M.A.T. Coursework

The MAT Secondary and Middle Grades programs require 39 semester hours of coursework, focusing on teaching methods, classroom skills and practical experience.

COURSE DESCRIPTIONS

EDUC 5000   Adolescent Development / Summer Field Experience
(3)  Summer
Taken in the first summer of the program, this course provides a foundation of knowledge on adolescent development with the theoretical and social contexts of adolescence to prepare the M.A.T. candidate for teaching in the middle schools. Instruction is delivered in whole group instruction or through small group seminars led by the professor to prepare M.A.T. candidates to assist master classroom teachers in the instruction of 4-8 grade-aged students in a three week summer field experience operated by the college for area children. The objectives for the course are for the candidate to understand the major concepts, principles, theories, and research related to young adolescent development and developmentally responsive middle level programs and schools, and to engage in practices and behaviors that develop their competence as professionals. Middle grades candidates will have supervised field experiences teaching 4-5 grade-aged children, whereas high school candidates will have supervised field experiences teaching 6-8 grade-aged children.

*EDUC 5020Teaching Mathematics in the Middle and Secondary a & b Grades
(1.5) Fall (a) and Spring (b)
This course sequence explores what mathematics content is necessary to know, what methods are available to teach mathematics , how to create healthy classroom environments conducive to high levels of academic achievement  and how to design and create instructional experiences based on mathematics  content and curriculum, students learning environments and assessment.  This course consists of two parts each of which are weighted at 1.5 semester hours.the content part and the pedagogical part of the course must be passed with a "C"or above to receive 3 semester hours of credit. If both portions are not passed with a "C" or above, candidates will have to reenroll for 1.5 semester hours forpart that they failed.

*This course is not required for candidates who have passed the GACE examination in this content area.

*EDUC 5021 Teaching Social Studies and History in the Middle and a & b Secondary Grades
(1.5) Fall (a) and Spring (b)
This course sequence explores what social studies and history content is necessary to know, what methods are available to teach social studies and history, how to create healthy classroom environments conducive to high levels of academic achievement  and how to design and create instructional experiences based on  social studies and history content and curriculum, students learning environments and assessment. This course consists of two parts each of which are weighted at 1.5 semester hours.the content part and the pedagogical part of the course must be passed with a "C"or above to receive 3 semester hours of credit. If both portions are not passed with a "C" or above, candidates will have to reenroll for 1.5 semester hours forpart that they failed.

*This course is not required for candidates who have passed the GACE examination in this content area.

*EDUC 5022 Teaching Science in the Middle and Secondary a & b Grades
(1.5) Fall (a) and Spring (b)
This course sequence explores what science content is necessary to know, what methods are available to teach science, how to create healthy classroom environments conducive to high levels of academic achievement  and how to design and create instructional experiences based on science content and curriculum, students learning environments and assessment. This course consists of two parts each of which are weighted at 1.5 semester hours.the content part and the pedagogical part of the course must be passed with a "C"or above to receive 3 semester hours of credit. If both portions are not passed with a "C" or above, candidates will have to reenroll for 1.5 semester hours forpart that they failed.

*This course is not required for candidates who have passed the GACE examination in this content area.

*EDUC 5023 Teaching English Language Arts  in the Middle and a & b Secondary Grades
(1.5) Fall (a) and Spring (b)
This course sequence explores what English language arts content is necessary to know, what methods are available to teach English language arts, how to create healthy classroom environments conducive to high levels of academic achievement  and how to design and create instructional experiences based on  English language arts content and curriculum, students learning environments and assessment. This course consists of two parts each of which are weighted at 1.5 semester hours.the content part and the pedagogical part of the course must be passed with a "C"or above to receive 3 semester hours of credit. If both portions are not passed with a "C" or above, candidates will have to reenroll for 1.5 semester hours forpart that they failed.

*This course is not required for candidates who have passed the GACE examination in this content area.

EDUC 5030Research in Curriculum and Instruction

(1.5)
a & bFall (a) and Spring (b)
This course sequence focuses upon historical, descriptive, and experimental inquiry.  Emphasis on interpretation of research, particularly in curriculum and instruction.  Overview of the inquiry process, fundamental statistics, issues of reliability and validity, and landmark research impacting educational practice.

EDUC 5040Affirming Diversity in the Classroom
(3)
Candidates will read and discuss articles and critiques by scholars who are concerned with issues of equity, social justice, community and responsibility in a democratic, multicultural society. Because teachers are advocates for curriculum, instruction, learning environments and opportunities that support the diverse needs of and high expectations for all students, an emphasis will be given to the implementation of multicultural teaching in the classroom. This course will encourage teachers to think theoretically about their practice and learn from experience through contemplation of how the research in multicultural education relates to the classroom today.

EDUC 5050 Affirming Diversity in the Classroom: Teaching Reading for Success in Changing Times
(3)
This course is designed to enhance candidates’ knowledge of the culture of American ethnic minorities and changing global societies. Emphasis will be on rethinking curriculum from multiple perspectives with special focus on reading instruction.

EDUC 5060 Students with Special Needs
(3)
A study of identification and diagnostic techniques for secondary teachers as related to areas of exceptionality among students, alternative styles of teaching to meet special needs, and related legal issues.

EDUC 5070 Assessing and Improving Literacy
(3)
Assessing and Improving Literacy in the Middle Grades will focus on the identification and correction of reading problems in middles grades students.  Special attention will be given to formal and informal assessment as well as teaching materials and strategies for intervention.  A variety of assessment techniques and technology sources will be incorporated throughout the course.

EDUC 5080 Essentials of Adolescent Literature
(3)
Essentials of Adolescent Literature is designed to increase students’ understanding of various genres of literature, elements of fiction, literary devices, and organizational structures of informational texts.  Candidates will learn to select books for instruction, pleasure, and enrichment of the curriculum.  This course explores a variety of effective methods for sharing and responding to literature and includes a study of multicultural and international literature and ways to connect adolescents of all cultures to literature.

EDUC 5090 Foundations of Reading Theories
(3)
Foundations of Reading Theories explores the psychological, sociological, and linguistic foundations of reading and writing as a communication system and as a learned behavior. This course includes a study of recent reading research and the histories of reading. Candidates will understand the theories behind the reading process and how reading research influences teaching.

EDUC 5700 Clinical Practice I (4) and Clinical Practice II (8)
a & b
Clinical Practice is a full semester (13 week) teaching in specific middle and high schools with pre-service teachers gradually assuming total responsibility for the class. Candidates are evaluated through a rigorous performance-based assessment process based on national standards.  Candidates participate in classroom teaching and observation, planning and evaluation conferences, and other school-related experiences with guidance provided by the cooperating teachers and college supervisor.  Several seminars are held in conjunction with these experiences and address a variety of topics. Portfolio elements required.
Pre-requisite:  Proof of SPAGE liability insurance.