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M.A. in Education: Curriculum

Curriculum Details

30–33 total credits required

Greenville University’s online M.A. in Education features four career-focused concentrations in Coaching, Curriculum and Instruction, Special Education, and Teaching English as a Second Language (TESL). Each option is designed to provide the skills and competencies you need for professional development in your chosen area. Our online education courses are taught by expert faculty and delivered in a flexible format so you can earn your degree while maintaining your current teaching commitments.

This program consists of 30–33 credit hours, depending on which concentration option you choose. Your online education courses will be 8 or 16 weeks in length. The M.A. in Education program is designed to be completed in 1 to 2 years, and graduate students can transfer up to 6 credits to finish faster.

Because Greenville University is an Illinois State Board of Education (ISBE) approved continuing education provider, you can be confident you’re earning a valuable credential for continued success as an educator, administrator, or coach.

Coaching

This course is designed to assist the graduate student in understanding the impact of pursuing a master’s degree and to assist professional educators with the creation and management of the types of learning experiences needed by students in our rapidly changing world. Understanding how to design and implement effective learning experiences requires comprehending how profoundly teachers impact society. Learning to manage a vision for a learning, promote advocacy and nurturing of students of all ages, collaborating with internal and external partners, and understanding the impact of technological, political, social, and economic factors is critical in today’s environment. Overall, acting with integrity and fairness is at the core of developing skills needed by graduate students today.

This course investigates current issues, research, and theories of educating students and the impact of policies at the state and national levels that effect education today.

Focuses on gender, ethnicity, and cross-cultural differences from an educational perspective. Examines how different social and psychological characteristics of classroom/school milieus influence individual achievement and personal development.

This course requires students to demonstrate the knowledge and skills acquired through the Master of Arts program by leading the design and implementation of an improvement effort in their school district or organization by preparing for the Reflective Study or Thesis. It requires students to demonstrate an intrinsic understanding of the theme of the School of Education at Greenville College: to prepare teachers to serve in a culturally diverse world. This thesis allows students to align best practices in action research and will assist the emerging leader to use research as a means to improve their organization. Specific methods for data collection and analysis are discussed. A focus on understanding quantitative and qualitative data will be a significant part of this course. A variety of action research tools will be utilized to prepare for the Reflective Study or Thesis.

Full semester – 16 weeks

The culmination of the Capstone Project requires students to demonstrate the knowledge and skills acquired through the program by leading the design and implementation of an improvement effort in their school district or organization. It requires students to demonstrate an intrinsic understanding of the theme of the School of Education at Greenville College: to prepare teachers to serve in a culturally diverse world.

Full semester – 16 weeks

This course provides insight into the principles of management as they apply to sport organizations (amateur and professional) and coaching. Successful sports administrators have a working knowledge of issues unique to conducting sport. They employ that knowledge to design solutions based on the art and science of sport management. Emphasis will be placed on the discovering solutions in organizational planning, implementation, personnel, leadership, and control aspects of sport administration.

This course will introduce students to creative concepts of integrating the Christian faith and worldview development in the various aspects of coaching — away from the sport mentoring, teaching sport specific skills and within competing vs. the opposition. It is the design of this course practice to think deeply about how our faith should inform and impact our philosophy and application of sport.

Coaches will recognize how sports provide a unique and valuable environment for an individual to develop their identity. In this course, coaches will explore and apply key principles from philosophy, personal development, and sport psychology principles to the athletic environment. The role of character in athletics is linked to how coaches use their communication skills and the sport to promote motivation, collaboration, emotional growth while reducing emotional anxiety.

To maximize performance in sport related activity it is necessary that exercise, rest, and nutrition are well planned and correctly implemented. This course is designed to examine how the human body functions during and following exercise and use this knowledge to critically evaluate existing training and nutritional practices and to structure safe and effective sport-specific training programs for implementation.

This course is designed to assist the prospective coach with gaining competence in applying competitive tactics and strategies appropriate to the sport environment. Particular emphasis will be placed on developing effective game/match/meet preparation procedures (including scouting), conducting efficient practice sessions, utilizing game management strategies, and skills analysis.

Students will conduct a thorough evaluation of themselves and their program by soliciting objective feedback from athletes, assistants, parents, and administrators. In addition, the student will evaluate the character growth of their athletes.

Curriculum and Instruction

This course is designed to assist the graduate student in understanding the impact of pursuing a master’s degree and to assist professional educators with the creation and management of the types of learning experiences needed by students in our rapidly changing world. Understanding how to design and implement effective learning experiences requires comprehending how profoundly teachers impact society. Learning to manage a vision for a learning, promote advocacy and nurturing of students of all ages, collaborating with internal and external partners, and understanding the impact of technological, political, social, and economic factors is critical in today’s environment. Overall, acting with integrity and fairness is at the core of developing skills needed by graduate students today.

This course will review the change process and how it affects instruction in the schools. Theories of change management will be explored in conjunction with education and policy administration. A focus on the effectiveness of managing change through coaching will be explored.

This course will review the theories and current practices of literacy development and explore research-based practices in development of literacy (ready, math, technology) at fundamental levels for all students. Topics examined will include theory into practice, literacy learning for culturally and linguistically diverse populations, and literacy development across content areas, strategies for remaining current in literacy development, and literacy assessment.

This course will investigate uses of strategic learning activities and strategies that embed assessment for learning throughout a curriculum. Special focus will be given on developing skills in instructional design that includes solid outcome assessment as an integral component of learning.

This course will focus on instructional issues and challenges. The course will provide teachers and curriculum leaders with a process for assessing the origins of an instructional problem and the development and management of an instructional research-based plan to address problems that impede student achievement.

This course investigates current issues, research, and theories of educating students and the impact of policies at the state and national levels that effect education today.

This course provides the students with an introduction to the general and special education programs which comprise the public school curriculum. Teacher leaders need to understand the concepts, practices, and applications of the curriculum in order to effectively teach and lead improvement in the teaching of curricular content. The program faculty recognize that all schools, and their curricula, are unique. The basic principles that govern the design and structure of curriculum are presented in this course to provide the teacher leaders the professional background necessary to make decisions about school curricula. Students enrolled in this course will study instructional design models, mapping of curriculum, and the scope and sequence of curriculum development needed to support the approaches of general and special education for the K-12 setting.

Focuses on gender, ethnicity, and cross-cultural differences from an educational perspective. Examines how different social and psychological characteristics of classroom/school milieus influence individual achievement and personal development.

This course requires students to demonstrate the knowledge and skills acquired through the Master of Arts program by leading the design and implementation of an improvement effort in their school district or organization by preparing for the Reflective Study or Thesis. It requires students to demonstrate an intrinsic understanding of the theme of the School of Education at Greenville College: to prepare teachers to serve in a culturally diverse world. This thesis allows students to align best practices in action research and will assist the emerging leader to use research as a means to improve their organization. Specific methods for data collection and analysis are discussed. A focus on understanding quantitative and qualitative data will be a significant part of this course. A variety of action research tools will be utilized to prepare for the Reflective Study or Thesis.

Full semester – 16 weeks

The culmination of the Capstone Project requires students to demonstrate the knowledge and skills acquired through the program by leading the design and implementation of an improvement effort in their school district or organization. It requires students to demonstrate an intrinsic understanding of the theme of the School of Education at Greenville College: to prepare teachers to serve in a culturally diverse world.

Full semester – 16 weeks

Special Education

Course will focus on the planning for instruction; learning environment; instructional delivery; foundations, collaboration, professional conduct/leadership, and reflection/professional growth for students with disabilities ages 3 to 21. This course will include the use of ILS, IPTS, Greenville University Outcomes and Dispositions in conjunction with the LBSI Standards.

This course requires students to identify problems of practice in the field of special education. Students research and utilize current primary source studies (both qualitative and quantitative) reviewing the literature on identified problems of practice. The engaged student will be able to locate, comprehend, evaluate, and synthesize these primary studies. Students will become “critical consumers” of evidence-based practices, enabling them to stay current in the field of special education.

This course investigates the philosophical, historical, and legal foundations of special education. Students in the course will research the impact disabilities have on the development of an individual and explore strategies to provide support for each student. Using the knowledge of effective written, verbal, and visual communication techniques students in the course will collaborate with peers and share decision-making to solve the challenges that are present when a student has a disability.

This course is an overview of laws, litigation, and the historical perspective of special education. Students will understand the connection between compliance with the law and outcomes-based education. Moderate to intensive support systems will be studies including research based interventions, co-teaching, assistive technology devices, and various adaptive strategies for the classroom.

Course will focus on children ages 3 to 21 and will develop the conceptual and procedural foundations for assessment. The course content will include: the assessment process, terminology, strategies, interpretation, alternative assessments, procedure, accommodations and modifications, recommendations, ethical/legal responsibilities, and communication assessment results.

This course is designed to assist the graduate student in understanding the impact of pursuing a master’s degree and to assist professional educators with the creation and management of the types of learning experiences needed by students in our rapidly changing world. Understanding how to design and implement effective learning experiences requires comprehending how profoundly teachers impact society. Learning to manage a vision for a learning, promote advocacy and nurturing of students of all ages, collaborating with internal and external partners, and understanding the impact of technological, political, social, and economic factors is critical in today’s environment. Overall, acting with integrity and fairness is at the core of developing skills needed by graduate students today.

This course investigates current issues, research, and theories of educating students and the impact of policies at the state and national levels that effect education today.

Focuses on gender, ethnicity, and cross-cultural differences from an educational perspective. Examines how different social and psychological characteristics of classroom/school milieus influence individual achievement and personal development.

This course requires students to demonstrate the knowledge and skills acquired through the Master of Arts program by leading the design and implementation of an improvement effort in their school district or organization by preparing for the Reflective Study or Thesis. It requires students to demonstrate an intrinsic understanding of the theme of the School of Education at Greenville College: to prepare teachers to serve in a culturally diverse world. This thesis allows students to align best practices in action research and will assist the emerging leader to use research as a means to improve their organization. Specific methods for data collection and analysis are discussed. A focus on understanding quantitative and qualitative data will be a significant part of this course. A variety of action research tools will be utilized to prepare for the Reflective Study or Thesis.

Full semester – 16 weeks

The culmination of the Capstone Project requires students to demonstrate the knowledge and skills acquired through the program by leading the design and implementation of an improvement effort in their school district or organization. It requires students to demonstrate an intrinsic understanding of the theme of the School of Education at Greenville College: to prepare teachers to serve in a culturally diverse world.

Full semester – 16 weeks

Teaching English as a Second Language

This course is designed to assist the graduate student in understanding the impact of pursuing a master’s degree and to assist professional educators with the creation and management of the types of learning experiences needed by students in our rapidly changing world. Understanding how to design and implement effective learning experiences requires comprehending how profoundly teachers impact society. Learning to manage a vision for a learning, promote advocacy and nurturing of students of all ages, collaborating with internal and external partners, and understanding the impact of technological, political, social, and economic factors is critical in today’s environment. Overall, acting with integrity and fairness is at the core of developing skills needed by graduate students today.

This course investigates current issues, research, and theories of educating students and the impact of policies at the state and national levels that effect education today.

Focuses on gender, ethnicity, and cross-cultural differences from an educational perspective. Examines how different social and psychological characteristics of classroom/school milieus influence individual achievement and personal development.

This course requires students to demonstrate the knowledge and skills acquired through the Master of Arts program by leading the design and implementation of an improvement effort in their school district or organization by preparing for the Reflective Study or Thesis. It requires students to demonstrate an intrinsic understanding of the theme of the School of Education at Greenville College: to prepare teachers to serve in a culturally diverse world. This thesis allows students to align best practices in action research and will assist the emerging leader to use research as a means to improve their organization. Specific methods for data collection and analysis are discussed. A focus on understanding quantitative and qualitative data will be a significant part of this course. A variety of action research tools will be utilized to prepare for the Reflective Study or Thesis.

Full semester – 16 weeks

The culmination of the Capstone Project requires students to demonstrate the knowledge and skills acquired through the program by leading the design and implementation of an improvement effort in their school district or organization. It requires students to demonstrate an intrinsic understanding of the theme of the School of Education at Greenville College: to prepare teachers to serve in a culturally diverse world.

Full semester – 16 weeks

The course is designed to give prospective ESL/EFL instructors a foundation in the numerous practices and principles of interactive language learning and teaching. This foundation will allow them to accomplish their teaching objectives confidently and effectively in any TESL/TEFL situation in which they may find themselves. They will also be able to evaluate materials and decide on the material’s effectiveness for a particular age group, subject/skill area, or lesson. Theory in ESL teaching and learning with an emphasis in SLA research will be connected to practices in the ESL classroom. This course may be repeated once for a total of six credits.

This course is an introduction to the linguistic, psychological, and educational theories and models that try to explain the processes involved in acquiring a first and second language. Other aspects that will be studies include the sociological and political variables that may affect an individual’s language learning experience. The course will also provide students with an overview and history of the different methods used in foreign/second language teaching since the beginning of the 20th century. This course is designed to provide the ESL teacher with an understanding of the basic concepts and theories related to teaching English language learners. Students will develop specific skills and techniques needed to effectively teach English language learners. Implications for language acquisition will be connected to classroom strategies. This course may be repeated one time for a total of six credits.

This course is designed to provide the ESL teaching with an understanding of the impact of assessment in the classroom by developing and understanding of current ESL instrument, administration, and interpretation. Additionally, linguistic and cultural aspects of standardized testing will be discussed. The ESL teacher will understand the differences between assessment of learning and assessment for learning as a result of this course. The course also offers suggestions and examples on how to assess, formally and informally, the different language skills in the ESL classroom. This course may be repeated once for a total of six credits.

This course is designed to provide the ESL teacher with a broad context of linguistics, including understanding the theory of modern linguistics and application of linguistic theory in the ESL classroom. Students will develop an understanding of the basic concepts relating to linguistics in relationship to the ESL classroom. This course may be repeated one time for a total of six credits.

The course is designed to provide ESL teachers with an understanding of cultural values systems, norms, and expectations. ESL teachers will demonstrate cross-cultural teaching and learning skills and strategies. The ESL teacher will demonstrate an understanding of teaching content area curriculum for the multi-cultural classroom. This course may be repeated once for a total of six credits.

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