Educational Studies Discipline Specific and Secondary Education Strands, M.S.
The MS in Educational Studies program has been closed; no further students will be admitted to the program. Interested prospective students should instead consider the MS in Teacher Leadership program. Please contact the Department of Educational Leadership, Policy & Instructional Technology for more information: 860-832-2130: tallberg@ccsu.edu; and the department's Web site.
Contact: A. Rigazio-Digilio (860-832-2130)
Strand I: Educational Studies with Discipline Specific Specialization
Strand II: Secondary Education
Program Rationale:
This program is designed to offer educators working in the field of education the opportunity to pursue graduate studies in Educational Studies. There are two strands of study; Strand I: Educational Studies with Discipline Specific Specialization and Strand II: Secondary Education. Strand I: Educational Studies with Discipline Specific Specialization is designed to increase student knowledge of contemporary education issues, theories, and politics. Strand II: Secondary Education is designed to increase knowledge and skills related to curriculum and instruction in secondary schools.
The capstone for Strand I, Educational Studies with Discipline Specific Specialization entails the following. Students may choose between two possible capstone experiences: writing a thesis, or completing a Comprehensive Examination. Students who select the thesis also take ED 599 (3 credits). Those who choose the Comprehensive Examination take one additional 500-level EDF course (3 credits).
The capstone for Strand II, Secondary Education is comprised of a capstone block in which the student earns 3 credits for EDSC 586. The capstone prerequisite is completion of all Block 1 courses and at least 12 credits in Blocks 2 and 3.
Program Learning Outcomes for Educational Studies with Discipline Specific Specialization:
Students will:
- use social, cultural, political, and historical perspectives to critically analyze and assess policy and school practices;
- demonstrate growth in professional self-knowledge by engaging in reflective inquiry;
- demonstrate research skills through the collection and interpretation of literature-based studies; and
- demonstrate knowledge of how issues of diversity impact schools.
Program Learning Outcomes for Secondary Education:
Students are expected to:
- use social, cultural, political, and historical perspectives to critically analyze and assess policy and school practices;
- extend knowledge and understanding of the subjects that they teach, the theories, curriculum and instruction, models and procedures for assessment of learning, and environments for diverse learners;
- demonstrate growth in professional self-knowledge through engaging in reflective inquiry;
- demonstrate research skills through the collection and interpretation of literature-based studies; and
- demonstrate knowledge of educational programs that promote learning for a diverse student body.
Admission Requirements:
Applicants must hold a bachelor’s degree from a regionally accredited institution of higher education. Applicants must also have a minimum undergraduate GPA of 2.70 on a 4.00 point scale (where A is 4.00), or its equivalent, and good standing (3.00 GPA) in all post-baccalaureate course work.
Secondary Education (strand 2) requires teacher certification.
The graduate application, application fee, and official transcripts are to be submitted to the Graduate Recruitment and Admissions Office. Official transcripts must be sent directly to the Graduate Recruitment and Admissions Office from each institution attended except Central Connecticut State University.
Contact: 860-832-2430
Course and Capstone Requirements for Educational Studies with Discipline Specific Specialization
- 15 credits chosen from core EDF courses
- 9 credits of Specialization Area courses
- 3 credits ED 598
- 3 credits ED 599 or EDF 500-level course (depending on Capstone choice).
Core courses include:
| EPS 500 | Contemporary Educational Issues | 3 |
| EPS 516 | School and Society | 3 |
| EPS 524 | Foundations of Contemporary Theories of Curriculum | 3 |
| EPS 525 | History of American Education | 3 |
| EPS 526 | Philosophy of Education | 3 |
| EPS 528 | Comparative and International Education | 3 |
| EPS 535 | Special Topics in Educational Foundations | 3 |
| EPS 538 | The Politics of Education | 3 |
| EPS 583 | Sociological Foundations of Education | 3 |
Capstone for Strand I, Educational Studies with Discipline Specific Specialization:
Students may choose between two possible capstone experiences: writing a thesis, or completing a Comprehensive Examination. Students who select the thesis also take ED 599 (3 credits). Those who choose the Comprehensive Examination take one additional 500-level EDF course (3 credits).
Plan A:
Thesis and Satisfactory Completion of ED 599
Plan B:
Comprehensive Examination and one additional 500-level EDF course
Strand II: Secondary Curriculum, Foundational and Instructional Issues
Introductory Block 1
| EDTE 502 | Focus on Diversity in Education | 3 |
| EPS 516 | School and Society | 3 |
| ED 598 | Introduction to Research in Education | 3 |
| Curriculum and Instruction | |
| Total Credit Hours: | 9 |
Block 2
| EDSC 505 | Innovations in Secondary Education | 3 |
| EDSC 556 | Instructional Theory and Practice | 3 |
| EPS 524 | Foundations of Contemporary Theories of Curriculum | 3 |
| Total Credit Hours: | 9 |
Specialization Block 3
Choose from the following options:
a) Foundations:
| EPS 583 | Sociological Foundations of Education | 3 |
| EPS 528 | Comparative and International Education | 3 |
| EPS 525 | History of American Education | 3 |
| EPS 538 | The Politics of Education | 3 |
| EPS 500 | Contemporary Educational Issues | 3 |
b) Subject areas:
Choose 3 courses in the subject area in which certified or in literacy.
Capstone Block
| EDSC 586 | Seminar in Secondary Education | 3 |
| Total Credit Hours: | 3 |
Total Credit Hours: 30
Total Credit Hours: 30
Capstone prerequisite is completion of all Block 1 courses and at least 12 credits in Blocks 2 and 3.
Program Sequence: Students are encouraged to complete the Introductory Block 1 before taking courses in the Curriculum and Instruction and Specialization Blocks 2 and 3. Courses in the Curriculum and Instruction and Specialization Blocks may be taken concurrently with courses from the Introductory Block with permission of advisor.
Note: No more than 9 credits at the 400 level, as approved by the graduate advisor, may be counted toward the graduate planned program of study.