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Secondary Education (2002-2003)

Admission | Courses | Program | Requirements

Department Chairperson: Sandra A. Nelson
Graduate Committee Chairperson: Reinhard Lindner
Department Office: Horrabin Hall 80
Department Telephone: 309/298-1183 Fax: 309/298-2222
WWW Address:
Location of Program Offering: Macomb, Quad Cities

Graduate Faculty

  • Professors
    • J. Q. Adams, Ph.D., University of Illinois
    • Georg Gunzenhauser, Ed.D., North Carolina State University
    • Reinhard Lindner, Ph.D., University of Connecticut
    • P. Lance Ternasky, Ph.D., Cornell University
  • Associate Professors
    • Thomas J. Cody, Ph.D., Southern Illinois University
    • Gloria Delany-Barmann, Ed.D., Northern Arizona University
    • Maria de Lourdes Kuthy-Saenger, Ph.D., Michigan State University
    • Gregory P. Montalvo, Jr., Ph.D., University of Oklahoma
    • Sandra A. Nelson, M.A., Southern Illinois University
    • Marshall Parks, Ph.D., University of Virginia
    • Carolyn M. Ward, Ed.D., University of Missouri–St. Louis

Associate Graduate Faculty

  • Assistant Professors
    • Rodney Greer, M.S., Southern Illinois University–Carbondale
    • Yuki Hasebe, Ph.D., University of Illinois–Chicago
    • Eric Mansfield, Ph.D., University of Northern Colorado

Program Description

The Master of Arts in Teaching (Secondary Education) program (MAT) is dedicated to the idea that teaching is intellectually rigorous work, requiring inquiry and reflection. To prepare prospective middle school and secondary teachers to be successful in classrooms with diverse student populations, MAT students learn to develop flexible teaching styles and learning environments. Exploring new and progressive pedagogical skills, prospective teachers master richer decision making practices based upon an improved understanding of their fields of study.

Program participants combine strong academic foundations and the best teaching practices within the context of hands-on classroom experience. By maintaining close working relationships with cooperating schools, students are offered the opportunity to study their teaching specialty in an atmosphere that is both intellectually enriching and academically challenging.

Graduate secondary teacher certification programs are offered with majors in the following areas: agriculture, art, biology, chemistry, English, French, geography, history, mathematics, physical education, physics, political science, Spanish, and in other teaching minors/endorsements, namely bilingual/bicultural, general science, ESL, and reading. Graduates of the program meet certification requirements in secondary education (grades 9-12), and with the addition of one four-hour course, C&I 403G, are eligible for middle school certification (grades 6-8).

Admission Requirements

Students must possess an undergraduate degree from an accredited college or university within an approved area of certification. Through fulfillment of undergraduate requirements from an accredited institution, additional undergraduate teacher certification requirements in general education are waived. Specific content area courses may be necessary for certification that may be offered only on the Macomb campus. It is recommended that applicants have a formal transcript evaluation completed by the WIU Certification Officer. For admittance, prospective students must meet the following minimum requirements:

  1. Possess an overall and major cumulative undergraduate GPA of 3.0 or higher;
  2. Pass the Illinois Certification Basic Skills and Content Area exams;
  3. Complete a structured interview with members of the MAT graduate faculty, and be recommended for admission.

Degree Requirements

Students pursuing the Master of Arts in Teaching (Secondary Education) must satisfactorily complete a minimum of 37 semester hours of course credit while meeting the following requirements:

  1. Complete 18 semester hours in core courses;
  2. Complete a minimum of 12 semester hours selected from directed elective courses;
  3. Complete supervised field experiences and internship;
  4. Complete a teacher education program portfolio*

*Students must complete a teacher education program portfolio that demonstrates their mastery of the content areas of certification and their ability to apply contemporary teaching strategies to promote effective educational practices, based upon Illinois Professional Teaching Standards. Certification is contingent upon the completion of degree requirements and the recommendations of the Educational and Interdisciplinary Studies and content-area departments to the WIU certification officer.

Pre-professional Field Experiences - Students will complete 100 hours of supervised field experience in educational settings (EIS 592). Content knowledge, educational theory, and effective pedagogy will be implemented in the classroom by pre-professional teachers. The MAT pre-professional fields will be supervised by university personnel in collaboration with public school practicing teachers. Only final grades of B or higher in EIS 592 will be accepted to meet degree and certification requirements. A criminal background check will be required prior to completing field experiences.

Internship in Teaching - Students will complete a ten-week, full-time teaching assignment under the guidance of a certified supervising teacher and qualified university faculty. The students will complete a portfolio that supports their integration of content, pedagogy and educational expertise into effective teaching/learning/assessment strategies.

  • Core Requirements: 25 s.h.
    • EIS 500 Methods of Research
    • EIS 507 Social Change and the Multicultural Aspects of Schooling
    • EIS 535 Adolescent Psychology for Educators
    • EIS 536 Seminar in Cognition
    • EIS 538 Seminar in Individualized Instruction (SPED 510 may be substituted)
    • EIS 539 Instructional Methods for Secondary Teachers (or EDUC 439G in major field)
    • EIS 585 Seminar in the Intellectual History of Education (EIS 501 may be substituted)
    • EIS 592 Pre-professional Practicums (2 s.h.)
    • EIS 600 Internship in Teaching - contingent upon recommendation of the MAT Graduate faculty (5 s.h.)
  • Directed Electives: 12 s.h
    TOTAL PROGRAM: 37 s.h.

Course Descriptions

405G Classroom Management. (2) Study of classroom management models applied to educational settings. Organization and management to facilitate learning. Legal policies, procedures, and strategies for dealing with behavior, disruption, and conflict resolution. Prerequisites: Prior or concurrent prestudent teaching instructional field experience, concurrent student teaching, or graduate status.

427G Foundations of Language Minority Education. (3) An introduction to the historical, philosophical, political, social, and educational issues that have contributed to policy regarding public school services for language minority populations.

430G Methods and Materials for Teaching in Bilingual Programs. (3) Acquaints students with methodology and materials, with instruction on the preparation of audio and visual teaching aids, lesson plans, behavioral objectives, and the inquiry teaching methods for the bilingual/ESL classroom. Clinical experience-15 hours required.

435G Cultural Studies and the Classroom. (3) Study of classroom techniques used by bilingual/bicultural teachers to demonstrate the relevancy of education and the importance to pupils of their culture in their everyday school activity. Clinical experience-15 hours required.

450G Professional Workshop. (1–3) Designed to meet the inservice needs of teachers. Workshops are planned to study classroom teaching techniques. Workshops are offered in the following areas: a) design techniques for individualized programs; b) communication and public education; c) test and measurements; d) language arts and the teaching of literacy; e) race relations and education; f) motivation; and g) international understanding, Africa.

453G Assessment of Bilingual and ESL Students. (3) Selection, administration, and interpretation of measurement instruments. Description of testing: multicultural, bilingual, ESL language competency tests; language proficiency/achievement testing; linguistic/cultural aspects of intelligence testing; assessment in classroom. Clinical experience of 15 hours required. Pre-condition: full acceptance into teacher education program required.

457G Methods and Materials of Teaching English as a Second Language. (3) Analysis of language learning processes of bilingual children. The appropriate order for learning basic skills in two languages will be discussed and techniques of teaching English as a second language will be introduced and practiced. Clinical experience-15 hours required.

458G Linguistics for the Teacher of Limited-English-Proficient (LEP) Students. (3) The study of linguistics applied to teaching limited-English-speaking students. Includes English and non-English phonology, syntax, analysis, and application of linguistic theory. Clinical experience-20 hours required.

500 Methods of Research. (3) An introduction to the nature and techniques of contemporary social scientific research (including educational and human service). Emphasis placed on developing research literacy through critically reading, examining, and evaluating the characteristics of both quantitative and qualitative research. Additional emphasis on the critical issue of the nature of the relationship between research and its application to practice. Prerequisite: Some exposure to the basic nature of statistical reasoning recommended before enrolling in the course.

501 Philosophy of Education. (3) Historical and analytical study of cultural, social, political, and economic trends of civilization in relation to education.

503 Educational Statistics. (3) Introduction to the practice of statistical analysis in contemporary social science. Topics include exploratory analysis, measures of central tendency, measures of variability, probability, correlation and regression, chi square, and analysis of variance.

506 Community Resources and Educational Alternatives. (3) Identification, characterization, and implementation of resources in the community used to augment programs of educational alternatives. Attention may focus on certification, funding, and legal determinations.

507 Social Change and the Multicultural Aspects of Schooling. (3) Designed to provide students an in-depth examination and evaluation of important views of society and social change as they relate to schooling. Theories will be examined with attention to their possible influences on schooling. The multiethnic and multicultural aspects of schooling will be studied in their relationship to contemporary issues.

508 Seminar in Learning Theory. (2) A study pertaining to the influence of learning theories on educational practice. Reference will be made to psychological systems, the nature of man, transfer of learning, teaching, key proponents of theories, etc. It is especially designed for teachers and other scholars working in education.

520 Computers in Research and Evaluation. (1) A course designed to prepare graduate students to access various databases, use word processors, statistical packages, and graphics programs to organize and print research papers.

523 Advanced Measurement and Evaluation. (3) Study of theories and applications of measurement in education including testing and evaluation. Attention to measures of central tendency, data collection, and analysis.

533 Special Problems in Education. (1–3, repeatable to 6) Designed to provide students the opportunity to enhance professional growth and development by gaining familiarity with current thinking in the field in regard to specific educational problems as they pertain to actual educational settings.

535 Adolescent Psychology for Educators. (2) Study of developmental theory focusing on specific issues/concerns facing early, middle, and late adolescents in today’s classroom. Emphases include social/emotional, cognitive and physical development with particular attention to the affective elements of adolescence. Prerequisite: Graduate standing.

536 Seminar in Cognition. (2) An examination of contemporary cognitive models of learning, problem solving, and cognitive factors (beliefs, ability, strategies, etc.) that mediate learning and problem solving, including their application to the design and delivery of classroom instruction. Prerequisites: Prior completion of EIS 535 with a grade of “B” or better and graduate standing.

538 Seminar in Individualized Education. (3) Current psychological theory and best practices applied to characteristics and assessment of, and individualized instruction for, gifted, at-risk, and special needs students in compliance with federal and statutory law. Prerequisites: Completion of EIS 535, EIS 536, and EIS 507 with grades of “B” or above.

539 Instructional Methods for Secondary Teachers. (3) Study and application of prevailing instructional methodologies, curricular theory, and planning identified as effective in meeting the cognitive, social, and behavioral needs of high school students. Prerequisites: Prior completion of EIS 535 and EIS 536 with a grade of “B” or better.

550 Professional Workshop. (1–3) Course is for graduate students only. Workshops deal with topics in the broader areas of educational and interdisciplinary studies. Students will participate in a variety of activities including reading, research, reports, etc.

552 Strategies for Teaching the Content Areas to Bilinguals. (3) Analysis of culturally and linguistically appropriate strategies for effective bilingual teaching in the content areas.

555 Community Resources and Parental Involvement for Language Minority Populations. (2) A study of effective techniques for involving parents and other community members and organizations in implementing bilingual education.

580 Current Problems in Education. (2) Course is designed to acquaint the student with current issues in today's educational programs; to analyze trends in the development of teaching methods; to evaluate techniques, to evaluate curriculum planning, and to consider educational administration; and to examine critically the significant issues and problems of contemporary educational practice.

582 Comparative Education. (2) A study of the theory and practices underlying the administration and organization of education, the preparation of teachers, the curriculum and methods of instruction in schools of selected foreign countries.

585 Seminar in Intellectual History of Education. (2) Intellectual history of education and the emergence of democratic society in the West, social change, and the expansion of the educational enterprise.

587 Human Development Throughout the Life Span. (3) Relationship of various aspects of developmental theory (analytic, behavioral, cognitive, and psychosocial) to human development throughout the life span.

590 Field Study Projects. (1–3 each) Extensive readings, observations, and interpretations of educational systems in the United States and selected foreign countries. Prerequisites: Permission of the student's adviser and the Departmental Graduate Committee.

592 Field Experience in Education. (1–4, repeatable to 4) Supervised field experience in off-campus education situations including public or private school or alternative education programs. Prerequisites: Permission required. Prior or concurrent course work appropriate to the assignment.

599 Independent Study. (1–4, repeatable to 4) Investigation of problems related to the student's major area. A substantial written report, as well as informal oral report, will be required. Students will meet with an instructor during the course on a periodic basis.

600 Internship in Teaching. (5, repeatable to 10) A culminating, 10-week, school-based clinical experience in the student’s major area(s) of specialization under the supervision of a department faculty member and a senior teaching professional. Prerequisites: EIS 507, EIS 535, EIS 536, EIS 538, EIS 539, and EIS 592; 100 clock hours of clinical experience; and recommendation of EIS Graduate Committee.

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