Master of Arts in Teaching (MAT)
Dr. Walter J. Ullrich, Program Coordinator
wullrich@csufresno.edu
559-278-0356
The Master of Arts in Teaching (MAT) is an online program with a focus on social justice, multiculturalism, and action research. The program is designed for credentialed, practicing teachers working in diverse classrooms.
Each year, a new cohort of teachers begins this 3-semester (fall-spring-fall) master's program. Of the 30 units in the MAT program, 9 units may be transferred from CalStateTEACH (CST). For non-CST applicants, 9 units of post-baccalaureate credential coursework or 9 units of graduate coursework from an accredited university program may be considered for transfer into the MAT program. (All coursework for the MAT degree must be taken within a 5-year period.)
For this graduate program's culminating experience, students have the choice of a project, a comprehensive exam, or a thesis.
For university and MAT program admission deadlines and applications, click on the "Program Admission Requirements & Applications" link.
Course of Study
Coursework
Up to 9 units credited from CalStateTEACH or (if applicable) from another postbaccalaureate credential program or a master's program. This could also be satisfied while in the MAT program. |
9 |
Semester
Fall |
Social Justice and the Multicultural Classroom |
3 |
|
|---|---|---|---|
Research on Teaching in the Diverse Classroom: Quantitative and Qualitative Methods |
3 |
||
Spring** |
Teaching for Equity and Justice in the Multicultural Classroom |
3 |
|
Investigating Classroom Practice in the Multicultural Classroom: Practitioner Research |
4 |
||
Fall |
Action Research in the Multicultural Classroom: Capstone Project and Dissemination |
4 |
|
Culminating Experience |
|||
**CI 298 OR |
Project |
4 |
|
**CI 299 OR |
Thesis |
4 |
|
** Exam |
Comprehensive Exam (0 units) ***plus CI 260 Critical Pedagogy for 4 units |
4 |
|
30 |
|||
* Students must pass the graduate writing requirement prior to applying for Advancement to Candidacy. This requirement is met in CI 241.
** Advancement to Candidacy must be attained one semester prior to the term in which the student wishes to register for the culminating experience.
*** If you choose the Comprehensive Exam for your culminating experience, you must enroll in CI 260 for 4 units.
Course Descriptions
Social Justice and the Multicultural Classroom (CI240)
Introduction to the Master of Arts in Teaching. Centers on improvement of instruction through examination of the cultural and political contexts of schools and classrooms. Focuses on enhancing educational equity, providing a multicultural curriculum, employing culturally responsive pedagogy and using culturally appropriate assessment. Enhances students'' ability to use the Internet to conduct classroom research and to use computer-based collaborative tools to interact with other professionals and community members .
(Fall 2010, 3 units)
Research on Teaching in the Diverse Classroom: Quantitative and Qualitative Methods (ERA243)
This course will provide students with a series of modules covering the various research techniques that can be used to address action research questions. A series of activities will be connected with each module that will include reviewing articles, developing research ideas, and collecting and analyzing data in the context of improving teaching and learning in each teacher's classroom. Students will begin to develop their action research study.
(Fall 2010, 3 units)
Teaching for Equity and Justice in the Multicultural Classroom: Practice into Theory (CI241)
Theory and practical application of multicultural curriculum design for teaching literacy (oral, written and visual), mathematics, science, social studies and the fine arts to diverse learners. Continued attention to learning theory, instructional theory and the expanding role of technology in education. Students learn to communicate and persuade each other and the surrounding community about social and scientific issues using literacy, mathematical, and technology skills. In addition, given the particulars of the context for teaching (i.e., the students, grade level, school, community, etc.), the curriculum standards teachers are expected to follow, and the explosion of knowledge that could be taught in a culturally diverse society, what knowledge is most worth teaching and learning?
(Spring 2011, 3 units)
Investigating Classroom Practice in the Multicultural Classroom: Practitioner Research (CI245)
A critical component of teaching involves evaluating the teaching, learning and curriculum of schools. This course gives teachers the intellectual tools necessary for making sense of the complex classroom world they inhabit as teachers/learners and for effecting change consistent with educational equality, equity and social justice. Participants will develop skills in traditional forms of action research and reflective practice by exploring various aspects of the movement in education where teacher-practitioners are viewed as researchers of their own practice and where teaching is viewed as a form of educational inquiry. As students identify their action research project question, gather data, and complete their literature search, this course will provide a broad overview of the epistemological, political, and methodological issues associated with practitioner research, the progress of practitioner research, and the specific questions and issues that have been investigated through practitioner research.
(Spring 2011, 4 units)
Action Research in the Multicultural Classroom: Capstone Project and Dissemination (CI246)
This is the culminating learning experience for the MAT. By the time students begin this seminar, they will have an approved action research study completed. In the seminar, students will share their study with each other for feedback and polish the final version of their studies. Using Blackboard, students will present their action research project through submission of a written document as well as a multimedia presentation.
(Fall 2011, 4 units)
Students develop knowledge and skills to critically examine and improve planning, instructional decisions, assessment, and student learning. Students engage in systematic reflection of teaching practices consistent with multicultural, social justice education.
(Fall 2011, 4 units)
Project (CI298) / Thesis (CI299)
A project/thesis consists of a significant undertaking appropriate to multicultural, social justice education such as the development of curricula and instructional materials, educational policy, educational theory, and educational technology. An approved proposal is required for enrollment.
(Fall 2011, 4 units)