Graduate School of Education
- Administration
- Faculty
- Course Work
- Admission
- Licensure
- Graduate Degree Programs
- Graduate Certificate Programs
- Health Fitness and Recreation Resources
The Graduate School of Education (GSE) prepares scholars and practitioners
in education through programs of study that have become increasingly
multidisciplinary in response to the richness and complexity of
a pluralistic society. In addition to providing the framework for
the integration and application of knowledge from a variety of disciplines,
the curricula of the school provide the opportunity for students
to develop, examine, evaluate, and practice professional knowledge
and skills. Teaching in GSE goes beyond imparting knowledge to include
content mastery, critical thinking, research, analysis, and problem-solving
activities. GSE also encompasses degree programs under the Department
of Health, Fitness, and Recreation Resources.
Martin E. Ford, Acting Dean
Mark B. Goor, Assistant Dean
Bonnie M. Anderson, Director of Student and Faculty Services
Paula A. Johnson, Coordinator of Field Relations
Professors: Behrmann, Bowen (dean emeritus), Collier, Ford,
Galluzzo, Isenberg, Jacob, Levy, Martin, Mastropieri, Mellander (dean
emeritus), Scruggs, Seligman, Spikell, Wallace, Williams
Associate professors: Bonfadini, Burns, Chu, DeMulder,
Duck, Dunklee, Dzama, Given, Goor, Haley, Hanrahan, Maxwell, McDonald,
Murray, Norton, Pierce, Razeghi, Rigsby, Sanchez, Sterling, Sturtevant,
C. Thomas, W. Thomas, Thorp, White
Assistant professors: Bannan-Ritland, Brazer, Castle, Dabbagh,
Dunlap, Dunne, Fox, Givens, Groth, Hicks, Kaffenberger, Kayler,
Kidd, LePage-Lees, Middleton, Morgan, Murphy, Osterling, Porter,
Sprague, Varrella, D. Wood
Administrative faculty: Anderson, Gangloff, Johnson, Jones,
Neuber, Spurlock, Yamamoto
GSE programs offer all course work designated COMC,
EDAE, EDCC, EDCD,
EDCI, EDIT, EDLE,
EDRD, EDRS, EDSE,
EDUC, EDUT, and
IETT.
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Admission
Instructions about the admission process and specific program
requirements are available in the Application for Graduate Study and
in program handbooks available in the GSE Office of Student and Faculty
Services (Robinson Hall, Room A307) or from the program information
specialists in Robinson Hall, Room A339, at (703) 993-4648/2892 and
gseinfo@gmu.edu. Consult the
web site at www.gse.gmu.edu.
Information about undergraduate initial teacher licensure for the
music education programs in the instrumental or vocal/choral emphasis
is available in the Music Department at (703) 993-1380; and for
the health/physical education program in the Department of Health,
Fitness, and Recreation Resources at (703) 993-2060.
Information about graduate initial teacher licensure (with an option
for an M.Ed. in Curriculum and Instruction in early childhood education,
elementary education, secondary education, English as a second language,
or foreign languages; or for an M.Ed. in Special Education) is available
in the Application for Graduate Study and in program handbooks available
in the GSE Office of Student and Faculty Services (Robinson Hall,
Room A307). More specific information is available at monthly information
sessions, "Think You Want to be a Teacher?" Call (703) 993-4648/2892
for dates and times. Distributed at these sessions are the Application
for Graduate Study, Praxis registration brochures, program handbooks
and requirements, and other essential information.
Information about master of education degree programs (M.Ed. in
Counseling and Development, Curriculum and Instruction, Education
Leadership, and Special Education) and graduate certificate programs
is obtained from the program information specialists in Robinson
Hall, Room A339, at (703) 993-4648/2892. Information about the M.A.
in New Professional Studies: Teaching can be obtained from the Initiatives
in Educational Transformation office at (703) 993-8320. For information
about the adult education concentration in the M.Ed. in Curriculum
and Instruction, contact the Office of Adult Learning and Professional
Development at (703) 993-3675.
Information about the doctoral program is available in the Ph.D.
in Education Program Office at (703) 993-2011.
Admission Deadlines
Generally, the application deadlines are April 1 for fall, November
1 for spring, and March 1 for summer. Some programs may have different
application deadlines. Contact the GSE Admissions Office in Robinson
Hall, Room A308, or at (703) 993-2144 for specifics.
Admission Requirements
- Baccalaureate degree from an accredited institution of higher
education.
- A 3.000 GPA (on a 4.000 scale) or better in the last 60 credits
of undergraduate study or compensating postbaccalaureate course
work. Some programs may offer provisional admission with a GPA
of at least 2.750, if there is additional evidence that the applicant
can succeed in a graduate program.
- Three letters of recommendation written on the form provided
in the Graduate Application, page 10.
- A goals statement. (Refer to the Application for Graduate Study.)
- Two official copies of transcripts from each institution attended.
(Transcript Request forms are in the Application for Graduate
Study.)
- Completed application form including a Virginia Domicile Classification
form. (Refer to the Application for Graduate Study.)
- Nonrefundable application fee of $30, payable by check, money
order, or credit card. (Refer to the Application for Graduate
Study.)
- Standardized test scores as required by some programs.
- Departmental forms as required by some programs.
- Experience or licensure as required by some programs.
The Graduate School of Education is responsible for professional
courses, special standards, and licensure recommendation for students
desiring to complete requirements for licensure programs approved
by the state and by the National Council for the Accreditation of
Teacher Education (NCATE) to prepare teachers, administrators, counselors,
and related instructional personnel. The Virginia Board of Education
has changed licensure regulations for school personnel, which in
turn has caused restructuring of elementary education, English as
a second language (ESL), foreign languages, school counseling, education
leadership, and secondary education.
Music Education (PK-12)
Teacher licensure programs are available in instrumental
or vocal/choral music education in the Department of Music in the
College of Arts and Sciences. For information, call (703) 993-1380.
Health/Physical Education (PK-12)
A teacher licensure program is available within the Department
of Health, Fitness, and Recreation Resources. For information, refer
to the department's section in this chapter or call (703) 993-2060.
For more information on these programs and for the dates and times
of "Think You Want to Be a Teacher?" monthly information sessions,
call (703) 993-4648/2892, or consult the web site at www.gse.gmu.edu.
For FAST TRAIN information, call (703) 993-3689 or consult the web
site.
Elementary Education (PK-6)
This licensure program with an optional M.Ed. in Curriculum
and Instruction prepares professionals to teach children in grades
prekindergarten through six. There are full-time and part-time program
options; both require a student teaching internship. Students are
admitted for the spring semester.
English as a Second Language (PK-12)
This licensure program with an optional M.Ed. in Curriculum
and Instruction prepares professionals to teach English as a second
language (ESL) in grades prekindergarten through twelve. The program
requires student teaching internship experiences at the elementary
and middle or secondary levels. Students planning to teach ESL are
required to pass an oral and written proficiency assessment in English.
Fast-Train (Elementary K-8)
FAST TRAIN is an alternative teacher licensure program with
an optional M.Ed. in Curriculum and Instruction that prepares teachers
for international assignments. The curriculum consists of six required
education courses offered over one year. Upon successful completion
of course work and passing scores on the Praxis exams, participants
receive a Statement of Eligibility. Upon completion of an internship
requirement overseas--either one semester of student teaching or
one year of teaching in an international school abroad--graduates
can receive the PK-6 Virginia license.
All courses have an international, multicultural emphasis reflecting
the student populations abroad. The program can be completed on
a part-time or full-time basis, though either schedule requires
a year of enrollment. Each course includes a 20-hour field experience
requirement. FAST TRAIN courses are applicable to the M.Ed. in Curriculum
and Instruction with a concentration in Multicultural Education.
Foreign Languages (PK-12)
This licensure program with an optional M.Ed. in Curriculum and
Instruction prepares professionals to teach specific foreign languages
(Spanish, German, French, Russian, and Japanese) and Latin to students
in grades prekindergarten through twelve. The program requires student
teaching internship experiences at the elementary and middle or
secondary levels.
Secondary Education (6-12)
This licensure program with an optional M.Ed. in Curriculum
and Instruction prepares professionals to teach adolescents in grades
six through twelve. There are full-time and part-time program options;
both require a student teaching internship. Specific licensure areas
include biology, chemistry, earth science, English, history/social
science, mathematics, and physics. Add-on endorsements are available
in speech communication, English as a second language, and Algebra
I. Students are admitted for the spring semester.
Special Education
This licensure program with an M.Ed. in Special Education
prepares professionals to teach children with special needs in three
concentration areas: emotional disturbance/learning disabilities
(K-12), severe disabilities (K-12), and early childhood special
education (birth to age 5). All programs require a student teaching
internship. Students are admitted to the program in the spring,
summer, or fall. Course requirements vary from 33 to 54 credits
depending on the program and prior course work.
Unified Transformative Early Education Model (UTEEM)
This triple-licensure program leads to an M.Ed. in Curriculum
and Instruction and prepares professionals to work with culturally,
linguistically, and ability-diverse young children and their families.
Students completing this program are licensed in early childhood
education, English as a second language, and early childhood special
education. Participation in UTEEM requires a full-time, primarily
daytime commitment for one summer and two academic years of integrated
study and ongoing practice as an intern in diverse school and community
settings. Students are admitted for the fall semester.
Graduate Degree Programs
For more information about these programs, call (703) 993-4648/2892
or consult the web site at www.gse.gmu.edu.
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This program prepares students for careers as licensed school
counselors or as professionals in institutions of higher education.
The program emphasizes the integration of theory and practice
and culminates in an internship in an appropriate setting. Degree
applicants must have an undergraduate degree and at least 1,000
hours of counseling-related experiences. Those with a master's
degree in education or a related profession who are seeking
licensure either as a school counselor or a professional counselor
may apply to the program as a nondegree student. Applications
are accepted for spring (deadline October 1) and fall (deadline
March 1) semesters.
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This program is offered as an option for those preparing for
initial teacher licensure (see descriptions under Graduate Initial
Teacher Licensure Programs), and also in four other concentrations
for those who are licensed teachers or are experienced educators
or trainers. Those concentrations are as follows:
Adult Education
This 30-credit program prepares professionals in a variety
of roles to guide and facilitate the learning of other adults
in their own fields. The program includes a 12-credit core
(two 6-credit courses), which is offered in a weekend format
to a cohort of students at approximately three-week intervals
over 10 months (September to June). Students may enter the
cohort in either September or February. The remaining course
requirements, including an 18-hour individualized emphasis,
are taken at the student's own pace. Current students include
staff developers, adult literacy educators, park service employees,
military and workplace trainers, and health care professionals.
For information, call the Office of Adult Learning and Professional
Development at (703) 993-3675 or consult the web site at www.gse.gmu.edu.
Advanced Studies in Teaching and Learning
This program is based on the propositions of the National
Board for Professional Teaching Standards (NBPTS) and the
Virginia Standards of Learning (SOL). The program develops
teacher leaders who practice reflection through action research,
problem-based learning, and self-inquiry; and develops teacher
expertise in an emphasis that will identify the teacher as
a potential leader in that area. The 30-credit program includes
a common core of 12 credits and 18 credits in emphasis courses
including restricted electives.
The program has three alternatives:
- Educators without a master's degree may apply for the
entire 30-credit degree program.
- Educators with or without a master's degree who would
like advanced preparation in a particular field may apply
for an 18-credit certificate in early childhood education,
alternative education, science education, or literacy (which
leads to a Virginia reading specialist license). See Graduate
Certificate Programs for a description of these certificates.
- Educators with or without a master's degree who would
like advanced preparation in teacher leadership or who are
interested in applying for national board certification
may apply for a 12-credit certificate consisting of core
courses. See Graduate Certificate Programs for a description
of this certificate.
Instructional Technology
This program provides professionals with the specialized
knowledge and skills needed to apply a wide range of computer
and telecommunications technologies in achieving educational
goals within school, community, and corporate/public settings.
Three emphases serve the various needs and interests of specific
types of instructional technology clients: instructional design
and development, integration of technology in schools, and
assistive/special education technology. All programs include
internships, practica, or relevant projects. Required course
work varies from 36 to 40 credits. In addition, three certificate
programs, in integration of technology in schools, multimedia
development, and assistive technology, are available for students
who are interested in shorter, focused course sequences.
Multilingual/Multicultural Education
This program prepares professionals to work with a diverse
population of students. It is not a teacher licensure program;
however, courses partially satisfy the requirements for an
add-on endorsement in ESL PK-12. Course work includes elective
courses from English, foreign languages, or other appropriate
disciplines. Applications are accepted for the fall, spring,
and summer.
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This program prepares educators interested in administrative
and supervisory roles such as principal, assistant principal,
department chairperson, team leader, supervisor, or director
of instruction. This program requires 39 credits, including
a culminating 6-credit internship. Graduates are eligible for
licensure in administration and supervision PK-12. Applications
are accepted for each semester.
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A teaching track of the New Professional Studies program is
offered only to teams of experienced teachers from school divisions
that contract with Initiatives in Educational Transformation
(IET). Participants follow a two-year, three-summer integrated
program of school-based research linked to a subject specialization.
The degree is dedicated to the examination of four central
questions: How do we understand ourselves as people and as teachers?
How do we create knowledge of our world through the forms and
genres of language? How do we seek knowledge and understanding
of our world, students, classrooms, and schools? How do we build
learning communities and reflective practice?
The degree program is grounded in seven seminal features: curriculum
and pedagogy as primary intellectual and practical interests;
work in teams; reflective practice; school-based inquiry; intensive
scheduling; integrated technology; and continual improvement.
Students develop ways to use "information highways" for research
and curriculum development and to confer with other educators
about research, curriculum development, and theory nationally
and internationally. Students are expected to have easy access
to a computer that runs Netscape Navigator or Microsoft Internet
Explorer.
Applicants to the M.A. in New Professional Studies: Teaching,
must do the following:
- Meet the university's general graduate admission requirement
(GPA of 3.000 or better in last 60 credits of undergraduate
study)
- Be certified as teachers or have several years of successful
experience as a teacher/trainer or educational administrator
- Be a member of a teacher team
- Submit a letter from the school principal endorsing the
team
- Submit a team goals statement
- Be recommended for acceptance
Students complete 30 credits of course work. During the first
year, they complete a research project in their own classrooms.
In the second year, they complete a team research project that
spans classrooms. Teams are expected to meet weekly and teachers
are asked to journal and participate in web-based discussions
tied to classroom work.
Specific information about required course work is available
from the IET administrative office at the Prince William Campus,
Manassas, VA 20110. Call (703) 993-8320, fax (703) 993-8321,
or e-mail iet@gmu.edu.
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This program offers a master of education leading to licensure
in a concentration of special education: emotional disturbance/learning
disabilities (K-12), severe disabilities (K-12), and early childhood
special education (birth to age 5). All programs require a student
teaching internship. Applicants are accepted for admission in
the spring, summer, and fall. Course requirements vary from
33 to 54 credits, depending on the program and prior course
work.
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The Ph.D. in Education provides advanced professional education
for experienced educational practitioners pursuing or planning
careers in educational settings. The Ph.D. requires a minimum
of 85 credits beyond the baccalaureate degree or a minimum of
55 credits beyond the master's degree. A limited number
of graduate credits taken previously may be applied to the program.
However, an individual's total program may require more credits
than those minimum requirements, depending on the person's goals,
program requirements, and previous preparation. With the guidance
of faculty, students develop individual programs of study in
concert with their goals, program requirements, and self-assessed
skills and knowledge. Each student's program must include study
in a professional field such as education administration, educational
technology, special education, curriculum, instruction, bilingual
education, counseling and development, early childhood education,
or literacy. The specific nature of courses is determined by
the student in conjunction with a faculty doctoral advising
committee upon completing two semesters in the Ph.D. program.
Students also complete a minor area of study consisting of 15
credits.
To complete the Ph.D. program, each student must demonstrate
competence in oral and written English; computer literacy; mastery
of the knowledge and skills in the area of professional expertise;
and the ability to apply general and specific knowledge and
skills to significant educational problems. Students demonstrate
these competencies by successfully completing courses and seminars,
by completing a doctoral portfolio, and by preparing and orally
defending a doctoral dissertation. Students have five years
from the time they enroll in their first class to complete all
course work and the doctoral portfolio. Five additional years,
starting with the date on which students are advanced to candidacy,
are allowed to complete the dissertation.
The purposes of residency are achieved in the Ph.D. program
through a combination of core courses and seminars, and through
continuous enrollment. These requirements include successful
completion of the Leadership seminar and the Ways of Knowing
seminar.
Candidates must enroll in a minimum of one three-credit internship
designed to broaden their professional expertise. Internships
may occur in a variety of settings. One three-credit internship
must be taken in a setting that differs from the student's work
setting. In all internships, the student works with university
and on-site supervisors.
Admission Requirements
Candidates are admitted to study by GSE. Admission is highly
selective. Applicants must fulfill the following program admission
requirements:
- A minimum of three years of successful experience as a practitioner
in an educational setting
- A baccalaureate and/or master's degree from an accredited
institution
- Demonstrated high intellectual capability
- Demonstrated leadership potential
- Three letters of recommendation
- Graduate Record Examination test scores
- A written goals statement relating study in the Ph.D. program
to educational and career plans
For further information about admission and program requirements,
contact the Ph.D. in Education Program Office at (703) 993-2011.
Completed applications must be submitted to the GSE Graduate
Admissions Office by February 1 for admission for the following
summer or fall, or by September 1 for admission for the following
January.
This degree program is not accepting applicants at this
time.
The Doctor of Arts in Community College Education is administered
by the National Center for Community College Education (NCCCE)
at (703) 993-2310. Course work educates prospective community
college professionals, teachers, and administrators and helps
current community college faculty members become more effective
teachers. The program emphasizes a broad knowledge base in the
student's teaching field or in college administration. Students
select courses from designated departments in the university
to develop a program of study. Knowledge areas include academic
administration, chemistry, communication, computer science,
economics, electrical and computer engineering, English, health
and physical education, history, information systems, mathematics,
nursing, operations research, applied statistics, and sociology.
Applications for other fields are considered where appropriate
course work is available. Under the guidance of faculty advisors
and NCCCE staff, entering students develop programs of study.
Admission
The program requires a minimum of 55 credits beyond the master's
degree. Minimum requirements include the following:
| |
Credits
|
| Knowledge area |
24
|
| Core curriculum |
18
|
| Internship |
3
|
| Doctoral dissertation |
10
|
The designation of these credits is determined by NCCCE in
consultation with the student. If a student is required to take
more than 24 credits in the knowledge area, the credits are
in addition to the 55 credits required in the program. The number
of credits assigned to the knowledge area, core curriculum,
internship, and doctoral dissertation may vary within the above
guidelines. Departments may require additional course work in
the knowledge area when the student has completed the master's
degree in a field other than the designated knowledge area or
when prior academic preparation is considered inadequate.
The knowledge area consists of courses in the student's teaching
discipline or administration and may contain courses in related
fields when appropriate and when approved by the knowledge area
advisor. Each knowledge area department, working with NCCCE,
sets its own requirement, specifying a core set of courses and
working with the student to develop a program of study consisting
of advanced course work, directed reading, and independent study.
Students must complete a minimum of 18 credits in the core
curriculum including the following:
COMC 998 Doctoral Project/Research
Preparation
EDCC 893 Leadership
EDCC 801 The Community College
Each student also chooses elective courses from the list below:
COMC 897 Directed Reading
in Community College Education
EDCC 802 Community College Teaching
through Learning Styles
EDCC 805 Teaching Thinking
EDCC 806 Seminar in Communication Skills
for Teaching
EDCC 892 Special Topics in Community
College Education
EDCC 840 Seminar in Adult Development
and Learning
Students must satisfactorily complete a three-credit internship.
This may be a teaching internship in a community college or
a nonteaching internship, depending on the extent of the student's
teaching experience. Nonteaching internships are at NCCCE.
Upon satisfactory completion of all course work and the internship,
a student completes either a traditional comprehensive examination
or a nontraditional comprehensive experience demonstrating the
student's mastery of the knowledge area and the core curriculum.
Students must satisfactorily complete the examination or experience
to be advanced to candidacy for the degree. A student must complete
all degree requirements within five years following the semester
of advancement to candidacy.
Upon advancement to candidacy, a student completes a written
doctoral project. The amount of credit assigned to the project
reflects the extent of the undertaking. However, a minimum of
10 project credits are required, of which 3 credits are earned
in COMC 998 Doctoral Project/Research
Preparation. The project is synthesizing in nature and must
contribute new knowledge or reinterpretation of existing knowledge
to the area being investigated. Doctoral projects must demonstrate
high standards of scholarship and the ability to engage in independent
research resulting in a substantial contribution to knowledge
or practice in the field.
Students are advised by the staff of NCCCE for the community
college portion of their studies. In addition, each student
is assigned an advisor in the knowledge area. Working with those
advisors, students prepare a program of study and complete all
program requirements. Doctoral students are required to remain
in continual registration, not including the summer session.
Twelve credits beyond the master's degree may, with the permission
of the student's knowledge area advisor, be applied toward the
D.A. in Community College Education, provided that the course
work is relevant and appropriate to the student's program of
study. Credit applied toward the degree must have been earned
within six years before admission to the doctoral program. Students
who have not used this provision at the time of admission to
the program may, with approval, complete up to 12 credits of
approved course work at other institutions while enrolled in
the doctoral program, and apply these credits to program requirements.
The Consortium of Universities of the Washington Metropolitan
Area affords students an opportunity to pursue doctoral studies
at 10 area universities while paying George Mason tuition.
Graduate Certificate Programs
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This 12-credit certificate program includes a common core of
courses aligned with the standards of the National Board for
Professional Teaching. This certificate offers advanced preparation
for instructional leadership and is designed to prepare teachers
to apply for national board certification.
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This 18-credit certificate program is designed for professionals
who are interested in or are currently working in alternative
education settings. It offers the knowledge and skills necessary
to work effectively with at-risk students, their families, and
involved agencies.
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This 15-credit certificate program provides supplemental training
for practitioners, families, and caregivers who use assistive
technology with people with disabilities with whom they work.
The certificate is appropriate for general and special educators,
related service personnel (OT, PT, SLP, etc.), adult service
providers, and families and caregivers who work with those with
disabilities and need to apply assistive technology solutions
within their specific discipline or school, work, home, or community
setting.
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The graduate certificate in community college education is
designed for holders of master's degrees who are planning (or
exploring the possibility of) a community college career. The
master's degree must be from an accredited institution in a
subject area that is taught at the community college level.
(These subject areas include most arts and sciences disciplines.
Please check the web site at www.gse.gmu.edu to be sure that
the master's degree is applicable.)
The program combines course work on pedagogy and the community
college with an internship under the guidance of an experienced
teacher or administrator. Completion of the certificate program
does not guarantee the student a community college position.
Nonetheless, those who earn the certificate enter competition
for community college positions with the advantage of having
pertinent experience.
The certificate requires 18 credits beyond the master's degree;
the student may complete either 9 credits of course work and
9 credits of a teaching or an administrative internship, or
12 credits of course work and 6 credits of an internship. Students
usually select course work from a core curriculum that focuses
on applied teaching techniques. With the permission of the requisite
department, however, students may substitute six credits of
graduate courses in their teaching field for six credits of
course work on teaching-related subjects. Students following
an administrative strand pursue related courses. Core curriculum
offerings include the following:
EDCC 801 The Community College
EDCC 802 Community College Teaching
through Learning Styles
EDCC 805 Teaching Thinking
EDCC 806 Seminar in Communication Skills
for Teaching
EDCC 892 Special Topics in Community
College Education
EDCC 893 Leadership
A maximum of three credits may, with the permission of NCCCE,
be transferred from another institution. At least six credits
of George Mason course work must be completed before the student
may enroll in an internship. The internship is an independent
study course listed as COMC 885 Internship
in Community College Education (1-6 credits).
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This 18-credit certificate is designed for early childhood
professionals who work in various roles with young children
and their families. It focuses on the practice and the study
of early childhood education and is based on the Early Childhood
Generalist Standards for the National Board for Professional
Teaching Standards.
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This 12-credit certificate program is offered to teachers who
wish to gain the necessary knowledge and skills for integrating
technology into the K-12 curriculum and is designed to fulfill
the state-mandated technology competencies for teachers.
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This 18-credit certificate is designed for teachers who have
a master's degree and are seeking a Virginia reading specialist
license. Training is provided in the areas of literacy foundations
from birth to adulthood and literacy assessments for groups
and individuals. An advanced seminar focuses on literacy program
supervision, staff development, and research-based inquiry.
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This 15-credit certificate program is offered to those who
would like to learn the technology associated with multimedia
development. This program provides students with an introduction
to the design and development of educational and training products
and with training on current and timely technology products.
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This 18-credit certificate provides course work in the area
of science related to the Virginia Standards of Learning. Students
are prepared to be lead teachers on either of two levels: K-6
or 6-12.
George Mason University:
2000-2001 University Catalog: Catalog Index:
Graduate School of Education
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