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Work-Based Learning Concentration

Master of Arts

Our Work-Based Learning concentration helps educators with a valid K-12 teaching license plan experiences that give their students the chance to learn in work settings outside of the classroom.

Online

Fully Online

You'll complete 100% of your coursework online.

Location: Online

Start Dates: Summer 2022

Total Credits

33

Finish in as Few as

18 months (plus thesis)

Courses

  • History and Advancement of Work-Based Learning (EDUC705)

    Study of the history and progress of work-based learning. Examination of the federal and state legislation that applies to the field. Gives work coordinators knowledge and tools to turn students' work experiences into meaningful learning experiences. Role of human resources in an organization. Career and technical student organizations. One of three courses needed for the Teacher Coordinator of Work-based Learning License.

    3 credits

  • Designing School-Based Instruction for Work-Based Learning (EDUC707)

    Students design instruction for work-based programs that connect students' school experiences to the world of work. Current employment trends. Employment laws. Evaluation of resources for career development. One of three courses needed for the Teacher Coordinator of Work-based Learning License.

    3 credits

  • Implementing and Monitoring Work-Based Learning (EDUC709)

    Tools teacher coordinators will use to implement work-based learning. Monitoring programs. Collaborating with the community, employers, school officials, and parents. Reporting to state and other agencies. One of three courses needed for the Teacher Coordinator of Work-based Learning License.

    3 credits

  • Teacher as Leader (TEAC606)

    Analysis of the critical impact of the teacher in the educational process. Examination of a variety of information and formal ways in which teachers are leaders. Provision of a framework for thoughtful interaction with the changing image of teachers and the challenges of teacher leadership. Development of reflective practice and goals for leadership and professional growth are addressed.

    3 credits

  • Content Research in Practice (TEAC610)

    Use of evidence based research to inform instructional practice is a critical skill for practicing teachers. The ability to locate, curate, analyze and apply educational research will be mastered. Creation of unique applications of research from specific k-12 content is the primary focus of this course.

    2 credits

  • Improving Instruction (TEAC616)

    Examination of a variety of theories, approaches and instructional strategies that build on the experience of practicing teachers. 21st century skills and the study of model schools known for their innovative practices based on strong rationales and underlying theories. Intention of the course is to renew teachers’ current knowledge base, craft of teaching, and new models of “doing school.”

    3 credits

  • Applied Classroom Assessment (TEAC635)

    Examination of the core principles of how assessment can accelerate student learning when applied systematically. Development of thinking habits that lead to consistent and purposeful implementation of practices that motivate, inspire, and empower students to take ownership of their learning.

    3 credits

  • Introduction to Differentiation and Responsive Teaching (TEAC730)

    Overview of the theory and research of differentiated instruction as a model for acquiring content, processing ideas and developing products to effectively address varying student needs in the K-12 classroom. Focus is on instructional strategies and the practical application of differentiation in the teacher-learner's classroom. Attention to the needs of students with disabilities will be emphasized.

    3 credits

  • Responsive Pedagogy for English Language Learners (TEAC731)

    An overview of second language acquisition theories as the foundation for understanding learning processes of a second language learner. Focus is on differentiation for language proficiency levels and levels of former schooling while keeping the rigor of the grade-level content. Strategies for intentional academic language teaching within each content area will drive the lesson planning approach in this course. Crucial factors that influence the acquisition of the second language such as linguistic and cultural identity negotiation will also be addressed.

    3 credits

  • Culturally Responsive Instruction (TEAC732)

    Examination of multicultural research, theory and practice as a foundation to cultural understanding in the classroom. Exploration of their role as teacher in a culturally changing learning environment as they develop instructional strategies based on research‑based best practice to continually improve as culturally responsive practitioners.

    3 credits

  • Preparing the Thesis Project (TEAC756)

    Preparation for the process of designing and writing a master's level thesis or conducting action research. Exploration of the selection and refinement of a research topic; the nature and scope of master's thesis/action research project; APA style; and preparation for the oral examination process.

    1 credits

  • Thesis Writing Studio (TEAC790)

    Exploration of a significant educational issue relevant to the student’s professional involvement through an independent, step by step, individually supervised process to develop a thesis or project. Defense of student’s thesis or project following collaboration with thesis advisor to ensure guidelines have been followed and requirements have been met as noted in the Bethel University Graduate Education Thesis Handbook.

    3 credits