Child Development Early Education and Family Studies B-K
School/College: School of Agriculture and Environmental Sciences
Degree(s) Offered: Master of Arts in Teaching
Graduate Coordinator: Valerie L. Giddings Email: vlgiddin@ncat.edu Phone: 336-334-7850
Department Chair: Valerie L. Giddings Email: vlgiddin@ncat.edu Phone: 336-334-7850
The Master of Arts in Teaching in Child Development, Early Education and Family Studies – Birth – Kindergarten prepares students to 1) master the knowledge, skills and dispositions required for the Birth – Kindergarten license; 2) analyze theoretical perspectives and current research, to conduct research and to apply this knowledge toward reflective, evidence-based practice in teaching and working with families; and 3) assume diverse professional and leadership roles in a wide variety of educational and community settings.
All Teacher Education Programs are accredited by the National Council for Accreditation of Teacher Education (NCATE) and approved by the North Carolina Department of Public Instruction.
Professional Studies Component
The professional studies component of the Teacher Education Program is designed to provide for the development of those competencies essential to the professional role of a teacher or special service personnel. At the graduate level, approximately 20 to 40 percent of the graduate program is comprised of professional studies. Candidates for the degree in teacher education must complete a minimum of 15 semester hours in professional studies.
Admission to the University and a content area program does NOT automatically guarantee admission to the Teacher Education program. All MAT candidates who are recommended for licensure must be admitted to the Teacher Education Licensure Program. Candidates are required to complete admission requirements during the first semester of enrollment. Specifically, MAT students must complete the following:
- Purchase and create a TaskStream (www.taskstream.com) account
- Complete the Dispositions Survey
- Complete an Application for Admission to Teacher Education
- Read and sign the Notification and Acknowledgement of Criminal Background Form
- Successfully complete the Teacher Education Interview
Failure to complete the Teacher Education admission requirements during the first semester of enrollment may result in the student’s inability register for professional core courses.
Additional Admission Requirements
- GRE Scores
- Resume
Program Outcomes:
- Upon completion of the master’s program, students will communicate clearly and effectively their knowledge of child development, early education and family studies
- Upon completion of the master’s program, student will be able to assess scholarly literature for contributions to issues in the child development, early education and family studies
- Upon completion of the master’s program, students will be able to design a research study using appropriate techniques
- Upon completion of the master’s program, students will have knowledge of theories and their application to practical global issues related to the discipline
Degree Requirements
The MAT in Child Development Early Education and Family Studies B-K requires a total of 39 semester hours.
Subject Core Course(s) (4 Credit Hours)
FCS 760 Graduate Seminar (1)
FCS 711 Research Design and Methodology in Family and Consumer Sciences (3)
FCS 788 Comprehensive Examination (0) Credit Hours)
Course Subject Area(s)
- CUIN 618 Learning Theories: Worldviews, Paradigms, and Practices for the 21st Century Classrooms (3)
- FCS 629 Applied Principles of Infant/Toddler Curricula OR
- Approved Alternative (3)
- FCS 639 Applied Principles of Preschool Kindergarten Curricula OR
- Approved Alternative (3)
- FCS 659 Fundamentals of Emergent Literacy OR
- Approved Alternative (3)
- FCS 701 Individual and Family in a Contemporary Society (3)
- FCS 710 Assessment & Evaluation of Family & Consumer Sciences (3)
- CUIN 728 Integrated Technology in the K-12 Curriculum (3)
- FCS 700 Multicultural Perspectives in Child and Family (3)
- FCS 336 Advanced Seminar in Family & Consumer Sciences (2)
- FCS 713 Early Childhood Leadership & Professional Development (3)
- CUIN 660 Clinical Practice in Teacher Education (6)
Pre-requisites as needed: CUIN 617 Computers in Education (3); CUIN 625 American Public Education or CUIN 701 – Philosophy of Education (3); FCS 611 Child Development Prenatal through Middle Childhood (3); SPED 600 Introduction to Exceptional Children (3)
Comprehensive Exam, if appropriate: Required
Licensure requirements, if appropriate: Not Required
Clinical Field Experiences
Students are required to complete all licensure tests prior to admission to beginning clinical practice.
Admission to Clinical Practice requires (1) formal admission to the Teacher Education Licensure Program, (2) an approved clinical practice application form signed by the candidate’s advisor and department chairperson, (3) a personnel data sheet which is needed for placement, (4) a cumulative GPA of 2.80, (5) copy of individual scores on Praxis II in licensure area and (6) proof of educator’s liability insurance.
All candidates are required to take CUIN 670 Capstone Experience in Teacher Education in conjunction with the Clinical Practice course. Students enrolled in a clinical practice course that is 6 credit hours are permitted to take only one additional 3 credit hour course during the clinical practice semester. This additional course cannot be scheduled during the public school day nor during the student teaching seminar. All students enrolled in a student teaching course are REQUIRED to pay a student teaching fee.
Advising
Dr. Valerie Jarvis McMillans serves as the advisor.
Licensure
Candidates are eligible to apply for state licensure in the Office of the Dean of the School of Education. Candidates may apply for a North Carolina Teaching professional license at two points during the MAT program.
- End of Phase I - Complete internship and pass PRAXIS II (receive North Carolina initial teaching license - Class A).
- End of Phase II - Complete program and degree requirements (received North Carolina advanced teaching license - Class M)
Upon receipt of the candidate’s application, approval or endorsement of the licensure application is secured from the candidate’s major department. After processing the application, it is forwarded to the State Department of Public Instruction in Raleigh, North Carolina.
Note: The candidate is required to take and pass all appropriate PRAXIS II tests before being recommended for a Class A license. The candidate should consult with his/her advisor, department chairperson or dean to determine passing scores on Praxis Tests for licensure. The University reserves the right to refuse to recommend any applicants for licensure when they are deficient in mental or physical health, scholarship, character, or other qualifications deemed necessary for success in the education profession.
Program Certification/Accreditation
All Teacher Education Programs are accredited by the National Council for Accreditation of Teacher Education (NCATE) and approved by the North Carolina Department of Public Instruction.
Directory of Faculty
- Valerie L. Giddings, Associate Professor and Chairperson, B.S., Bennett College; M.S., Ph.D., Virginia Polytechnic Institute and State University
- Thurman Guy Associate Professor, B.S., M.S., North Carolina A&T State University; M.S., University of Wisconsin; Ed.D., University of North Dakota
- Salam A. Ibrahim, Professor, B.S., University of Mosul; M.S., University of Georgia; Ph.D., University of Kentucky
- Sung-Jin Lee Assistant Professor, B.S., Chungnam National University; M.S Chungnam National University; M.S., Ph.D. Virginia Polytechnic Institute and State University.
- Chantel Lumpkin, Assistant Professor, B.F.A., Bradley University; M.A., Oral Roberts University; M.A. Loyola Marymount University; Ph.D., Michigan State University
- Patricia A. Lynch, Assistant Professor, B.S., M.S. North Carolina A&T State University; Ph.D., R.D., University of Nebraska
- Valerie J. McMillan, Associate Professor, B.S., M.Ed; South Carolina State University; Ph.D. Iowa State University
- Shirley R. McNeill, Cooperative Extension Faculty, B.S., North Carolina A&T State University; M.Ed., North Carolina State, Ph.D., University of North Carolina at Greensboro
- Elizabeth Newcomb, Assistant Professor, B.S., M.S., Ph.D. North Carolina State University
- Yi-Ling Pan, Assistant Professor, B.S., Chung Shan Medical University; M.S., Ph.D., Florida International University.
- Rosa S. Purcell, Associate Professor, B.S., North Carolina A&T State University; M.Ed., Ph.D., University of Illinois
- Geraldine Ray, Associate Professor, B.S., North Carolina A&T State University; M.Ed., University of North Carolina Greensboro; Ph.D., Virginia Polytechnic Institute and State University
- Claudette Smith, Cooperative Extension Faculty, B.S., North Carolina A&T State University; M.S., Ph.D., Ohio State University
- Celvia E. Stovall, Associate Administrator, B.S., Central Michigan University; M.S., Louisiana State University; Ph.D., University of Minnesota
- Rosemarie Vardell, Assistant Professor, B.S., Eastern Illinois University; M.S., University of Illinois; Ph.D., University of North Carolina at Greensboro
- Jane Walker, Associate Professor, B.S., Appalachian State University; M.S., Virginia Polytechnic Institute and State University; Ph.D., University of North Carolina at Greensboro
- Meeshay Williams-Wheeler, Assistant Professor, B.S., University of North Carolina at Greensboro; M.S., North Carolina Central University; Ph.D., University of North Carolina at Greensboro
Faculty Emiriti
- Harold E. Mazyck, Professor, B.S., South Carolina State College; M.A., New York University; Ph.D., University of North Carolina at Greensboro
- Chung W. Seo, Professor, B.S., M.S., Korea University; Ph.D., Florida State University
- Carolyn S. Turner, Professor, B.S., M.S., University of North Carolina at Greensboro; Ph.D., Virginia Polytechnic Institute and State University
