This course is a survey of the philosophical, historical, psychological, and socio-cultural foundations of education. Field experiences are included.
This course is a study of the recognition of various exceptionalities among children. Classroom and teaching modifications for inclusion of the special child into the regular class are emphasized. Field experiences are included.
This course investigates various methods of teaching secondary school students. It encompasses planning, organization and teaching strategies. Field experiences are included.
This course focuses on methodology specific to the student’s major content area in which they will be certified. Field experiences are included.
This course is designed for any teacher in the secondary schools, grades 6 – 12. Remedial, corrective, and developmental procedures, “How to Read” in subject matter areas, and teaching materials will be covered. Field experiences are included.
This course explores the dynamic relationship between assessment and instruction in the construction of an engaged learning community. Field experiences are included.
This course requires students to spend a minimum of 60% of the instructional day in their assigned school. Students will work under the direction of a mentor teacher and participate in all appropriate educational activities. A college supervisor will complete on-site observations and conferences with the student resident. Fee $100.
This course requires students to spend a minimum of 80% of the instructional day in their assigned school. Students will work under the direction of a mentor teacher and participate in all appropriate educational activities. A college supervisor will complete on-site observations and conferences with the student resident. Fee $100.
The Teaching Residency Seminar focuses on specific issues related to teaching in a secondary school. Focus areas will include instructional goal-setting and planning; instructional delivery models; analysis of student assessment data; collaboration with other faculty members; and conference and communication skills. The seminar context will support presentations by experts in the field, informal discussions, and analysis of student work.
The curriculum contained in this catalog is subject to changes based upon the Board of Elementary and Secondary Education's review and approval of the university's redesigned teacher preparation curriculum. Check with the Dean's office to obtain a copy of the BESE-approved curriculum.
Entry graduate-level survey of research methods with a dual emphasis on 1) comprehension of educational research literature (teachers as consumers of educational research) and 2) designing and conducting classroom-based research (teachers as producers of educational research)
This course examines multicultural education through a focus on the historical, sociological, and philosophical foundations of education. Special emphasis is placed on the role of ethnicity in the development of the United States and its education system. Includes an overview of multicultural/ multilingual curricula with a special focus on culturally/ linguistically responsive instruction and assessment techniques. Field experience is required.
This course provides a survey of current knowledge of individuals with exceptionalities within the context of human growth and development. Content includes historical factors concerning acceptance and treatment, legislation, etiology, characteristics, needs, educational strategies, including existing and emerging technologies, assessment, and support services of/for individuals with exceptionalities. The course will study the impact of exceptionalities on academic and social/emotional performances. The role of environment, race, ethnic origin, and religion will be included. It will also reflect upon such individuals from the perspective of a just and humane society. Field experience is required for everyone in this course.
This course examines salient issues concerning adolescent development. The focus is on adolescent development as influenced by diverse contexts. Particular attention is given to the challenges and strengths associated with adolescent development in and around urban contexts. The course format includes lectures and discussion. Field work is required.
Differentiated Instruction is a study of factors that impact student learning including growth and development, cognitive abilities, motivation, learning styles and individual differences. Throughout the course, there will be an emphasis on the role of diversity in education. Practical solutions to learning problems through differentiation of teaching strategies will be a major focus of the course. Graduate students will be either employed in a school or placed in a school setting where the observation of adolescents in an educational environment can take place. Field work is an integral part of this course.
A study of the processes involved in learning from text materials, and of the practices and strategies which contribute to concept development and reading comprehension. Field work is an integral part of this course.
The goal of this course is to provide educators with information and activities that heighten their understanding of specific topics in the area of educational psychology, including child growth and development, student variability, learning theories and strategies, measurement and evaluation, and classroom management.
This course represents an entry-level introduction to statistical methods for graduate students. The course aims to equip the student with the fundamentals of conceptual and computational skills to aid in the understanding and application of statistical procedures and to use this ability in a school setting. This is combined with the fundamentals of tests and measurements to aid teacher candidates in understanding and using test data to improve instruction and to acquire skills in constructing teacher-made tests.
This course looks at the correlation between the art and science of teaching and the management of behavior and academic instruction within a secondary classroom. This form of classroom management takes into account Cura Personalis (care of the individual) and the earmarks of Ignatian pedagogy along with research findings from noted authors in this field. This course is the theory part of classroom management and the application part will take place in Methods I. Field work is required each week in a secondary school classroom. Instructions and forms for recording and elaborating on observations will be distributed in the second class session.
This course is designed to develop the skills necessary for effective teaching in a secondary school classroom. Included are skills related to planning for instruction, developing a repertoire of different strategies, how to differentiate instruction, assessing student outcomes, problem solving, classroom management, and evaluating teacher performance. This course integrates theory with practice in a secondary school environment. Field work is required in this class.
This course provides graduate students with instructional methods, techniques and experiences for teaching a specific subject at the secondary level. The course builds upon the material studied in Methods for Teaching in Secondary Schools I. Upon completion, students will understand how to plan, develop and implement specific teaching strategies for a particular academic discipline in the secondary classroom and/or laboratory (if applicable).
This course is designed to provide teachers with the opportunity to explore educational technology and its integration in classroom instruction. Teachers will also examine the ethical uses of technology and the appropriate types of activities to plan and implement with students at specific ages.
This course is designed to give teachers practical help in solving the complex problems of teaching. Each aspect of the teaching-learning situation is analyzed, from the concrete procedures used in constructing a test or developing a lesson plan to the more subtle processes used in motivating students or building classroom morale. In today’s classrooms teachers are working with a more diverse population of students than ever before, and teachers are meeting challenges that are different from what was usual even ten years ago.
The goal of this course is to provide educators with information and activities that heighten their understanding of specific topics in the area of educational assessment, including measurement and evaluation; validity and reliability; selection and administration of published tests; interpretation of results; construction of classroom tests; and current issues in testing.
This course is a two semester Internship/Student Teaching (3 semester hours each semester) experience in a secondary school (grades 6‐12). The graduate student must be in the school every day, all day when school is in session. The graduate student may be the teacher of the class (Intern), holding a temporary teaching certificate, or a co-‐teacher (Student Teacher) in the class. Rules are a little different for co-teachers and will be explained on an individual basis. Interns will be assigned a Mentor Teacher by the secondary school administration. Student Teachers work under a Cooperating Teacher who is assigned by the secondary school administration and who is present every day in the classroom as the primary teacher. Loyola University will also assign a College Supervisor to each graduate student. The College Supervisor visits the student a minimum of two (2) times each semester at their school site. All graduate students must achieve a grade of “B” or better in this course in order to qualify for a recommendation for a teaching certificate.
The Capstone Course is the culminating experience of the Loyola University Master in Education curriculum. This is a seminar type course that sets aside time for thinking, reflecting, and integrating elements of the program through the Creation of a Capstone ePortfolio: a multi-media web-based platform where students will gather and integrate their learning experiences in the Master of Education program into a meaningful whole, demonstrating their growth and development as teaching professionals.
Knowledge-Values Courses: Social Science
This course begins with the vision of Louis XIV in the 17th century and follows the trajectory of French educational thought through the Enlightenment, the Napoleonic era, the Belle Epoque, and the postcolonial movement, up to the violent protests in the northern suburbs of Paris in 2005 to explain how complicated social structures and hierarchies have affected the French educational system, and whether those legacies still prohibit access to education in the present day.