Masters of Education in Elementary Education
Self-Study
Brief History of M.Ed. in Elementary Education-Continuing
In 2000, this program was revised by an elementary faculty
committee with input from the elementary faculty and then
accepted by a vote from the full T & L faculty. The new
program was accepted by the CoE Curriculum Committee and
then approved by the University Graduate Curriculum
Committee. This program of study is used throughout the
state, as there are many cohorts of M.Ed. students in Phoenix
and “traditional” students in many other locations who take
course work in face-to-face or on-line formats. Some flexibility
exists within the program of study with the provision that some
course substitutions can be made with the approval of the
advisor. This is necessary to accommodate individual student
needs, course availability, and on occasion, school district goals
for their teacher cohorts. With the advent of the on-line
format, students in other states and countries also utilize this
degree.
Program Learning
Outcomes
1.
2.
3.
Program Description
The Master of Education in Elementary Education prepares
professionals for employment in leadership roles within public,
private and charter elementary schools for grades K-8. This
program is for continuing elementary professionals; that is,
those with current certification in elementary education. The
program does not lead to certification in elementary education.
Students can normally complete the within 18-24 months of
starting their course work. Students in this program may
choose to finish their course work with either a capstone
experience or a thesis option. However, during this review
period few, if any, students have elected to complete a thesis
project. Enrollment in the program is contingent upon a
student having a 3.0 GPA in their undergraduate course work.
M.Ed. in Elementary Education-Continuing
4.
Candidates know,
understand, and use the
major concepts, principles,
theories, and research
related to development,
learning and motivation.
Candidates demonstrate a
high level of competence in
use of English language arts
and the content areas of
science, social studies,
mathematics, the arts, and
health and physical
education.
Candidates will
demonstrate a high level of
knowledge of students,
learning theory,
connections across the
curriculum; instructional
adaptations and
modifications; developing
critical thinking and
problem solving; and the
ability to use active learning
strategies.
Candidates know,
understand, and use formal
and informal assessment
strategies.
5. Candidates are aware of
and reflect on their practice
in light of research on
teaching, professional
ethics and demonstrate the
importance of establishing
and maintaining positive
collaborative relationships.
Page 1
The current (new) program of study is listed below. The elementary education faculty recently
streamlined the program of study to reduce the number of hours required for degree
completion from 36 down to 30 credit hours. This change will help the program be more
succinct and competitive with other programs around the state.
COLLEGE OF EDUCATION
PROGRAM OF STUDY
MASTER OF EDUCATION ELEMENTARY EDUCATION
I. FOUNDATIONS: 6 units 3 from each group
…………………
EPS 605
Applied Educational Psychology
…………………
EPS 580
Human Development
…………………
EPS 610
Child Psychology
…………………
EPS 611
Adolescent Psychology (EPS 580 prerequisite)
…………………
EDF 500
Cultural Foundations of Education
…………………
EDF 630
Foundations of Education Law
…………………
EDF 670
Philosophy of Education
…………………
EDF 671
History of American Education
…………………
EDF 672
Comparative Education
…………………
EDF 673
International Education
…………………
EDF 677
Educational Sociology
…………………
EPS 525
Introduction to Statistics
…………………
EDR 610
Introduction to Research
…………………
EDR 611
Action Research
(3 units)
(EPS 580 prerequisite)
(3 units)
II. MAJOR FIELD: 27 units as noted from each group
Reading
(6 units)
…………………
ECI 531
Foundations of Reading Instruction
…………………
ECI 541
Corrective and Remedial Reading (ECI 531 prerequisite)
…………………
ECI 551
Clinical Practice in Reading (ECI 531/541 prerequisites)
…………………
ECI 651
Issues in Reading
…………………
ECI 661
Administration and Supervision of Reading Programs
…………………
ECI 671
Reading in Content Areas
M.Ed. in Elementary Education-Continuing
Page 2
Methods
…………………
ECI 521
Questioning Strategies
(6 units)
…………………
ECI 602
Advanced Children's Literature
…………………
ECI 603
Assessment of Students
…………………
ECI 642
Modern Language Arts Instruction
…………………
ECI 643
Modern Elementary School Mathematics
…………………
ECI 644
Modern Elementary School Social Studies
…………………
ECI 645
Modern Elementary School Science
Contexts
(3 units)
…………………
ECI 524
Seminar in the Development of Language: Young Children
…………………
ECI 593
In-Service Teacher Workshop (1-3 units)
…………………
ECI 647
Multiage Education
…………………
ECI 648
Advanced Multiage Education
…………………
ECI 652
Gender Issues in Education
…………………
ECI 659
Instructional Problems in Junior and Middle Schools
…………………
ECI 696
Professional Problems of Teachers
Curriculum Construction
…………………
(3 units)
ECI 649*
Problems in Elementary School Curriculum
……………………
ECI 620*
Early Childhood Curriculum
……………………
ECI 675*
Principles of Curriculum Construction
Educational Specialties
(3 units)
…………………
ESE 510
Creativity and Giftedness in the Classroom
…………………
ESE 548
Survey of Special Education
…………………
ETC 557
Technology Integration in the Elementary Classroom
…………………
BME 530
Foundations of Bilingual and ESL Instruction
…………………
ECI 698*
Graduate Seminar OR
…………………
ECI 699
For the research, writing, and oral defense of an approved thesis may
Thesis
require you to enroll in more than the 3 units of thesis credit that can be counted toward this degree
because you must register for ECI 699 each term you are working on your thesis.
Capstone Experience
TOTAL UNITS REQUIRED
M.Ed. in Elementary Education-Continuing
(3 units) 33
(3 units)
(30 UNITS)
Page 3
*Candidates in this program of study are required to demonstrate content knowledge, pedagogical knowledge and
skills, and professional knowledge to be eligible to graduate from this program. Content, pedagogical, and
professional knowledge or skills are demonstrated through candidate performance on key assessments embedded in
the ECI 620, ECI 649, ECI 675, ECI 698 courses.AT LEAST FIFTY PERCENT OF YOUR COURSES MUST BE AT THE 600
LEVEL OR ABOVE.
The old program of student is listed below and includes 36 hours.
Core Area
I. Foundations
II. Major Field
Class Requirements
Students must take one of the following classes for 3 credit hours:
• EPS 605 Applied Educational Psychology
• EPS 580 Human Development
• EPS 610 Child Psychology (*EPS 580 prerequisite)
• EPS 611 Adolescent Psychology (*EPS 580 prerequisite)
Students must take one of the following classes for 3 credit hours:
 EPS 525 Introduction to Statistics
 EDR 610 Introduction to Research
 EDR 611 Action Research
Students must take one of the following classes for 3 credit hours:
• EDF 500 Cultural Foundations of Education
• EDF 630 Foundations of Education Law
• EDF 670 Philosophy of Education
• EDF 671 History of American Education
• EDF 672 Comparative Education
• EDF 673 International Education
• EDF 677 Educational Sociology
Reading
Students must take two of the following READING classes for 6
credit hours:
 ECI 531 Foundations of Reading Instruction
 ETC 541 Corrective and Remedial Reading (ECI 531
prerequisite)
 ECI 551 Clinical Practice in Reading (ECI 531/541
prerequisites)
 ECI 651 Issues in Reading
 ECI 661 Administration an Supervision of Reading Programs
 ECI 671 Reading in Content Areas
Methods
Students must take two of the following METHODS classes for 6
credit hours:
 ECI 521 Questioning Strategies
 ECI 602 Advanced Children’s Literature
 ECI 603 Assessment of Students
 ECI 642 Modern Language Arts
 ECI 643 Modern Elementary School Mathematics
M.Ed. in Elementary Education-Continuing
Page 4
 ECI 644 Modern Elementary School Social Studies
 ECI 645 Modern Elementary School Science
Contexts
Students must take one of the following CONTEXTS classes for 3
credit hours.
• ECI 524 Seminar in the Development of Language: Young
Children
• ECI 593 In-Service Teacher Workshop (1-3 hours)
• ECI 647 Multiage Education
• ECI 648 Advanced Multiage Education
• ECI 649 Problems in Elementary School Curriculum
• ECI 652 Gender Issues in Education
• ECI 659 Instructional Problems in Junior and Middle Schools
• ECI 696 Professional Problems of Teachers
Curriculum Construction
Students must take one of the following CURRICULUM
CONSTRUCTION classes for 3 credit hours:
 ECI 620 Early Childhood Curriculum
 ECI 675 Principles of Curriculum Construction
Educational Specialties
Students must take one of the following classes for 3 credit hours:
 ETC 545 Internet for Educators
 ETC 548 Assistive Technology
 ETC 557 Technology Integration in Elementary Classroom
(prerequisite ETC 567)
 ESE 548 Survey of Special Education
 BME 530 Foundations of Bilingual and ESL Instruction
Elective
Students must take one elective course for 3 credit hours and should
not have the ECI prefix. (Not available for students who elect to do
thesis)
Capstone Experience
Students must take one of the following classes for 3-6 credit hours:
 ECI 698 Capstone Experience (3 credit hours)
 ECI 699 Thesis (6 credit hours) Generally requires one
semester residency in the fall, spring or summer. If this
option is chosen, the student will not complete the elective.
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
M.Ed. in Elementary Education-Continuing
Page 5
in 2000. The move to on-line delivery was to meet students’ needs across the state, as well as
help practicing teachers get their master’s degree while working full-time. On-line course
offerings allow students from all over Arizona (and in other states) to participate each semester
in courses to continue their professional development. This wide variety of student
backgrounds enhances the overall class experience. 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 vacation’ to take classes.
From 2003 to 2010, T&L had 12-16 elementary faculty members on campus who worked with
our BSED in Elementary Education and the Masters with Elementary Education and Early
Childhood. In 2004, T&L had 23 tenured or tenure-track faculty and 14 non-tenure-track faculty
(campus and statewide) of which 12 taught graduate classes for the elementary masters’
degree. For 2006, T&L had a total of 23 tenured or tenure-track professors and 22 non-tenure
track instructors (campus and statewide) of which 14 taught in the Masters in Elementary
Education degree program. Melissa Geiselhoffer (assistant clinical professor) and Dr. Vicki Ross
began teaching in the graduate program. In 2009, T&L lost Melissa Geiselhoffer (moved), but
added Shawn Thomas (Assistant Clinical Professor). In 2009, T&L had 16 core faculty teaching
in the elementary masters’ degree program.
Elementary Faculty Tenured/Tenure-Track and Non-Tenure Track
Elementary
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
16
15
15
15
14
14
14
14
14
11
11
16
19
17
20
16
16
14
27
26
31
34
31
34
30
30
28
As a result of our decreasing numbers in tenured or tenure-track elementary faculty and our
increasing numbers in non-tenure faculty, T&L began to use more non-tenure faculty in
graduate programs. Statewide, part-time faculty teaches many of T&L’s in-person graduate
classes.
M.Ed. in Elementary Education-Continuing
Page 6
Background Information
Enrollment
Degree-seeking Headcount of M.Ed. Elementary Education - Continuing Professional Students
(PAIR data)
M.Ed. in Elementary Education (Continuing
Professional) Enrollment Trend
Total Students Enrolled
800
700
600
500
400
300
200
100
0
Series 1
Fall
2003
Fall
2004
Fall
2005
Fall
2006
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall
2011
579
672
632
508
506
504
393
316
213
Degree-seeking Headcount of M.Ed. Elementary Education Students (PAIR data)
Campus
Flagstaff
Campus
Community
Campuses
On-line
FY 04
21
FY 05
21
FY 06
17
FY 07
19
FY 08
12
FY 09
7
FY 10
6
FY 11
9
FY 12
4
526
589
543
410
403
383
274
225
156
10
32
51
64
75
106
96
77
51
Yuma
22
30
21
15
16
8
7
5
2
Total
579
672
632
508
506
504
393
316
213
Over the last seven years, enrollment in the Elementary Education Master’s Program has
declined dramatically. From 2004 to 2010, the number of graduate students enrolled in the
program has decreased from a peak of 672 students (Fall 2004) to 213 enrolled candidates in
the fall of 2011, a decline of 68%. This decrease has occurred not only on the Flagstaff campus
but the other campus venues, also. The reasons for this decrease are varied. Graduate degrees
are no longer an Arizona Department of Education requirement for continuing teachers.
M.Ed. in Elementary Education-Continuing
Page 7
Teachers must only continue their professional development in some format. School districts
aren’t compensating teachers for obtaining advanced degrees as readily, due to the economic
downturn and the “freezing” of salary schedules. Although graduate tuition has seen steady
increases in the last three years as the university compensates for decreased state funding,
NAU’s tuition and fee schedule is comparable to private degree granting institutions like
University of Phoenix and Grand Canyon University. In fact, a student registering for the
Master’s Degree in Elementary Education as an extended campuses’ student, pays several
hundred dollars less per credit hour than those students who choose the private universities.
Graduation Rates
M.Ed. Elementary Education Degrees Awarded
Campus
Flagstaff
Campus
Community
Campuses
Online
FY 04
Yuma
TOTAL
FY05
7
FY 06
3
FY 07
7
FY 08
5
FY 09
2
FY 10
2
FY 11
4
FY 12
2
8
23
21
28
48
42
100
82
260
281
203
168
203
139
36
28
7
9
4
4
3
4
2
0
282
316
235
205
256
197
152
112
Race and Ethnicity for the M.Ed. in Elementary Education (Continuing Professional)
Race/Ethnicity
African
American
Asian
American
Hispanic
Native
American
White
International
Other/Not
Specified
Two or More
FY 04
FY 05
FY 07
FY 08
FY 09
FY 10
FY 11
FY 12
6
17
16
6
7
5
9
8
2
(1%)
(3%)
(2%)
(1%)
(1%)
(1%)
(2%)
(3%)
(1%)
6
9
4
7
11
10
4
1
1
(1%)
(1%)
(1%)
(1%)
(2%)
(2%)
(1%)
(>1%)
(>1%)
88
86
86
63
54
55
41
41
36
(16%)
(13%)
(14%)
(13%)
(12%)
(12%)
(10%)
(13%)
(17%)
13
17
20
21
22
37
41
15
14
(2%)
(3%)
(3%)
(4%)
(4%)
(7%)
(10%)
(5%)
(7%)
461
531
494
402
406
390
290
243
155
(79%)
(79%)
(78%)
(79%)
(80%)
(77%)
(74%)
(77%)
(73%)
1
1
(%)
(>1%)
(>1%)
(%)
(%)
(%)
1
1
1
(>1%%)
(>1%)
(>1%)
4
11
11
9
4
5
5
3
1
(1%)
(1%)
(2%)
(2%)
(1%)
(1%)
(2%)
(1%)
(>1%)
1
1
3
5
4
(%)
(%)
(>1%)
(>1%)
(1%)
(1%)
(2%)
632
508
506
504
393
316
213
0
(%)
TOTAL
FY 06
579
672
M.Ed. in Elementary Education-Continuing
Page 8
M.Ed. in Elementary Education-Continuing Program
Self-Study Summary
What is the relationship of the M.Ed. in Elementary Education-Continuing program to NAU’s
mission and strategic goals?
The M.Ed. in Elementary Education Continuing program supports professionals with the skills to
continue to be effective educators within the state, around the country, and globally. T&L
offers a learning-centered approach, which enhances the role of teachers by providing them
with examples of innovative practices and by inspiring them to invent and innovate new ideas.
T&L’s rigorous, high-quality program focuses 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. Cultural responsivity is
emphasized in the graduate courses. The M.Ed. in Elementary Education is committed to the
values, mission and strategic goals of NAU.
What is the quality of the program?
Since 2003, graduates of the M.Ed. in Elementary Education are employed throughout the
state, nation, and globally in K-8 classrooms. These recent graduates continue to serve their
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.
Core Faculty
The M.Ed. in Elementary Education program draws its faculty from three different departments
within the College of Education. This program relies on the expertise of COE faculty, in various
departments, 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 is taught
by colleagues from within the College of Education (faculty from Educational Leadership,
Educational Specialties, and Educational Psychology).
M.Ed. Elementary
Education Core
Faculty
Ward Cockrum
Rank
M.Ed. Elementary Education Courses Taught
Professor
ECI 531 Foundations of Reading Instruction
ECI 541 Corrective and Remedial Reading
ECI 602 Advanced Children’s Literature
ECI 651 Issues in Reading
M.Ed. in Elementary Education-Continuing
Page 9
Gae Johnson
Professor
Patty Horn
Professor
Gretchen McAllister
Associate
Professor
Associate
Professor
Associate
Professor
Associate
Professor
Associate
Professor
Jennifer Prior
Vicki Ross
Pam Powell
Sherry Markel
Emilie Rodger
Associate
Professor
Sandra Stone
Professor
ECI 521 Questioning Strategies
ECI 643 Modern Elementary School Mathematics
ECI 659 Instructional Problems in Jr. High and Middle
Schools
ECI 696 Professional Problems of Teachers
ECI 642 Modern Language Arts
ECI 651 Issues in Reading
ECI 642 Modern Language Arts
ECI 675 Principles of Curriculum Construction
ECI 541 Corrective and Remedial Reading
ECI 644 Modern Elementary School Social Studies
ECI 649 Problems in Elementary School Curriculum
ECI 652 Gender Issues in Education
ECI 675 Principles of Curriculum Construction
ECI 698 Capstone Experience
ECI 620 Early Childhood Curriculum
ECI 647 Multiage Education
ECI 648 Advanced Multiage Education
ECI 620 Early Childhood Curriculum
ECI 647 Multiage Education
ECI 648 Advanced Multiage Education
ECI 699 Thesis
Professors, as needed, update core course syllabi with new publications in the field. All courses
for our Masters in Elementary Education Continuing Professional are offered every semester or
every other semester, maximizing availability for students. All students are required to take ECI
698, the Capstone Experience, and also one curriculum class (ECI 675 or ECI 620).
At the elementary education graduate degree level, the courses that had signature assignments
were: ECI 675 or ECI 620 and ECI 698. The assignment for ECI 675 Principles of Curriculum
Construction was to create a curriculum document that constitutes a major unit embedded
within a course. The majority of our students (Flagstaff, Phoenix, Rural and Tucson) met or
exceeded all of the standards. The capstone course is ECI 698 Capstone Experience. Candidates
create a public presentation that summarizes the most important learning that they gained
from their Secondary Education, Med Continuing Professional degree. Candidates also critique
three other students’ presentations. ECI 698 data was not available.
Out of 117 students, Spring and Summer 2009, most students exceeded the standard and the
rest met the standard, except for one student who did not meet the standard from ECI 675 on
“Subject Standard” only in the Spring; only one student did not meet the standard on “Subject
Standard” only in the Summer.
M.Ed. in Elementary Education-Continuing
Page 10
Evidence of Teaching Effectiveness and Innovation
Course Evaluations
Teaching evaluations for M.Ed. in Elementary Education(Continuing Professional) classes in the
most recent academic year (2011-2102) are depicted in the chart below (5 point Likert scale; 5
is Outstanding; 4 is Very Good). The instrument used to complete course ratings use a Likert 5
point 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. Reviewing the results of courses in the program
during this review period, instructors and the overall course content are evaluated as very good
to outstanding. Students appear to be very satisfied with the instruction in the Masters in
Elementary Education program. The response rate from students averages about 43%. Low
student response rate is a concern since CoE went to electronic methods of rating professors
several years ago. Although students seemed, overall, satisfied with the courses, those course
receiving evaluations in the “3” ranges are of concern. Low response rates may be responsible
for some of the lower ratings, yet other factors must be considered and will be addressed in our
recommendations.
FOUNDATIONS
Course Number and Title
EPS 605: Educational Psychology Applied to
Learning
EPS 580 Human Development
Sections
Taught
2011-12
18
Response
Rate
(range)
48%
Increased
Knowledge
Course
Worthwhile
4.19
4.17
4.30
4.31
4.17
4.36
4.24
4.19
3.80
3.71
4.43
4.42
4.20
4.18
4.26
4.23
4.24
4.09
4.67
4.56
(18-100%)
14
53%
(30-80(%)
EPS 610 Child Psychology
3
54%
(38-75%)
EPS 611 Adolescent Psychology
4
57%
(42-75%)
EDR 610 Introduction to Research
28
50%
(0-100%)
EPS 525 Introduction to Statistics
12
48%
(26-65%)
EDF 500: Cultural Foundations of Education
9
40%
(13-78%)
EDF 630 Foundations of Education Law
5
26%
(6-52%)
EDF 670 Philosophy of Education
8
31%
(0-56%)
EDF 671 History of American Education
8
52%
(0-100%)
M.Ed. in Elementary Education-Continuing
Page 11
EDF 672 Comparative Education
3
43%
3.96
3.91
Not taught
Not taught
4.43
4.32
Response
Rate
(range)
Increased
Knowledge
Course
Worthwhile
44%
4.54
4.51
4.74
4.80
4.40
4.40
Not rated
Not rated
4.20
4.20
4.39
4.63
4.83
4.83
4.52
4.44
3.00
4.92
3.00
4.92
n/a
n/a
n/a
n/a
n/a
n/a
4.33
4.33
Not rated
Not rated
Not offered in
period
Not offered in
period
4.52
Not offered
in period
Not offered
in period
4.56
(13-90%)
EDF 673 International Education
n/a
n/a%
(%)
EDF 677 Education Sociology
4
48%
(33-67%)
MAJOR FIELD
Course Number and Title
Reading
ECI 531: Foundations of Reading Instruction
Sections
Taught
2011-12
12
(17-100%)
ECI 541: Corrective and Remedial Reading
11
33%
(0-67%)
ECI 551: Clinical Practicum in Reading
7
26%
(0-50%)
ECI 651 Issues in Reading
5
%
(%)
ECI 661 Administration an Supervision of
Reading Programs
ECI 671 Reading in Content Areas
6
32%
(0-100%)
3
32%
(13-50%)
Methods
ECI 521: Questioning Strategies
2
29%
(17-100%)
ECI 602 Advanced Children’s Literature
8
38%
(25-55%)
ECI 603: Assessment of Students
ECI 642 Modern Language Arts
1
3
10%
32%
(20-50%)
ECI 643 Modern Elementary School
Mathematics
ECI 644 Modern Elementary School Social
Studies
ECI 645 Modern Elementary School Science
1
0%
(%)
0
%
(%)
0
%
(%)
Contexts:
ECI 524 Seminar in the Development of
Language: Young Children
ECI 593 In-Service Teacher Workshop
3
34%
(14-67%)
n/a
%
(%)
ECI 647 Multiage Education
n/a
%
(%)
ECI 648 Advanced Multiage Education
n/a
%
(%)
ECI 649 Problems in Elementary School
Curriculum
M.Ed. in Elementary Education-Continuing
2
59%
(54-64%)
Page 12
ECI 652: Gender Issues in Education
ECI 659: Instructional Problems in Jr. High
and Middle Schools
ECI 696: Professional Problems of Teachers
1
1
7
43%
43%
5.00
5.00
5.00
5.00
40%
4.15
4.01
4.09
4.03
3.91
3.74
4.48
Not offered in
period
4.49
Not offered
in period
(12-70%)
Curriculum Construction
ECI 620 Early Childhood Curriculum
7
42%
(27-56%)
ECI 675: Principles of Curriculum
Construction
Capstone Experience
ECI 698: Graduate Seminar (Capstone)
ECI 699 Thesis
7
35%
(0-60%)
10
n/a
30%
%
(%)
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 (2002-08). 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 (2006-09).
Dr. Gae Johnson, full professor, has published articles on middle school learning in the areas of
native language learning, special education, mathematics and science (2009, 2007, 2005, 2004,
2003). She was awarded the David A. Williams Award for Innovation in Education in 2006. She
has written several grants for the Arizona Teacher Excellence Coalition, 2003-05), totaling
$143,000. Dr. Johnson has presented at numerous international and national conferences
including the Learning Disability Association International Conference (2010), the Hawaii
International Conference on Education (2009), and the International Bilingual/Multicultural
Education Conference (2006). She has also presented at regional and state mathematics
conferences for the NCTM national organization. Dr. Johnson has served as President of the
Arizona NCTM organization.
Dr. Patty Horn, full professor, has served as the director of the teacher induction program and
Northern Arizona University (2005-11) and was the founding executive director of the Arizona
K-12 Center (1999-00). She has published many books on professional growth and the practice
M.Ed. in Elementary Education-Continuing
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of mentoring teachers (2011, 2010, 2006-09). Dr. Horn has presented papers at AERA (2008),
the American Association of Colleges for Teacher Education, 2006, 2007), and the National Staff
Development Council Annual Conference (2005). She has been awarded numerous grants on
improving teacher quality funded by the Arizona Board of Regents totaling over one million
dollars (2006-10). She was awarded an $880,251 grant from the U.S. Department of Education
(2004-07) and another $4.5 million grant from the U.S. Department of Education (2002-05).
Laura Michael-Blocher, who worked in the program for several years as a senior lecturer,
brought 14 years of high school and middle school teaching experience to our students. She
taught many workshops on reading in the content area and on technology. Ms. Blocher
developed several courses for on-line delivery. She secured many literacy grants. She was
awarded the Kappa Delta Pi International Program Award for Outstanding Website (2007), the
Robert and Joy Crozier Leadership Award (2007) and the NAU’s College of Education Teacher of
the Year (2007).
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 (2005-09). 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
visiting professor in Chengdu, China, and was nominated for the Commission on the Status of
Women’s Outstanding Achievement and Contribution award.
Dr. Jennifer Prior, associate professor, has numerous articles and books focused on early
childhood and literacy (2009, 2008, 2007,2006). Her books include Family Involvement in Early
Literacy (2010) and Family Involvement in Early Childhood Education: Research into Practice
(2006). She has many presentations at national conferences. She reviews for The Reading
Teacher (International Reading Association, 2003 – present).
Dr. Sherry Markel, associate professor, former chair of the Department of Teaching and
Learning (2002-2007), has published articles on literacy (2010), graduate capstone experiences
(2011), an international publication (2007), and the condition of education in Arizona (2004,
2005). Dr. Markel has written numerous grants regarding performance-based assessment
M.Ed. in Elementary Education-Continuing
Page 14
($49,687; 2005), electronic portfolios ($30,000; 2003), and technology integration ($300,000;
2001). She has presented at the ATMC conference (2009), the Professional development
Schools National Conference (2008), and NCTM conference (2006).
Dr. Vicki Ross, Associate Professor, has published articles and book chapters on curriculum
(2003, 2008, 2009) and a book chapter on Narrative Inquiry (2007). Dr. Ross has presented
many papers at national and international conferences including AERA (2010, 2008, 2007),and
the American Associate of Teaching and Curriculum (2008, 2009).
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 (2006-09). She was the CoE Teacher of the Year (2003).
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. Sandra Stone, full professor, chair of the Department of Teaching and Learning (2007-12),
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
Childhood Education (1999-03), and current column editor for Childhood Education (2007-11).
See the Appendices file for faculty Vitas, and documentation for other publications,
presentations, and professional activities of faculty teaching courses in the Masters in
Elementary Education Continuing Professional.
M.Ed. in Elementary Education-Continuing
Page 15
Program Diversity and Student Engagement with Diversity
While all faculty members are of European American heritage, student enrollment now consists
of 28% students of color with the majority being Hispanic/Latino students (20%). Approximately
one third of the students are men, and two thirds are women. Many of our faculty infuse a
multicultural, social justice, and diversity perspective in most of our graduate courses.
Students engage with diversity on a variety of dimensions in the curriculum, for example, in our
ECI 652 Gender Issues in Education and ECI 696 Professional Problems of Teachers classes.
Assessment of Student Learning/Success
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 is assessed through T&L’s signature assignments in ECI
675 and ECI 698. 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. Program faculty members are gathering program data for another in the process of
analyzing the M.Ed. in Elementary Education (Continuing Professional) program of study
for potential improvements. Faculty will meet during the 2013-14 year to review the
signature assignments, develop a more comprehensive assessment system, and review
the program curriculum.
2. T&L has attended to the process of making sure all faculty are having students complete
the signature assignments and that all assignments are evaluated by faculty. This is an
on-going need with T&L’s new assessment implementation. T&L wants to make sure all
faculty members receive training support as well.
3. Students demonstrate knowledge and skills in core and foundational areas related to
the signature assignment classes. At the secondary education graduate degree level, the
courses that had signature assignments were: ECI 675 and ECI 698. An average of 90% of
students earned As in ECI 675 Principles of Curriculum Construction and ECI 698
Capstone Experience. (Note: ECI 675 and ECI 698 grades include both the Masters in
Elementary Education and Masters in Secondary Education students as both these
classes are required for these two degrees.) The assignment for ECI 675 was to create a
curriculum document that constitutes a major unit embedded within a course. The
majority of T&L’s students (Flagstaff, Phoenix, Rural and Tucson) met or exceeded all of
the standards. The capstone course is ECI 698. Candidates create a public presentation
M.Ed. in Elementary Education-Continuing
Page 16
that summarizes the most important learning that they gained from their Secondary
Education, MED Continuing Professional degree. Candidates also critique three other
students’ presentations. ECI 698 data was not available.
Out of 95 students, Spring and Summer 2012, most students exceeded the standard and
the rest met the standard, except for one student who did not meet the standard from
ECI 675 on “Subject Standard” only in the Spring; only one student did not meet the
standard on “Subject Standard” only in the Summer.
M.Ed. Elementary Education Grades
(Note: ECI 675 and ECI 698 grades include both our Masters in Elementary Education and Masters in Secondary
Education students as both these classes are required for these two degrees.)
Course
and
Grade:
ECI 675
A
B
C
F
TOTAL
Course
and
Grade:
ECI 698
A
B
C
F
TOTAL
FY 04
FY 05
FY 06
FY 07
FY 08
FY 09
FY 10
FY 11
FY 12
343
272
225
151
194
236
147
109
82
(90%)
(92%)
(90%)
(89%)
90%
(93%)
(87%)
(96%)
(86%)
27
8
3
381
17
1
6
296
20
2
2
249
15
2
2
170
16
2
4
216
13
1
3
253
16
2
4
169
2
0
2
113
9
1
4
95
FY 04
FY 05
FY 06
FY 07
FY 08
FY 09
FY 10
FY 11
FY 12
284
315
309
275
220
278
210
153
114
(91%)
(88%)
(89%)
(89%)
(92%)
(93%)
(95%)
(93%)
(90%)
25
1
1
311
32
8
3
358
30
3
6
348
11
10
3
299
12
3
3
238
18
2
2
300
8
1
1
220
10
0
1
164
12
1
0
127
4. T&L is currently not collecting data on technology or dispositions. All students are
meeting or exceeding the diversity standard for Spring 2009. No data were collected on
diversity for the summer.
5. Overall, candidates are meeting professional standards in all areas where data were
collected. T&L needs to make sure the data collected in the future for the spring and
summer are the same categories. This was not the case this year. Faculty will review
M.Ed. in Elementary Education-Continuing
Page 17
future data to see where the strengths and weaknesses are and how T&L will address
these.
6. T&L has a reflection piece for the capstone course, ECI 698. T&L has an exit survey.
However, these data were not available for this report.
Student/Alumni Evaluations of Program
In 2008, T&L surveyed Alumni from its elementary education programs:
Respondents by degree programs: (N=286)
B.S.Ed: 163 (57%)
M.Ed with Certification: 58 (20%)
M.Ed Continuing Professional: 65 (23%)
The data were not disaggregated by program. The following represents a narrative summary of
these three programs, including our M.Ed. Continuing Professional.
1. Alumni commented that the top three factors that influenced their decision to enroll in
NAU was location, availability of the program, and reputation of program. 42% cited
Flagstaff as the Campus of Attendance.
2. 89% of respondents are currently employed with 86% 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 (82%), reading specialist (7%), and P-12
special education teacher (2%).
3. The Professional Standard areas alumni most frequently cited where they were most
highly prepared are: Create a learning community that respects individual differences,
develop lesson plans appropriate for curricular goals, create lesson plans aligned with
state and district standards, and use multiple teaching strategies to present information
in a variety of ways.
4. The Professional Standard areas alumni most frequently cited as a low degree of
preparedness are: Work effectively with parents to support student learning, work with
school administrators, teach students with disabilities, and teach English language
learners.
5. Alumni most frequently cited the following factors as a high degree of satisfaction:
Faculty accessibility, length of program and faculty expertise.
M.Ed. in Elementary Education-Continuing
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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, 83% indicated they felt adequately or well-prepared in
“developing a sense of confidence in their professional knowledge.” 86% felt adequately
or well-prepared in “developing an empathetic and caring disposition for working with
students.” 86% 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: Student
teaching, class work, faculty, practicum, 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
with it. 50% responded that their program’s curriculum effectively or very effectively
prepared them for their professional field. 89% agreed or strongly agreed that they
were satisfied with their graduate program when they graduated. 80%, in reflecting on
their satisfaction with their graduate program, agreed or strongly agreed that they were
very satisfied.
Contributions of M.Ed. Elementary Education Continuing Professional Program
Contributions To the University: What is the relationship of the M.Ed. in Elementary Education
Continuing Professional program to NAU’s mission and strategic goals?
The Masters in Elementary 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 Elementary 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 Elementary 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 the on-line format, T&L is able to meet the needs of students on-campus, throughout the
state, across the nation, and internationally as well. All students engage in learning-centered,
M.Ed. in Elementary Education-Continuing
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innovative strategies and engage with each other through on-line discussions. Students learn
through collaboration and issue/context-oriented education.
Our commitment to diversity includes our Native American population. While T&L’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, T&L had 145 students enrolled in all its
programs. In 2009, T&L had 173. T&L did drop to 130 in 2010, most likely due to the economy.
Contributions To the Community, State, and Region: What does the program contribute to the
region, state or local community?
The contribution to the local community is primarily through support of T&L’s on-campus
graduate assistantships. Some of T&L’s graduate assistants work in innovative, site-based
elementary 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 practicums and programs.
T&L’s on-line students have opportunities to impact their local communities through research
and context- and problem-based learning as they pursue their masters’ degrees while
employed throughout the nation and world in the field of elementary 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.
The Masters in Elementary Education program supports our COE strategic goals, particularly
goals 1, 4, 5, and 7:

Goal 1: Maintain prominent leadership in Arizona in education and human services.
T&L’s program prepares professional educators to promote learner success. T&L
continually looks for ways to be innovative in our program so it can “develop education
leaders who create tomorrow’s opportunities.”

Goal 4: Be a national leading college of education serving Native Americans. Because of
the collaborative nature of our professors, T&L does increase Native American
perspectives in its curriculum. T&L’s plans for the future include cultivating partnerships
with Native American entities and to increase recruitment and retention of its
secondary master’s degree students.
M.Ed. in Elementary Education-Continuing
Page 20

Goal 5: Be a national leading college of education serving Latina/Latino/Hispanic
students. T&L has made excellent progress on this goal as noted by the increase in our
Latina/Latino/Hispanic students in all T & L programs. The T&L’s plans for the future
include increasing diverse perspectives in its curriculum.

Goal 7: Increase global engagement. Even though T&L’s on-line program reaches global
students, this is a goal, which T&L embraces for the future. T&L wants to increase
opportunities for students and faculty to experience programs abroad and to also
increase its global perspectives in the existing curriculum.
Students
In order to meet the current and future needs of our state and nation, we will develop
strategies to recruit an increasingly diverse graduate student population. Additionally, we will
survey our graduates about their graduate school experiences with us in order to inform and
improve our programming. Our graduates who work in schools can best tell us what they need,
surveying them will increase our ability to improve our programs to make them more relevant
and applicable to 21st century schools.
We will also extend our programs more widely. Because of the online format, many students
currently take our classes from other states and even other countries. Widening this
opportunity through marketing efforts to western states and afar will potentially bring in more
students increasing our student population and diversity of learners.
Faculty/Staff
We will continue to recruit an increasingly diverse faculty and also to encourage current faculty
members to take advantage of faculty development offerings in regard to diversity and meeting
the needs of diverse students. We will also recruit faculty with expertise in the content areas of
literacy, math, and science to meet the needs of 21st century practicing teachers. The hiring of
part-time instructors will be scrutinized in order to select the most outstanding person for the
course based on credentials, experience, and recommendations. Practicing teachers with
appropriate and exceptional credentials who are highly skilled and recommended (such as
Nationally Board Certified Teachers) will be the kind of part time hire desired to carry out the
mission of the College of Education and T&L.
M.Ed. in Elementary Education-Continuing
Page 21
We will promote scholarship in the areas of teaching and learning. Pedagogical knowledge and
expertise make the T&L an excellent place from which to conduct research into teaching and
learning at multiple areas in the college and across the university.
Program
Offering relevant programming to today’s teachers such as how to implement the Common
Core, how to integrate curricular areas, effective practices, inclusive design, etc. is of great
importance and something that the T&L will continue to explore and implement. We also hope
to create new or alter/update degree plans based on the current needs of schools such as a
middle school specialization, deep math knowledge and understanding, etc.
We will to continue to survey districts in order to determine greatest needs of teachers in
schools and overall district needs. And we would also like to partner with districts for the
professional development of their teachers. Likewise, we desire to co-create programming in
schools with schools so that practicing teachers and university personnel an learn together as
new innovations and mandates occur.
Additionally, we plan to embed National Board Certification Teacher (NBCT) courses, in tandem
with the K-12 Center, in master’s programs for those students who want to pursue that option.
These students, then, would not face the choice of a master’s degree or NBCT, bit could
concurrently choose both.
Finally, we will address the low ratings in several of our courses by further scrutinizing the
course evaluations in both their quantitative and qualitative measures in hopes of determining
reasons for lower levels of course satisfaction. Steps will be taken to rectify issues identified.
Delivery System:
We offer face to face and online options; we will explore hybridization and short course
formats. We will explore markets outside Arizona to include, but not be, limited to, the western
states.
M.Ed. in Elementary Education-Continuing
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