K-12 Programs

The Master of Arts degree in Bicultural-Bilingual Education offers students an advanced study in the design and implementation of bilingual/dual language education programs. Coursework incorporates theories of critical pedagogy and educational equity as well as perspectives on additive bilingualism and biliteracy. This interdisciplinary degree advances understandings of urban education, applied linguistics in bilingual settings, and multicultural children's literature. Grounded in social justice, the program of study examines theory and research related to effective bilingual/dual language education. The master's degree is offered under three options: thesis, non-thesis, and an option with Initial Teacher Certification.

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The Master of Arts degree in Teaching English as a Second Language (TESL) is designed for students interested in teaching English as a Second or Foreign Language (ESL/EFL) to children or adults in schools and programs in the United States or in international settings. It is an interdisciplinary program that presents systematic instruction in applied/educational linguistics, second language acquisition theory, and ESL/EFL program implementation.

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The Department of Counseling offers the Master of Education (M.Ed.) degree in School Counseling. The M.Ed. in School Counseling program is currently accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2009). The M.Ed. in School Counseling program prepares students with the professional competencies necessary to organize, implement, and evaluate a comprehensive school counseling program in a K–12 school setting.

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Students seeking to apply for educational leadership careers in educational systems or organizations have three options for the Master of Education (M.Ed.) degree: (a) an emphasis in educational leadership for K-12 school administrators; (b) an emphasis in leadership in educational policy and advocacy; (c) an emphasis in teacher leadership. Each emphasis explores the unique problems, processes, and expertise associated with effective and equitable educational leadership. The program highlights the role of cultural, legal, community, and organizational practices in the development of equal educational opportunities for all students.

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The Master of Arts (M.A.) degree in School Psychology includes advanced coursework and field-based experiences related to psychological assessment, counseling, consultation, learning, development, child psychopathology, research, statistics, and professional issues. Students will also complete a full-time internship in a school setting. The program is designed to provide the academic and practical training necessary to become a Licensed Specialist in School Psychology by the Texas State Board of Examiners of Psychologists. Graduates will also be eligible to apply for certification as a Nationally Certified School Psychologist, which is a nationally-recognized professional certification granted by the National Association of School Psychologists. Due to the clinical nature of this program and the number of hours required, the degree does not have a Thesis option.

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This degree creates a context that nurtures interdisciplinary learners who have an understanding of engagement in curriculum and instruction theory, research, practice, policy, and critical issues. The concepts of curricular innovation and teaching excellence are stressed in conjunction with expanded knowledge of content fields and applied research.

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Applicants without adequate preparation in education may be required to complete preparatory courses as a condition of admission. Individuals who do not meet the University-wide graduate admission grade point average standard may be required to submit Graduate Record Examination (GRE) scores for consideration in admission decisions.

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The Master of Arts degree in Education (M.A.Ed.) offers the opportunity for an advanced study and professional development program in the field of Learning, Design, and Instructional Technology.

The Instructional Technology concentration focuses on the theoretical foundations and applications of technology-supported and culturally relevant learning environments in formal and informal settings for both EC–12 and adult populations. Emphasis is placed on the design, application, and evaluation of emergent technologies in educational settings. This concentration is designed for students seeking to expand their knowledge of instructional technology as well as those seeking leadership roles in this area. Courses required for this concentration are:

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This degree is designed to provide theory, research, knowledge, and field experiences for students who plan to teach humanizing and transformative literacies. Reading and writing are presented as linguistic, cognitive, and sociocultural, sociopolitical, and sociohistorical processes within the language system and in relation to other language arts. Students select one of the following options: Thesis Option, Non-thesis Option, Non-thesis Option for students also pursuing the Texas Reading Specialist Certification, and Non-thesis Option for students seeking dual credit preparation. Students planning to pursue the Reading Specialist certification must apply and be accepted into this program. Core literacy courses (LTED) organize the student experience around a cohort model. Students work with their cohort director (academic advisor) to select other classes to fulfill their professional needs.

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The degree in Special Education is designed for those students seeking an opportunity for initial, additional, or advanced preparation for educating individuals with disabilities in a variety of settings. It is intended to offer students the opportunity for the acquisition of knowledge, competencies, and understanding, to develop and apply skills for effective instructional practices in working with individuals with disabilities. The special education and related courses must be approved by the student’s program advisor prior to enrolling in courses.

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