Education, M.A.

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Description of M.A. in Education Programs

Sonoma State University’s School of Education offers five advanced credential programs and six concentrations within the Master of Arts in Education degree. Each of these programs reflects the philosophy, purpose, and goals of the School of Education. In our M.A. programs, students critically examine educational theories and research through a variety of empirical, theoretical, and cultural lenses to develop an informed educational vision and innovative pedagogy in a variety of educational settings. Students have the opportunity to collaborate with faculty and colleagues to examine and influence current educational practice through research, project development, and advocacy. We expect graduates to emerge from their work at Sonoma State University as leaders in their field and agents of change.

The six M.A. in Education areas of concentration offered at Sonoma State University are:

Curriculum, Teaching, and Learning (see Department of Curriculum Studies and Secondary Education);
Early Childhood Education (see Department of Early Childhood Studies);
Educational Leadership (see Department of Educational Leadership and Special Education);
Reading and Language (see Department of Literacy Studies and Elementary Education);
Special Education (see Department of Educational Leadership and Special Education); and
*Teaching English to Speakers of Other Languages (see Department of Curriculum Studies and Secondary Education).

*Applications to this program are not being accepted at this time.

Throughout their years in an M.A. program, students are required each semester to meet with the graduate advisor in their area of concentration to plan collaboratively their progress in the M.A. program Students may also confer with other graduate program faculty and the Director of Graduate Studies for advice and guidance in their coursework and professional development. Students must maintain a 3.00 grade point average in all coursework in the approved M.A. program as well as in all coursework taken subsequent to admission in conditionally classified standing.

For more information about the M.A. in education, read our M.A. handbook online at http://web.sonoma.edu/education/handbooks/MA_Handbook_rev_2019.pdf

Prerequisites for the M.A. in Education Program

A bachelor’s degree from an accredited institution;
A cumulative upper-division and graduate grade point average of at least 3.00 and a grade point average of at least 3.00 for previous work in education; and
A valid basic teaching credential (except in Curriculum, Teaching, and Learning, Early Childhood Education,

Procedures for Applying to the M.A. in Education Program

Apply to the University as a graduate student;
Apply to the School of Education; and
Submit the following:
1. A professional goals statement;
2. One set of official transcripts;
3. One photocopy of a valid basic teaching credential, when required; and
4. Two current (within 12 months) letters of reference attesting to academic potential and professional promise (except where otherwise noted).

M.A. Core Courses

Two core courses are required for all M.A. in education program areas of concentration:

EDUC 570 - The Reflective Educator Unit(s): 3
EDUC 571 - Research Paradigms in Education Unit(s): 3

Pathways to Program Completion

The M.A. program of study requires 30-36 semester units of course work, depending on the M.A. pathway a student selects. There are three pathways to program completion: the thesis/project, cognate, or individualized examination. We encourage students to become knowledgeable about each of the pathways in order to pursue a program of study that meets their professional goals within their preferred style of learning.

In all three pathways, graduate students take 18 units in the program area of concentration and at least 6 units (EDUC 570 and EDUC 571 ) of M.A. core courses. All M.A. students work with a three-member committee, most closely with the committee chair, to complete a culminating activity, which is presented to the committee in a public forum. In addition to these points in common, there are distinct differences among the three pathways to program completion, as described below.

PLEASE NOTE: None of the M.A. core courses may be taken through Extended Education.

The Program Portfolio

In order to advance to candidacy, all students must complete a satisfactory program portfolio and present it to their committee. In most cases, this presentation occurs at the same meeting where the student presents a proposal for the culminating activity. The program portfolio contains artifacts (papers, projects, etc.) produced by the student throughout the M.A. program which demonstrate the student’s proficiency and growth in the areas listed below. The portfolio should be reflective in nature and should show personal, professional, and intellectual growth. It should also demonstrate how the student’s M.A. program has prepared the student to undertake the culminating activity (thesis/project, cognate project, or individual examination).

In the program portfolio, students are expected to demonstrate:

Personal, intellectual, and professional growth over the course of the M.A. program;
Written language proficiency;
Breadth and depth of knowledge in educational research;
Breadth and depth of knowledge in the program area of concentration;
Critical analysis of multiple historical, philosophical, and theoretical perspectives in education; and
Evidence of planning toward the completion of the culminating activity (thesis/project, cognate project, or individualized examination).

Requirements for Advancement to Candidacy

Completion of M.A. core courses EDUC 570 and EDUC 571 , and of M.A. area of concentration courses;
Presentation and approval of program portfolio;
Presentation of culminating activity proposal; and
Filing of Advancement to Candidacy form (GSO 1) with School of Education Director of Graduate Studies.

Requirements for the M.A. Degree in Education

M.A. students must complete all requirements as established by the School of Education, the SSU Graduate Studies Council, and the University, to include:

Completion of an approved program consisting of a minimum of 30 units of upper-division and 500-level courses, as follows:
1. a maximum of 12 units of upper-division courses
2. not more than 9 semester units of transfer and/or extension credit
Filing of an Advancement to Candidacy form that verifies approval of the program portfolio, verifies writing proficiency, and describes the culminating project; and
Completion and final approval of culminating activity (thesis/project, cognate project, or individualized examination).

All requirements listed above must be completed within seven years (14 semesters) of the initiation of graduate study. Students have three semesters after taking their final course (EDUC 599 or EDUC 572 or EDUC 573 ) to complete the culminating activity.

Common Searches

Education, M.A.

M.A. Core Courses

Pathways to Program Completion

The Program Portfolio

Concentrations and Emphasis