Educational Studies Discipline Specific and Secondary Education Strands, M.S.

The MS in Educational Studies program has been closed; no further students will be admitted to the program.  Interested prospective students should instead consider the MS in Teacher Leadership program.  Please contact the Department of Educational Leadership, Policy & Instructional Technology for more information: 860-832-2130: tallberg@ccsu.edu; and the department's Web site.

Contact: A. Rigazio-Digilio (860-832-2130)

Strand I: Educational Studies with Discipline Specific Specialization

Strand II: Secondary Education

Program Rationale:

This program is designed to offer educators working in the field of education the opportunity to pursue graduate studies in Educational Studies. There are two strands of study; Strand I: Educational Studies with Discipline Specific Specialization and Strand II: Secondary Education. Strand I: Educational Studies with Discipline Specific Specialization is designed to increase student knowledge of contemporary education issues, theories, and politics. Strand II: Secondary Education is designed to increase knowledge and skills related to curriculum and instruction in secondary schools.

The capstone for Strand I, Educational Studies with Discipline Specific Specialization entails the following. Students may choose between two possible capstone experiences: writing a thesis, or completing a Comprehensive Examination. Students who select the thesis also take ED 599 (3 credits). Those who choose the Comprehensive Examination take one additional 500-level EDF course (3 credits).

The capstone for Strand II, Secondary Education is comprised of a capstone block in which the student earns 3 credits for EDSC 586. The capstone prerequisite is completion of all Block 1 courses and at least 12 credits in Blocks 2 and 3.

Program Learning Outcomes for Educational Studies with Discipline Specific Specialization:

Students will:

• use social, cultural, political, and historical perspectives to critically analyze and assess policy and school practices;
• demonstrate growth in professional self-knowledge by engaging in reflective inquiry;
• demonstrate research skills through the collection and interpretation of literature-based studies; and
• demonstrate knowledge of how issues of diversity impact schools.

Program Learning Outcomes for Secondary Education:

Students are expected to:

• use social, cultural, political, and historical perspectives to critically analyze and assess policy and school practices;
• extend knowledge and understanding of the subjects that they teach, the theories, curriculum and instruction, models and procedures for assessment of learning, and environments for diverse learners;
• demonstrate growth in professional self-knowledge through engaging in reflective inquiry;
• demonstrate research skills through the collection and interpretation of literature-based studies; and
• demonstrate knowledge of educational programs that promote learning for a diverse student body.

Admission Requirements:

Applicants must hold a bachelor’s degree from a regionally accredited institution of higher education. Applicants must also have a minimum undergraduate GPA of 2.70 on a 4.00 point scale (where A is 4.00), or its equivalent, and good standing (3.00 GPA) in all post-baccalaureate course work.







Secondary Education (strand 2) requires teacher certification.



The graduate application, application fee, and official transcripts are to be submitted to the Graduate Recruitment and Admissions Office. Official transcripts must be sent directly to the Graduate Recruitment and Admissions Office from each institution attended except Central Connecticut State University.

Contact: 860-832-2430

Total Credit Hours: 30

Capstone prerequisite is completion of all Block 1 courses and at least 12 credits in Blocks 2 and 3.

Program Sequence: Students are encouraged to complete the Introductory Block 1 before taking courses in the Curriculum and Instruction and Specialization Blocks 2 and 3. Courses in the Curriculum and Instruction and Specialization Blocks may be taken concurrently with courses from the Introductory Block with permission of advisor.

Note: No more than 9 credits at the 400 level, as approved by the graduate advisor, may be counted toward the graduate planned program of study.