Masters of Education in Early Childhood Education Self-Study
Brief History of M.Ed. in Early Childhood Education
NAU has a long history of providing professional
preparation programs for teachers. Since the early 1980s,
the College of Education has offered an advanced degree
program in early childhood education. Initially, the degree
program was offered as a post-baccalaureate and Master of
Arts in Education degree option. The degree program was
changed from an M.A. to a Master’s in Education degree in
1990. In 2006, this program was revised by an early
childhood faculty committee with input from the broader
department faculty. The new program was accepted by the
COE Curriculum Committee and then approved by the
University Graduate Curriculum Committee. The revised
program of study continues to be used throughout the
state, as there are many M.Ed. Early Childhood students in
Phoenix and traditional students in many other locations
who take course work in face-to-face or on-line formats.
With the advent of the online instruction in the 1990s, the
early childhood faculty began developing coursework in this
delivery mode to meet the needs of students in other states
and countries who seek advanced training in early
childhood education.
Program Description
The Master of Education in Early Childhood Education
prepares professionals for employment in leadership roles
within various early learning environments, public, private
and charter preschools and elementary schools for grades
pre-kindergarten through grade 3. The program is intended
to serve early childhood professionals currently practicing
in the field. It does not lead to certification. Students
normally complete the 36-hour program within 18-24
months of starting coursework. Students in this program
may choose to finish their course work with a thesis option
in place of coursework. Enrollment in the program is
M.Ed. Early Childhood
Program Learning
Outcomes (NAEYC
Standards)
1. Candidates Promote Child
Development and Learning.
2. Candidates build family
and community
relationships.
3. Candidates are skilled in
observing, documenting, and
assessing to support young
children and families.
4. Candidates use
developmentally effective
approaches.
5. Candidates use content
knowledge to build
meaningful curriculum.
6. Candidates conduct
themselves as members of
early childhood profession.
7. Candidates develop the
knowledge, skills and
professional dispositions
necessary to promote the
development and learning of
young children across the
entire developmental period
of early childhood.
Page 1
contingent upon a student having a 3.0 GPA in their undergraduate coursework.
The current program of study is listed below. The program has recently been streamlined to
reduce the overall number of credit hours required for degree completion from 36 to 30 credit
hours. This change will help the program be more concentrated and competitive with other
programs around the state and region and will commence in fall 2013
Core Area
Foundations
Major Field
Related Courses
M.Ed. Early Childhood
.
Class Requirements
Students must take one of the following classes for 3 credit hours:
 EDR 610 Introduction to Research
 EDR 611 Action Research
 EPS 525 Introduction to Statistics
Students must take one of the following classes for 3 credit hours:
 EDF 670 Philosophy of Education
 EDF 671 History of American Education
 EDF 672 Comparative Education
 EDF 673 International Education
 EDF 677 Educational Sociology
Students must take the following five early childhood classes for 15
credit hours:
 ECI 526 Parental Involvement in Education
 ECI 620 Early Childhood Curriculum (must be taken)
 ECI 621 Selected Topics in Early Childhood Education
 ECI 625 Development of Children’s Logical Concepts
 ECI 531 Foundations of Reading Instruction
Students must take three of the following classes for 9 credit hours:
 ECI 541 Corrective and Remedial Reading
 ECI 569 Transformative Education in a Democratic Society
 ECI 602 Advanced Children’s Literature
 ECI 604 Advanced Study in Emergent Literacy
 ECI 607 Advanced Study in Play Education
 ECI 608 Field Work Experience (1-3 Credit Hours)
 ECI 647 Multiage Education
 ECI 648 Advanced Multiage Education
 ECI 642 Modern Language Arts
 ECI 643 Modern Elementary School Mathematics
 ECI 644 Modern Elementary School Social Studies
 ECI 645 Modern Elementary School Science
 ECI 651 Issues in Reading
 ECI 661 Administration an Supervision of Reading Programs
 ECI 696 Professional Problems of Teachers
Page 2





ECI 650 Issues in Multiage Education
ESE 516 Patterns & Variations of Child Development
ESE 536 Foundations of Early Childhood Special Education
ESE 556 Methods of Early Childhood Special Education
EPS 710 Seminar in Early Childhood Development
Most of the classes for this degree, excluding the thesis class, are offered on-line during the
spring, summer and fall semesters. This option has changed since the program’s initial revision
in 2000. The move to on-line delivery was made to meet the needs of students across the
state, nation, and in foreign countries, as well as to help practicing teachers earn their master’s
degrees while working full-time. In addition, on-line course offerings allow students to
participate each semester in courses to continue their professional development in a flexible
and efficient manner. The wide variety of students participating in the program enhances the
overall class experience for all students. With the ease of participation in on-line classes, more
students are involved in the spring and fall semesters; they no longer have to wait for summer
breaks or off contract times to take classes.
From 2003 to 2010, T&L had between 6 and 13 early childhood and elementary faculty
members on campus who worked with our M.Ed. in Early Childhood program. In 2004, T&L had
23 tenured or tenure-track faculty and 14 non-tenure-track faculty (campus and statewide) of
which 4 taught graduate classes for the early childhood masters’ degree. For 2006, the mixture
of tenure to tenure track faculty members in the department changed (a total of 23 tenured or
tenure-track professors and 22 non-tenure track instructors) and two more faculty positions
were added to assist with the Masters in Early Childhood Education degree program. By 2009
the number of faculty members in the program was reduced to five faculty members. This
number has held steady to the present. The number of non-tenure track faculty members in
the program has varied widely across the review period from a low of one faculty member to a
high of eight in the 2008 academic year. At present, four non-tenure track faculty members
provide support to the program, of which two are on part-time contracts.
Early Childhood Faculty Tenured/Tenure-Track and Non-Tenure Track
Early Childhood
Faculty
Tenured/TenureTrack
Non-Tenure
Track
TOTAL
FY 04
FY 05
FY 06
FY 07
FY 08
FY 09
FY 10
FY 11
FY 12
5
5
5
5
5
5
5
5
5
1
3
5
5
8
6
6
4
4
6
8
10
10
13
11
11
9
9
M.Ed. Early Childhood
Page 3
Background Information
Enrollment Data
Degree-seeking Headcount of M.Ed. Early Childhood Education Students
During the initial period of this review, the number of candidates in the M.Ed. in Early
Childhood Education showed a steadily increasing trend reaching a peak during the 2007 and
2008 academic years. Since that time, the program has been experiencing a decline in
enrollment such that the current number of enrolled students is almost exactly equal to the
enrollment in the 2004 academic year. The increasing enrollment trends noted in the early
period of the review occurred predominately in on-line classes and as a result of programmatic
and legislative initiatives in Arizona that emphasized early childhood education. In addition, the
Arizona Department of Education has required an early childhood endorsement for all prekindergarten and kindergarten teachers by 2012. The decreasing enrollment noted in the later
academic years is primarily attributed to decreases in our extended campus system which
serves primarily non-traditional working students who were affected by the economic
downturn. It should be noted, however, that hidden in the overall program enrollment are
teachers who enrolled in early childhood education courses as non-degree seeking graduate
students for professional development purposes. While the numbers are difficult to identify or
estimate, it is clear that a large number practicing teachers enrolled our graduate degree
classes to complete some of the coursework necessary to fulfill this endorsement requirement.
M.Ed. in Early Childhood Educadtion
Enrollment Trend
250
All Enrolled Students
200
150
100
50
0
Enrollment Trend
M.Ed. Early Childhood
Fall
2003
Fall
2004
Fall
2005
Fall
2006
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall
2011
150
133
189
201
232
230
225
191
149
Page 4
Graduation Rates
M.Ed. Early Childhood Education Degrees Awarded
Graduation rates rose, particularly between FY08 and FY10, most likely due to the early
childhood endorsement needed to teach kindergarten in the state of Arizona by July 2012.
Additionally, some K-3 faculty chose the program in anticipation that an early childhood
endorsement could possibly be in the future for teachers in that grade range.
Other factors affecting the rise include a focus on early childhood in the state since 2007.
Coaches hired to assist in systems-building throughout the state often chose NAU’s M.Ed. in
Early Childhood in order to augment knowledge and meet requirements need for their jobs.
Community college early childhood faculty still often choose NAU to maintain their credentials
and update their knowledge-base. Also, students living abroad also choose our online option.
Enrollment/graduation decline may be attributed to the economic downturn, the passage of
the July 2012 deadline, and current educational trends across the country.
Campus
Flagstaff
FY 04
4
FY 05
7
FY 06
9
FY 07
4
FY 08
2
FY 09
4
FY 10
4
FY 11
4
1
2
2
12
21
27
44
31
70
59
82
72
86
70
67
59
Yuma
2
1
5
3
3
0
0
0
TOTAL
77
68
93
88
109
101
115
94
On-line
Community
FY 12
Race and Ethnicity for the M.Ed. in Early Childhood Education (Continuing Education)
Diversity represented in our programs reflects typical trends overall. The rise in Hispanic
students’ enrollment is encouraging as the demographic in the state point to a rise in Hispanic
children in the under the age of six category. Although the percentage of Native American
students has maintained, this is an area in need of further review as a strategic goal of the
university is to serve Native American populations.
Race/Ethnicity
African
American
Asian
American
Hispanic
FY 04
FY 05
FY 06
FY 07
FY 08
FY 09
FY 10
FY 11
FY 12
5
4
3
5
5
10
6
5
4
(3%)
(3%)
(1%)
(2%)
(2%)
(4%)
(3%)
(3%)
(3%)
2
1
4
4
4
5
7
4
3
(1%)
(1%)
(2%)
(2%)
(2%)
(2%)
(3%)
(2%)
(2%)
12
15
37
38
36
24
20
37
27
M.Ed. Early Childhood
Page 5
Native
American
White
(9%)
(11%)
(20%)
(19%)
(16%)
(11%)
(9%)
(19%)
9
7
9
10
16
17
12
5
11
(6%)
(5%)
(5%)
(5%)
(7%)
(8%)
(6%)
(3%)
(7%)
119
104
134
142
170
171
178
137
101
(79%)
(78%)
(71%)
(71%)
(73%)
(74%)
(79%)
(72%)
(68%)
(%)
International
Other/Not
Specified
Two or More
TOTAL
(18%)
3
2
0
0
0
0
0
(2%)
(2%)
(%)
(%)
(%)
(%)
(%)
(%)
0
0
2
2
1
3
1
1
2
(%)
(%)
(1%)
(1%)
(>1%)
(1%)
(>1%)
(>1%)
(1%)
0
0
0
0
0
0
1
2
1
(%)
(%)
(%)
(%)
(%)
(%)
(>1%)
(1%)
(1%)
150
133
189
201
232
230
225
191
149
M.Ed. in Early Childhood Education Self-Study Summary
What is the relationship of the M.Ed. in Early Childhood Education program to NAU’s mission
and strategic goals?
The M.Ed. in Early Childhood Education is aligned with the values, mission and strategic goals of
NAU. The M.Ed. in Early Childhood Education program supports professionals with the skills to
continue to be effective early childhood educators in Arizona, in the western region, nationally,
and globally. The program offers a learning-centered approach (NAU Goal 1 Learner-Centered
University), which enhances the role of teachers by providing them with examples of innovative
practices and by inspiring them to invent new ideas that help improve the education of young
children in Arizona and the region. The program of study focuses on developmentally
appropriate practices for educating infants and young children birth through age eight.
Rigorous, high-quality program experiences focus on student success by placing the learner at
the center of its program. There is also a major emphasis within the program on working with
underserved populations, particularly Native Americans and Hispanics (NAU Goal 6
Commitment to Native Americans).
In addition to a close articulation with the NAU mission and goals, the program is aligned with
and supports the strategic plan of the College of Education, specifically Goals 1, 4, 5 and 7.
By taking the lead on offering degree programs for early childhood teachers in Arizona, the
M.Ed. in Early Childhood Education is seen as a prominent program in Arizona in education.
Candidates are prepared to become professional educators to promote learner success (CoE
Goal 1 Leadership in Education in Arizona). Program faculty members continually seek ways to
be innovative in the delivery of this program so T&L can “develop education leaders who create
tomorrow’s opportunities.” Through outreach to educators serving rural and reservation-based
programs in Arizona, the program helps our college to be seen as a national leading college of
education serving Native Americans (CoE Goal 4 Become a national leader in serving Native
M.Ed. Early Childhood
Page 6
American students). Because of the collaborative nature of the faculty members in this
program, course offerings are increasingly integrating Native American perspectives in its
curriculum. Faculty members support a Native American Student Group on campus. As is the
case with Native America students, the program is also reaching out to Hispanic/Latino(a)
students with the intent of becoming an national leaders in serving students from this cultural
and linguistic heritage (CoE Goal 5). Perhaps most significantly, the program is designed to
address leadership in early childhood education (CoE Goal 6) both in Arizona and the region by
creating a university-wide center (for research, professional development, curriculum
development, and child care) on early childhood education and development. Lastly, the
program improves access to education across the country and for global audiences through the
provision of online coursework. Faculty members want to increase opportunities for students
and faculty to experience early childhood programs abroad and to also increase its global
perspectives in curriculum. The National Multiage Institute offered through the College
Education brings many teachers and administrators from around the world to study multiage
education for pre-school and primary age children. It also conducts study tours to Australia and
New Zealand so graduate students, many in the early childhood masters degree program, have
the opportunity to engage with multiage teachers in those two countries.
What is the quality of the program?
Since 2003, graduates of the M.Ed. in Early Childhood Education are employed throughout the
state, nation, and globally in P-grade 3 classrooms. These recent graduates continue to serve
their early childhood centers and school districts with renewed knowledge of curriculum,
instruction, and assessment. Many use their expertise to become teacher leaders and peer
coaches within their districts. Some of our graduates become Arizona State Ambassadors and
Teachers of the Year. The program quality is demonstrated by the expertise of the faculty
members to teach in the program, the course evaluations from students in the program, faculty
members’ contributions to their discipline, program assessment activities and surveys, as well
as through the contributions of the program to the university, state and region.
Core Faculty
The table below lists the faculty member, their faculty rank and the primary course courses
they teach for the M.Ed. in Early Childhood Education. Core courses listed on the table are
those early childhood education classes that candidates are required to take (core block) or can
choose as one of their three elective courses (elective block). The M.Ed. in Early Childhood
Education program draws its faculty from three different departments within the College of
Education to help practitioners become well-balanced and effective educators. The
department of Teaching and Learning provides the core faculty members for over half of the
hours required for this degree program. The other fifty percent of the program hours are
M.Ed. Early Childhood
Page 7
taught by colleagues from within the College of Education (faculty from Educational Leadership,
Educational Specialties, and Educational Psychology).
M.Ed. Early
Childhood Education
Core Faculty
Karen Applequist
Rank
M.Ed. Early Childhood Education Courses Taught
Associate
Professor
Jeffrey Bloom
Ward Cockrum
Professor
Professor
Gae Johnson
Sherry Markel
Professor
Associate
Professor
Associate
Professor
Associate
Professor
ESE 516 Patterns and Variations in Child Development
ESE 536 Foundations of Early Childhood Special
Education
ESE 556 Methods of Early Childhood Special Education
ECI 645 Modern Elementary School Science
ECI 531 Foundations of Reading Instruction
ECI 541 Corrective and Remedial Reading
ECI 602 Advanced Children’s Literature
ECI 651 Issues in Reading
ECI 643 Modern Elementary School Mathematics
ECI 644 Modern Elementary School Social Studies
Pam Powell
Jennifer Prior
Emilie Rodger
Associate
Professor
Melissa Settle
Sandra Stone
Lecturer
Professor
ECI 621 Selected Topics in Early Childhood
ECI 541 Corrective and Remedial Reading
ECI 526 Parental Involvement in Education
ECI 621 Selected Topics in Early Childhood Education
ECI 625 Development of Children’s Logical Concepts
ECI 642 Modern Language Arts Instruction
ECI 651 Issues in Reading
ECI 661 Administration and Supervision of Reading
Programs
ECI 620 Early Childhood Curriculum
ECI 647 Multiage Education
ECI 648 Advanced Multiage Education
ECI 620 Early Childhood Curriculum
ECI 604 Advanced Study in Emergent Literacy
ECI 607 Advanced Study in Play Education
ECI 620 Early Childhood Curriculum
ECI 647 Multiage Education
ECI 648 Advanced Multiage Education

Professors, as needed, update core course syllabi with new publications in the field. All
courses for the Masters in Early Childhood Education Continuing Professional are
offered every semester or every other semester, maximizing availability for students. All
students were required to take ECI 620, and in the new degree program, the following
are required courses:



ECI 526 Parental Involvement in Education
ECI 620 Early Childhood Curriculum (must be taken)
ECI 621 Selected Topics in Early Childhood Education
M.Ed. Early Childhood
Page 8



ECI 625 Development of Children’s Logical Concepts
ECI 531 Foundations of Reading Instruction.
Data is collected for this class through a key assessment called a signature assignment.
Evidence of Teaching Effectiveness and Innovation
Course Evaluations
Teaching evaluations for classes in the M.Ed. in Early Childhood Education for the most recent
academic year (2011-2012) are depicted in the tables below. Course ratings use a Likert, 5point scale where a rating of five is defined as Outstanding, a rating of three is Satisfactory, and
a rating of one is deemed to be Unsatisfactory. While the course evaluation instrument samples a
variety instructional design, instructional delivery, course management and instructor variables,
two items were extracted as the best indicators of course quality: The extent to which
candidates perceived that the course increased their knowledge and the degree to which the
course was considered to be worthwhile. According to the data presented in the tables below,
students generally perceive courses in this program to be in the very good or outstanding
range. These rating patterns are mirrored by a high proportion of positive student comments
about the course delivery and the course instructor. Although most of the ECI courses, the
department in which the degree is housed, have positive responses, several need to examined
more carefully (ECI 604); this also true of courses with other prefixes. It needs to be noted that
many courses are also taught by part-time personnel. Disaggregating data according to parttime/full-time designations may yield useful information. Assurance must be made that the
courses in the degree plan are offered on a regular basis. Response rates for the courses are
highly variable both across courses and between sections of courses, ranging from returns of 0
to 100%. A persistent patter of low student response rates (below 70%) has been a concern
since the college converted to a fully electronic method of collecting course evaluations. NAU is
working on strategies to increase the likelihood that students will complete course evaluations
and is considering a system that can be more closely articulated with the BBLearn course
delivery system.
FOUNDATIONS
Course Number and Title
EDR 610 Introduction to Research
Sections
Taught
2011-12
28
Response
Rate
(range)
50%
Increased
Knowledge
Course
Worthwhile
3.80
3.71
Not Taught in
2011-12
4.43
Not Taught
in 2011-12
4.42
4.24
4.09
(0-100%)
EDR 611 Action Research
n/a
n/a%
(%)
EPS 525 Introduction to Statistics
12
48%
(26-65%)
EDF 670 Philosophy of Education
8
31%
(0-56%)
M.Ed. Early Childhood
Page 9
EDF 671 History of American Education
8
52%
4.67
4.56
3.96
3.91
Not Taught in
2011-12
4.43
Not Taught
in 2011-12
4.32
Increased
Knowledge
Course
Worthwhile
4.41
4.44
4.09
4.03
4.14
4.10
4.22
4.22
4.54
4.51
Increased
Knowledge
Course
Worthwhile
4.74
4.80
Not Taught in
2011-12
4.52
Not Taught
in 2011-12
4.44
2.14
2.00
(0-100%)
EDF 672 Comparative Education
3
43%
(13-90%)
EDF 673 International Education
n/a
n/a%
(%)
EDF 677 Education Sociology
4
48%
(33-67%)
CORE COURSES
Course Number and Title
ECI 526 Parental Involvement in Education
Sections
Taught
2011-12
5
Response
Rate
(range)
44%
(33-71%)
ECI 620 Early Childhood Curriculum
7
42%
(27-56%)
ECI 621 Selected Topics in Early Childhood
Education
ECI 625 Development of Children’s Logical
Concepts
ECI 531: Foundations of Reading Instruction
7
46%
(27-83%)
5
38%
(7-64%)
12
44%
(17-100%)
ELECTIVE COURSES
Course Number and Title
ECI 541: Corrective and Remedial Reading
Sections
Taught
2011-12
11
Response
Rate
(range)
33%
(0-67%)
ECI 569 Transformative Education in a
Democratic Society
ECI 602 Advanced Children’s Literature
%
(%)
8
38%
(25-55%)
ECI 604: Advanced Study in Emergent
Literacy
ECI 607 Advanced Study in Play Education
2
47
1
100%
5.00
5.00
ECI 647 Multiage Education
1
63%
4.80
5.00
ECI 648 Advanced Multiage Education
1
100%
5.00
5.00
ECI 642 Modern Language Arts
3
32%
4.92
4.92
Not Rated
Not Rated
Not Taught in
2011-12
Not Taught
in 2011-12
(25-55)%
(20-50%)
ECI 643 Modern Elementary School
Mathematics
ECI 644 Modern Elementary School Social
Studies
M.Ed. Early Childhood
1
0%
(%)
0
%
(%)
Page 10
ECI 645 Modern Elementary School Science
0
%
(%)
ECI 651 Issues in Reading
5
%
Not Taught in
2011-12
Not rated
Not Taught
in 2011-12
Not rated
4.20
4.20
Not Rated
Not Rated
4.15
4.01
Not Taught
in 2011-12
Not Taught
in 2011-12
4.75
(%)
ECI 661 Administration an Supervision of
Reading Programs
ECI 650 Issues in Multiage Education
6
32%
(0-100%)
1
%
(%)
ECI 696: Professional Problems of Teachers
7
40%
(12-70%)
EPS 710 Seminar in Early Childhood
Development
ESE 510 Creativity and Giftedness
0
0%
0
0%
ESE 516 Patterns and Variations in Child
Development
ESE 536 Foundations of Early Childhood
Special Education
ESE 556 Methods of Early Childhood Special
Education
1
31%
Not Taught in
2011-12
Not Taught in
2011-12
4.75
43%
4.42
4.13
4.38
4.58
2
(41-45%)
2
41%
(31-50%)
Faculty Contributions to Discipline or Profession through Scholarly, Creative or Professional
Activity
Dr. Ward Cockrum, full professor, has published many articles on reading (2009, 2008, 2007).
He has published two textbooks, which are used for his graduate reading classes (2010, 2009).
He has been a member of the Editorial Review board for Language Arts Journal (2002-2008). He
has presented for many reading conferences. Dr. Cockrum serves as the Coordinator for the
Reading Endorsement Program at the College of Education, NAU, and is a member of the
Arizona Department of Education Committee to Revise the Reading Specialist Endorsement for
the Arizona Department of Education (2006-2009).
Dr. Gretchen McAllister, associate professor, is the coordinator of our C & I doctoral program.
She is also the coordinator of the International Scholar Academy at NAU. Dr. McAllister is the
former director of the Martin-Springer Institute at NAU (2005-2009). She has written several
book chapters about research (2009) and also multicultural professional development for
African American teachers (2002). She has written many articles about teacher preparation
(2005), the role of empathy in teacher education (2002), and cross-cultural issues (2000, 2001).
She has presented at international and national conferences such as the National Association
for Multicultural Education (2008), The National Conference of American Association of
Colleges for Teacher Education (2008), and the Society for Information Technology and Teacher
Education (2005). Dr. McAllister has been awarded the NAU President’s Award (2007), was a
M.Ed. Early Childhood
Page 11
visiting professor in Chengdu, China, and was nominated for the Commission on the Status of
Women’s Outstanding Achievement and Contribution award.
Dr. Pam Powell, associate professor, has published several articles on issues in early childhood
(2010, 2007, 2005). She was awarded the College of Education’s Teacher of the Year (2008).
She serves on the Governor’s Appointed Board: Early Childhood Health and Development (First
Things First) and the Hopi Endowment Education Fund Board. She serves on the Arizona P-20
Council Ad Hoc Early Childhood and Literacy Committee. She has made numerous national
presentations regarding early childhood. Dr. Powell serves on our Doctoral Steering Committee
and mentors doctoral students through their dissertation work as their chair.
Dr. Jennifer Prior, associate professor, has numerous articles, book chapters, and books focused
on early childhood and literacy (2009, 2008, 2007,2006). Her books include Family Involvement
in Early Literacy (2010), Family Involvement in Early Childhood Education: Research into Practice
(2006), and Environmental Print in the Classroom: Connections for Learning to Read (2004). She
has many presentations at national and international conferences. She reviews for The Reading
Teacher (International Reading Association, 2003 – present) and the Curriculum and Teaching
Dialog.
Emilie Rodger, associate professor, has published many articles on literacy, professional
development schools, and multiage education (2010, 2009, 2005). She has been awarded
several grants and has presented at many national, state, and local conferences. She co-directs
the National Multiage Institute at CoE and directs the Southwest Multiage Conference every
year. She served as the consulting editor for the International Association of Special Education
journal (2006-2009). She was the CoE Teacher of the Year in 2003.
Melissa Settle, lecturer, was Teacher of the Year (1999-2000) for the Deer Valley Unified School
District. She was the Northern Arizona Regional Director for the Odyssey of the Mind (20062009). She served as co-sponsor for the Arizona National Association for the Education of the
Young Child, Student Chapter (2007 -2008). She has published curriculum materials (2005,
2006, 2007).
Dr. Sandra Stone, full professor, chair of the Department of Teaching and Learning (2007-2012),
has published many articles on multiage, literacy and play (2010, 2009, 2007, 2006, 2005). She
is the author of a number of books, including one on Multiage Education and one on Play,
which are used as textbooks for graduate and undergraduate classes (1996, 2004). She has
authored many book chapters on literacy, multiage, portfolios and play (2000, 2003, 2005). She
is the Director of the National Multiage Institute, which trains multiage teachers at the
graduate level, nationally and internationally. She is past editor of the Journal of Research in
M.Ed. Early Childhood
Page 12
Childhood Education (1999-2003), and current column editor for Childhood Education (20072011).
See the Appendices files for faculty Vitas, as well as descriptions of other publications,
presentations, and professional activities of faculty teaching courses in the Masters in Early
Childhood Education Continuing Professional.
Program Diversity and Student Engagement with Diversity
While all faculty members for the program are of European American/White heritage, 30% of
the students enrolled in the program are from culturally or linguistically diverse background,
the largest group of which are from Hispanic/Latino heritage (18%). The overall diversity of the
most recent candidate class (FY 11) is slightly more diverse than the overall state population,
84% of which is categorized as White on the most recent census. The number of students from
Hispanic/Latino(a) backgrounds is below the state overall average. However, when examining
the population statistics in northern Arizona, the program is underrepresented in the area of
Native American students (18% compared to 20-27% depending on county). As with many
education programs, approximately one third of the students are male, and two thirds are
female.
Students engage with diversity on a variety of dimensions in the curriculum, for example, in the
ECI 647 Multiage Education and ECI 696 Professional Problems of Teachers classes.
Assessment
In 2010, an Annual Report on Degree Program Assessment of Student Learning was submitted
to the NAU Office of Academic Assessment (OAA). This report delineated how student learning
outcomes and program effectiveness would be assessed through the signature assignment in
ECI 620. Student learning is also assessed through ongoing feedback in coursework and through
final grading; and through informal feedback from professors and advisors.
The results of the June 2010 report indicated the following:
1. Faculty would develop a Signature Assignment for ECI 620 Early Childhood
Curriculum to be implemented Spring 2011. Faculty reviewed ECI 608 as a practicum
option. However, faculty is also considering using ECI 531 as the practicum class as
it already has a practicum embedded in the class. T&L’s lead early childhood faculty
person will work on this component for Spring 2012.
M.Ed. Early Childhood
Page 13
2. The faculty members of the M.Ed. in Early Childhood Education will develop a
system to disaggregate candidate results from the data collected for ECI 620 (Spring
2011, Summer 2011, Fall 2011) during the spring 2012.
M.Ed. Early Childhood Education Grades
(Note: ECI 620 grades include both the Masters in Elementary Education and Masters in Early Childhood Education
students as this class is required for the M.Ed. in Early Childhood and an option for the M.Ed. in Elementary
Education.)
Grade
Distribution
ECI 620
A
FY 04
FY 05
FY 06
FY 07
FY 08
FY 09
FY 10
FY 11
FY 12
158
133
170
165
132
126
121
102
122
88%
88%
94%
88%
92%
94%
93%
91%
85%
B
17
15
7
16
9
6
4
2
14
C
3
1
1
3
1
1
0
1
4
F
1
2
2
3
1
1
5
7
4
179
151
180
187
143
134
130
112
144
TOTAL
Student/Alumni Evaluations of Program
In 2008, T&L surveyed Alumni from three education programs. The data reported below are
aggregated data for the overall report. Given the data collection method used, it is not possible
to disaggregate responses from the M.Ed. in Early Childhood Education from the general data
set. However, the date themes for this program are likely to be similar to the other major
programs and therefore are included in this program report for illustrative purposes.
Response distribution:
Total number of survey respondents: (N=49)
Respondents indicating BSED/BAS/BS: 13 (26.5%)
Respondents indicating MEd with Certification: 12 (24.5%)
Respondents indicating MEd Continuing Professional: 23 (49%)
M.Ed. Early Childhood
Page 14
The following is a narrative summary of the survey findings.
1. Alumni commented that the top three factors that influenced their decision to enroll in
NAU was location, flexibility of the program, availability of the program, and reputation
of the program. 41% cited Flagstaff as the Campus of Attendance.
2. 86% of respondents are currently employed with 83% in a position directly related to
their NAU training. The most frequently cited positions in which they are currently
teaching are: P-12 regular education teacher (78%), reading specialist (5%), P-12 special
education teacher (5%), and school or district administrator (5%).
3. The Professional Standard areas alumni most frequently cited where they were most
highly prepared are: Review and reflect on my teaching practices, use multiple teaching
strategies to present information in a variety of ways, and use developmentally
appropriate teaching methods.
4. The Professional Standard areas alumni most frequently cited as a low degree of
preparedness are: Effectively manage student behavior, teach English language learners,
teach students with disabilities, and integrate technologies into my lessons.
5. Alumni most frequently cited the following factors as a high degree of satisfaction:
Quality of instruction in courses, availability of courses, and length of program.
6. Alumni most frequently cited the following factors as a low degree of satisfaction:
Assistance with test preparation, quality of advising, and assistance with finding
employment.
7. On dispositional factors, 80% indicated they felt adequately or well-prepared in
“developing a sense of confidence in their professional knowledge.” 88% felt adequately
or well-prepared in “developing an empathetic and caring disposition for working with
students.” 92% felt adequately or well-prepared for “developing knowledge of the
ethics of their profession.” 90% felt adequately or well-prepared for “developing an
openness to new ideas in the profession.”
8. The three most frequently cited valuable experiences noted by alumni were: Class work,
student teaching/field experiences, faculty, and peers.
9. Respondents were asked to rate their opinions regarding three summative program
questions regarding the effectiveness of their program and their degree of satisfaction
M.Ed. Early Childhood
Page 15
with it. 86% responded that their program’s curriculum effectively or very effectively
prepared them for their professional field. 96% agreed or strongly agreed that they
were satisfied with their graduate program when they graduated. 82%, in reflecting on
their satisfaction with their graduate program, agreed or strongly agreed that they were
very satisfied.
Contributions of M.Ed. Early Childhood Education Continuing Professional Program
Contributions to the University:
The Masters in Early Childhood Education program contributes to the NAU mission for graduate
programs and research. Graduate students are involved in many areas of campus life. Graduate
students also contribute to the NAU mission through assistantships on campus. The
coursework in the Masters in Early Childhood Education prepares students to understand and
engage in research, to understand school contexts and problems, and to renew content and
curriculum pedagogy.
The Masters in Early Childhood Education program is most closely aligned with the NAU
strategic goal numbers 1, 3, 6 and 7 (1. Learning-centered university; 3. Vibrant sustainable
community; 6. Commitment to Native Americans; and 7. Innovative, effective, and accountable
practices). With our on-line format, the program is able to meet the needs of students oncampus, throughout the state, across the nation, and internationally as well. All students
engage in learning-centered, innovative strategies and engage with each other through on-line
discussions. Students learn through collaboration and issue/context-oriented education.
The program commitment to diversity includes the Native American population. While
department’s greatest growth in diverse students is Hispanic/Latino, T&L continues to move
forward in the number of Native American students in its programs. In 2003, fifteen percent of
the students enrolled in the M.Ed. in Early Childhood Education were from either Native
American or Hispanic/Latino(a) cultural backgrounds. By the 2012 academic year the
proportion of Native American and/or Hispanic/Latino(a) students has increased to 25% of the
total program candidates. This increasingly diverse candidate class will assist the University in
meeting its strategic initiatives and contributing to a more multi-ethnic learning environment.
Contributions To the Community, State, and Region: The primary contribution of the program
to the local community is in preparing highly skilled early childhood teachers and practitioners.
Candidates from the program are helping early childhood education programs address critical
shortages in personnel by preparing over 100 highly qualified early childhood professionals
each academic year. These highly qualified professionals in turn provide stimulating and
engaging learning early childhood learning environments for infants and young children,
M.Ed. Early Childhood
Page 16
forming the foundation for later school experiences. The program is closely aligned to state
and national initiatives including Arizona’s First Things First. By aligning with such initiatives,
the program insures a continuity of education and developmental approaches to learning
across multiple programs serving infants and young children. Some of program’s graduates
work in innovative, site-based early childhood programs where the focus is on innovation in
education (i. e., DeMiguel Professional Development School –PDS; Knoles/Flagstaff Professional
Partnership). Other students have the opportunity to work with undergraduate practicum
experiences and programs. Still others serve as community college faculty, early childhood
directors, coaches, and work in state or federal agencies.
Students receiving the Masters in Early Childhood at Northern Arizona University are diverse
and serve in multiple locations around the state, nation, and abroad. Some students are
traditional teachers in public schools, others are involved in private, charter, and parochial
schools and still others work in early childhood settings such as Arizona’s First Things First and
other state agencies. Students in the program become greater advocates for young children
and the importance of quality early childhood experiences and environments in the educational
trajectories of all children. On-line students have opportunities to impact their local
communities through research and context- and problem-based learning as they pursue their
masters’ degree while employed throughout the nation and world in the field of early
childhood education.
Strategic Plans for the Future
Future improvements for the M.Ed. in Elementary Education-Continuing Professional fall into
four broad categories: Students, faculty/staff, program enhancements, and program delivery
system.
In addition to the decrease in the number of hours for the M.Ed. in Early Childhood, other plans
for the future are in the initial stages. First, there exists a need for a program which addresses
the needs of directors of centers or others in early childhood leadership roles. NAU envisions
such a degree which will be more collaborative across the college and will meet the needs of
such students. Also, working to blend early childhood special education courses with the
traditional program will result in a blended program. This will be the first of its kind in Arizona
and promises to offer students a wider range of potential knowledge and career opportunities.
Partnerships with Head Start are ongoing with the hope of cultivating an embedded program at
the undergraduate and graduate level. This would add an even greater dimension to NAU’s
programs and would afford students opportunities in diverse settings.
M.Ed. Early Childhood
Page 17
Students:
In regard to students, we will participate in department efforts to cultivate partnerships with
Native American tribes and communities to increase recruitment and retention of master’s
degree candidates in early childhood education from diverse cultural and linguistic
backgrounds. We will also participate in departmental efforts to recruit students of
Latina/Latino descent.
Faculty/Staff
The department realizes that it is important to develop strategies to recruit and retain an
increasingly diverse program faculty. Additionally, we must devise strategies to recruit and
retain faculty who have expertise and experience in the birth to age four arenas.
Program
We will participate in department efforts to include increasingly diverse perspectives in the
M.Ed. in Early Childhood curriculum. It will be important to develop a comprehensive program
assessment system that captures candidate performance on national standards (NAEYC).
Creating new degree programs to meet the needs of Arizona’s early childhood workforce in its
many venues will become increasingly important to the college as the needs in this area
increase at the state and national levels. In addition to creating new programs, we need to
employ a continuous improvement model in regard to program data analyses, review, and
reconfiguration of course needs and foci.
Delivery System:
We will continue with our online, hybrid, and face to face models while also exploring options
which utilize high intensity summer institutes and hybridization. We will explore program
delivery abroad.
M.Ed. Early Childhood
Page 18