011-12 / Response Rate (range) / Increased Knowledge / Course Worthwhile
Reading
ECI 531: Foundations of Reading Instruction / 12 / 44%
(17-100%) / 4.54 / 4.51
ECI 541: Corrective and Remedial Reading / 11 / 33%
(0-67%) / 4.74 / 4.80
ECI 551: Clinical Practicum in Reading / 7 / 26%
(0-50%) / 4.40 / 4.40
ECI 651Issues in Reading / 5 / %
(%) / Not rated / Not rated
ECI 661Administration an Supervision of Reading Programs / 6 / 32%
(0-100%) / 4.20 / 4.20
ECI 671Reading in Content Areas / 3 / 32%
(13-50%) / 4.39 / 4.63
Methods
ECI 521: Questioning Strategies / 2 / 29%
(17-100%) / 4.83 / 4.83
ECI 602Advanced Children’s Literature / 8 / 38%
(25-55%) / 4.52 / 4.44
ECI 603: Assessment of Students / 1 / 10% / 3.00 / 3.00
ECI 642Modern Language Arts / 3 / 32%
(20-50%) / 4.92 / 4.92
ECI 643Modern Elementary School Mathematics / 1 / 0%
(%) / n/a / n/a
ECI 644Modern Elementary School Social Studies / 0 / %
(%) / n/a / n/a
ECI 645Modern Elementary School Science / 0 / %
(%) / n/a / n/a
Contexts:
ECI 524Seminar in the Development of Language: Young Children / 3 / 34%
(14-67%) / 4.33 / 4.33
ECI 593In-Service Teacher Workshop / n/a / %
(%) / Not rated / Not rated
ECI 647Multiage Education / n/a / %
(%) / Not offered in period / Not offered in period
ECI 648Advanced Multiage Education / n/a / %
(%) / Not offered in period / Not offered in period
ECI 649Problems in Elementary School Curriculum / 2 / 59%
(54-64%) / 4.52 / 4.56
ECI 652: Gender Issues in Education / 1 / 43% / 5.00 / 5.00
ECI 659: Instructional Problems in Jr. High and Middle Schools / 1 / 43% / 5.00 / 5.00
ECI 696: Professional Problems of Teachers / 7 / 40%
(12-70%) / 4.15 / 4.01
Curriculum Construction
ECI 620Early Childhood Curriculum / 7 / 42%
(27-56%) / 4.09 / 4.03
ECI 675: Principles of Curriculum Construction / 7 / 35%
(0-60%) / 3.91 / 3.74
Capstone Experience
ECI 698: Graduate Seminar (Capstone) / 10 / 30% / 4.48 / 4.49
ECI 699Thesis / n/a / %
(%) / Not offered in period / Not offered in period
Faculty Contributions to Discipline or Profession through Scholarly, Creative or Professional Activity