MEd in Social Studies Education

The Master of Education (MEd) in Social Studies Education is designed to develop leaders in social studies education to work in settings such as community colleges, high schools, curriculum agencies, publishing companies, foundations and museums. Emphasis is on specialized work in curriculum development and the subject matters, methods, and materials of instruction.

Students choose from two program options. The MEd in Social Studies Education (non-certification) is geared to experienced, certified educators and for those considering future doctoral study. The program’s 5-12 Certification concentration is for students who hold a bachelor’s degree and who seek teacher certification.

  • Diversity Core Component (Choose 6 credits)
  • 3
    Seeks to examine the manner in which the behavior, feelings, or thoughts of one individual are influenced by the behavior or characteristics of others. Topics to be considered include social perception, attitudes, gender, social cognition, conflict, social influence, intercultural awareness, prejudice, discrimination, aggression, and group behavior. Fall, spring, and summer.
  • 3
    This course is designed especially for mainstream teachers who want to know more about how to better meet the needs of English language learners (ELLs) in their classroom. It provides an in-depth examination of widely-used, evidence-based techniques for teaching non-native speakers of English within the mainstream classroom. In addition to an overview of current theories for teaching English language learners, the course foregrounds strategies and practical hands-on ways for engaging, teaching and assessing ELLs within the K-12 mainstream classroom. Participants gain a theoretical grounding as well as practice with scaffolding content for language learners, and developing individualized learner strategies. This course includes instruction in using CALLA, the Cognitive Academic Language Learning Approach, and SIOP (Sheltered Instruction Observation Protocol), with ELLs.
  • 3
    Analysis of models and dynamics involved in planning, teaching, and evaluating environments for special needs students. An overview of special education, characteristics of individuals with disabilities, individualized educational plans, functional behavior assessment, practical teaching strategies, and the New Hampshire Special Education Process and Policies. An observation component of 15 hours will be required of all students not presently in a school or teaching situation.
  • 3
    This introductory course will cover the following areas: definition of LD, reading problems, language deficits both oral and written, mathematics underachievement, social skills deficits, attention and behavioral problems, academic achievement, and comorbidity with other disabilities, prevalence, environmental factors, standardized, criterion referenced, informal reading, curriculum-based measurement, and testing. Educational approaches such as explicit instruction, content enhancement, and placement alternatives will be explored. Current issues and future trends in the field of LD will be discussed.
  • Assessment Core Component (Choose 3 credits)
  • 3
    The emphasis throughout this course is on the practical application of appraisal techniques in education. Critical concepts related to assessment and the integration of assessment into teaching and learning include: the role of assessment in teaching, how validity is determined, factors influencing reliability, avoiding stereotypes, understanding and using numerical data, using standardized assessment to improve instruction, and ideas and strategies for mining and reporting assessment data.
  • 3
    This course will focus on assessing curricula and assessment practices which correlate with state and national standards. Students will be introduced to a range of curriculum models. Various strategies and the administration of performance-based assessment will be studied. This course is designed for students in the Elementary and Secondary Teacher Certification programs.
  • Pedagogy Component (Choose 3 credits)
  • 3
    Focuses on providing students interested in elementary or secondary teaching with prerequisite skills necessary for successful student teaching. Students will demonstrate competence in: knowledge of curriculum, lesson and interdisciplinary unit planning, organizing and delivering instruction, adjusting instruction for diverse learning styles, individual needs and cultures, evaluating outcomes of instruction and use of a variety of classroom management strategies. Seminars will address issues related to teaching and emphasize student reflection and evaluation of their teaching. All students will be required to complete directed observation, participation and teaching in an assigned school. Discussions of ethical practices and professionalism will permeate the course. Prerequisite: ED 5270.
  • 3
    Practicum-based course introduces students to the value and practical application of incorporating the arts into educational, cultural, recreational, and human service settings. In addition to classroom lecture and discussion, a series of workshops with professional artists and teachers will allow students to observe a variety of teaching methods and philosophies. Basic skills and materials will be developed and discussed in creative drama, puppetry, music, theatre, poetry, art, and movement. Winters and summers.
  • 3
    Structure and implementation of classroom writing workshops, including conferences and portfolio assessment. Students will study writing process history and theory, and work with their own writing. They will create a personal literature anthology exploring their relationship to various literary genres. Analysis of student writing samples, evaluation criteria for writing and their implication for teaching will be discussed.
  • 3
    In this course for teachers of all disciplines at all levels, we will examine a variety of techniques for integrating writing into all classes. Teachers will adapt the practices demonstrated to their subject area and grade level and gather student writing samples. We will analyze student writing samples, and discuss implications for teaching K-12. At the same time we will respond to students' writing, write about our teaching, and explore the implications for our practice.
  • Social Studies Component
  • 3
    Students will examine and apply common connections between multicultural and global education, needed to be successful in a culturally diverse society. The focus will be on developing global citizens through understanding underlying values and communication styles of cultural groups as well as on the interconnectedness of all individuals and groups and to understand how to develop interculturally competent global citizens.
  • 3
    To utilize new technologies effectively, teachers need proficient training in technology and to be versed in the effective integration of technology into their instruction. Students will develop projects to demonstrate how to best leverage technology to support pedagogical approaches in the social studies classroom.
  • 3
    Addresses the challenges facing social studies educators in the 21st century with focus on advanced curriculum design and methods such as: facilitating classroom discussions, concept formation, classroom simulations, authentic intellectual work and social studies literacy. Special attention is given to design principles for instruction and the development of multiple forms of assessment.
  • 3
    Focuses on current research in the field of social studies education. Particular attention will be given to research methodologies used by leading scholars in social studies education through critical review of exemplary research. Students will develop annotated bibliographies to produce a literature review and theoretical framework for future research.
  • Social Studies Content – 6 credits minimum

With your advisor, choose electives relevant to your program of study. Examples include courses in U.S. and world history, political science, economics, geography, sociology, psychology, and anthropology.

  • Research Component (Choose 3 credits)
  • 3
    Knowledge and understanding of the commonly accepted research designs. Study of research instruments and statistics used in educational research. Wide reading in various types of research design. Critical analysis of research design.
  • 3
    This course is designed to provide a background in qualitative classroom-based research. Students design a research project in which they find and frame a research question that they will investigate through interview, observations, participant observations and/or analysis of artifacts. They will write up and present the results of this limited study.
  • Capstone Experience
  • 3
    Formally and systematically, students investigate the questions, interests, concerns, problems, and challenges in the production of a Masters Thesis. During the course, the student will prepare the questions, rationale, methods, findings, and implications of the study. At the end, students will develop a proposal for their individual study.
  • 3
    SSE 6800 Thesis
    Guides the student through the production of a Masters Thesis. During the course, the student will finalize a draft of the thesis comprised of questions, rationale, methods, findings, and implications of the study. Prepares students to defend their thesis.
  • Total for MEd in Social Studies Education – 39 credits

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