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M.Ed. in Advanced Studies in Teaching and Learning
For additional information contact program director:
The M.Ed. in Advanced Studies in Teaching and Learning at Rhode Island College is designed for practicing teachers at the middle and high school levels who are seeking advanced professional preparation toward a master's degree.
This 30-credit cohort-based program includes a four-course Professional Core and an Emphasis Strand of individual choice. It is intended to be flexible and is designed with the needs of practicing teachers in mind. All courses include course content and learning experiences based on the student's work as a classroom teacher.
Our goal is to help develop knowledgeable, reflective practitioners who employ research-based practices in teaching and learning. The program is aligned with the National Board for Professional Teaching Standards. As does the National Board, we seek to identify and recognize teachers who effectively enhance student learning and who demonstrate a high level of knowledge, skills, abilities, and commitments reflected in the NBPTS five core propositions for professional practice:
- Teachers are committed to students and their learning.
- Teachers know the subjects they teach and how to teach those subjects to students.
- Teachers are responsible for managing and monitoring student learning.
- Teachers think systematically about their practice and learn from experience.
- Teachers are members of learning communities.
Admission to FSEHD Masters level programs is determined by the quality of the total application. Applicants must submit the following to the Associate Dean of Graduate Programs as a measure of their potential for success in graduate level studies.
- A completed application form accompanied by a fifty-dollar nonrefundable application fee.
- Official transcripts of all undergraduate and graduate records. The dean’s office will obtain any Rhode Island College transcripts.
- A minimum cumulative grade point average (GPA) of B (3.00 on a 4.00 scale) in all undergraduate course work. Applicants with undergraduate GPAs less than 3.00, may be admitted to degree candidacy upon the submission of other evidence of academic potential, for example, satisfactory performance in postbaccalaureate work, professional experience as evidenced by publications or letters of recommendation, and/or high scores on the standardized tests.
- A copy of candidate’s teaching certificate (when applicable).
- An official report of scores on the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT) for most programs.
- Three letters of recommendation attesting to the candidate’s potential to do graduate work and three candicate refernce forms.
- An interview may be required.
- Three years of teaching experience (middle or high school) in one of the following areas: biology, chemistry, English, French, general science, history, mathematics, physics, social studies, Spanish, or other middle or high school teaching area.
- An official report of scores on the Praxis II content examination in the certification area may be required.
- An interview.
|Course No.||Course Title||Credits|
|SED 561||Socio-cultural Theory, Education Policy, and Pedagogy||3|
|SED 562||Inquiry into Classroom Practice||3|
|SED 563||Educational Measurement and Assessment||3|
|SED 564||Learning Theory and Student Engagement||3|
|SED 565||Disciplinary Literacy and Curriculum Research||3|
|INST 516||Integrating Technology Into Instruction||3|
|Note: Students who have not taken Special Education 433 or its equivalent are required to take Special Education 531.|
Academic Disciplines Component
|Twelve credit hours of courses at the graduate level in the academic field in which certification is held or other approved plan of study. Students should contact the department that provides course work in the area of certification.||12|
Total Credit Hours