Master's Degree in International Education in North America

Search Masters Programs in International Education in North America 2017

International Education

In order to successfully obtain a Masters qualification, you will need to obtain a number of credits by passing individual modules. Most taught Masters will have a number of core modules which you must take and pass in order to obtain the qualification. The assessment of research Masters is almost always entirely by a single dissertation module or project.

International curriculums may prepare scholars for a variety of international teaching certificates or licenses in locations around the globe. Some graduates choose to focus on TESOL to help get them started on their career pursuit.

The United States of America commonly called the United States, is a federal republic consisting of fifty states and a federal district. The 48 contiguous states and the federal district of Washington, D.C. are in first North America between Canada and Mexico. The state of Alaska is in northwestern North America, west of Canada and east of Russia across the Bering Strait, and the state of Hawaii is an archipelago in the mid-North Pacific. The country also has five populated and nine unpopulated territories in the Pacific and the Caribbean.

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MICROMASTERS E-learning Program: Create Activities And Content For Virtual Education (university Galilean)

edX MicroMasters Programs
Online Full time Part time 12 - 24 weeks January 2017 USA Cambridge + 1 more

Make effective eLearning training organizations; higher education and secondary education. [+]

Masters in International Education in North America 2017. Make effective eLearning training organizations; higher education and secondary education. The program Micromasters on "e-Learning: create activities and content for virtual learning" it is based on the latest research in the field of Information Technology - communication technologies (ICT) and its application to learning theories. Our courses are based on that you can create virtually any type of content e-Learning professional manner, using the latest in educational technology and adding interactive elements to transform traditional training projects in courses effective and innovative virtual learning. Thanks to our educational modality can receive your classes at any time and share your questions and knowledge with our community, in addition to this get academic credits to support your knowledge, skills and abilities in educational technologies that will give you the opportunity to qualify for the Masters in direction and Production of e-Learning is offered in virtual mode in Galileo University (pioneer in Latin America in virtual education) Sign up now and in just 21 weeks will know everything about the new educational technologies and techniques to design and develop materials effective that allow you to e-learning (e-learning) eligible for job offers. Do not wait any longer and start creating interactive virtual courses that capture the attention of your students. Students who obtain the credential Micromasters can apply for admission to the virtual Master in Management and Production in e-Learning and validation of the program courses Micromasters for 6 courses the first year of the virtual Master totaling 18 academic credits, and correspond to 50% of total loans in the first year. Job Outlook Differentiate a traditional teacher developing innovative learning resources. Get the necessary skills to qualify for jobs related to project management e-learning, examples: technology consultant for education or training area coordinator. Position yourself in a labor market with high demand for professionals with experience in creating multimedia, design, development and implementation of training processes using technology. Provide advice to e-learning. Micromasters this program lets you work in various roles virtual learning process, such as tutoring, technology consultant, developer of multimedia resources, and teacher for a MOOC. What you'll learn: E-Learning design innovative experiences supported and enriched by the use of technology, focusing on student learning process. Design and produce e-learning resources professionally. Using web 2.0 tools to create online courses and different methods and techniques for introducing these resources in your training e-Learning. Create your own interactive multimedia resources to support the process of training or virtual training in educational institutions or companies. Use the techniques and tools of rapid content creation (Rapid Learning) industry-leading production of digital educational content. Apply the use of innovative educational technologies in learning and training contexts, to create resources and content to support classes. Details Micromasters program To obtain the certificate Micromasters You must approve and obtain a certificate verified each course that integrates this program Micromasters. Utliza their credentials to reach the next level Take your professional development to the next level; credit for academic credits obtained in the program Micromasters "e-Learning: create activities and content for virtual education" and continue your studies with the Master in Management and Production in e-Learning taught in mode 100% virtual Galileo University. Thanks to the courses that make up the curriculum of this Master (Equivalent to 18 credits Academic) students who passed 3 courses program Micromasters are admitted to our academic program without taking the admission test and continue their online training from the second half. courses Learning and Virtual Learning Design meaningful learning experiences oriented virtual learning environments. Emerging Web Technologies for Virtual Teaching Meet new technologies e-Learning and web 2.0 tools focused on improving the experience of virtual learning. Design and Multimedia Resource Development for Virtual Learning Create a simple and easy your own multimedia resources and interactive learning for successful e-learning form. Final project, "e-Learning" The project challenges students intellectually and allows to demonstrate the skills and competences acquired. [-]

Master's in International Education

The George Washington University - Graduate School Of Education & Human Development
Campus Full time September 2017 USA Washington

The International Education program (IEP) has a rich history of providing students with the knowledge to address international education issues, with the flexibility to pursue far-ranging interests related to educational purposes, practices, and policies across the globe. The study of traditions and systems of education in other nations and cultures that affect teaching and learning creates the ideal environment for practioner-scholars; providing necessary skills & opportunities to advance in positions throughout education, government, business, and nonprofit settings. The program houses the UNESCO Chair in International Education for Development, supporting priorities in achieving equitable access to quality education for all. [+]

Master's in International Education International education is grounded in the social sciences drawing many of its insights from economics, sociology, psychology, political science, and anthropology. Thus students who take up studies in international education are well advised to complement their educational studies with serious commitment to one or more of these core disciplines. While international education has one foot in the rich theoretical perspectives of the social sciences, it also steps out into the complexities of the real world through examining the actual practice of education in specific regional contexts. This practice may occur in formal schools and higher educational institutions. It also may occur in war zones, refugee camps, nomadic villages, or other unusual settings. This program is designed for persons who are entering or advancing in positions associated with training, education, adult learning, and development activities in diverse settings that require international understanding. The program aims toward preparation of leaders to bring about improvements in developing education systems. Students acquire knowledge of other countries and cultures, using the education system as a means of interpreting and translating knowledge across cultures and analysis of the formal and nonformal school systems as they reflect history, culture, development, values, contemporary concerns, and future trends. In addition, students acquire tools, methods, and habits of analysis that enable them to play a variety of roles as leaders and change agents. This program houses the GW UNESCO Chair for International Education & Development. Learn more about the mission and activities associated with this prestigious honor. The International Education program (IEP) has a rich history of providing students with the knowledge to address international education issues, with the flexibility to pursue far-ranging interests related to educational purposes, practices, and policies across the globe. The study of traditions and systems of education in other nations and cultures that affect teaching and learning creates the ideal environment for practioner-scholars; providing necessary skills & opportunities to advance in positions throughout education, government, business, and nonprofit settings. The program houses the UNESCO Chair in International Education for Development, supporting priorities in achieving equitable access to quality education for all. in Washington, DC The program's location in the nation's capital places students within walking distance to international agencies and foreign embassies. Students have access to these unlimited opportunities that draw upon world-class resources while furthering their own professional & research interests. Program participants thrive on meaningful international or intercultural life & work experiences. Why a Master's in International Education? Access with Impact: The GSEHD International Education program has a rich history of training students to lead and address critical education issues in international organizations, government, business and non-profit organizations. Students have access to global opportunities within walking distance of campus. Embassies, the World Bank, the U.S. government and over 100 non-profits based in Washington, DC, influence the course of global education. Students are well positioned to take advantage of internships and professional networks, development and employment opportunities, as well as pioneering research, lectures, and policy events. GSEHD offers students access to opinion leaders and the opportunity to learn from our faculty who are leading experts on global policy trends, assessments, politics, conflict and education, student exchange, access, equity and inclusion, global citizenship and migration. Home to the UNESCO Chair: one of only two education schools selected from world-wide competition, GSEHD and UNESCO initiatives promote equitable access to quality education for all and offer scholarships for study abroad. GSEHD's first UNESCO scholar spent the summer in Bangkok, Thailand. Curriculum Required: 36 credits, including 18 credits in required courses, 9 credits in courses in a specialization, and 9 credits in elective courses. REQUIRED COURSES: EDUC 6114: Introduction to Quantitative Research or EDUC 6116: Introduction to Educational Statistics FIVE of THE FOLLOWING: EDUC 6601: International and Comparative Education EDUC 6602: Regional Studies in International Education EDUC 6610: Programs and Policies in International Education EDUC 6615: Internationalizing U.S. Schools EDUC 6620: Strategies and Analysis in International Education EDUC 6630: International Experiences EDUC 6660: Capstone in International Education EDUC 6631: Internship: International Education EDUC 6640: Selected Topics in International Education EDUC 6650: Education and National Development SPECIALIZATION: 9 credits in a professional, academic, or regional specialization selected in consultation with the program advisor. ELECTIVES: 9 credits of approved electives selected in consultation with the program advisor. Up to 6 additional credit hours of internship may be required for students who do not have international education related experience. Career Opportunities Our graduates are improving access, equity and the experience of education across the nation and around the world. You will find our graduates leading at: USAID Georgetown University, BMW Center for German and European Studies Smithsonian Early Enrichment Center NAFSA Association of International Educators Education Development Center George Mason University International Student Services Institute of international Education British Council American School of Mozambique Johns Hopkins University School for Advanced International Studies WomenOne Carnegie Mellon University, Study Abroad/Foreign Student & Scholar Office The Alliance for Global Education University of Maryland, International Scholar and Student Services Transformation Begins Here 
Learn more about the Master's in International Education program located on campus (202-994-9283). [-]

MEd in Bilingual and Multicultural Education

Northern Arizona University
Campus or Online Part time August 2017 USA Flagstaff

Our degree program prepares candidates for a career as an English as a second language (ESL) classroom teacher, ESL resource teacher, or a teacher responsible for providing ESL instruction and support in the regular classroom or special settings. [+]

Masters in International Education in North America 2017. Curricular Requirements for 2016-2017 Academic Year Our degree program prepares candidates for a career as an English as a second language (ESL) classroom teacher, ESL resource teacher, or a teacher responsible for providing ESL instruction and support in the regular classroom or special settings. Candidates gain the knowledge, skills and dispositions for developing ESL skills across reading, writing, and listening, and for involving community and families as partners. They will also leave the program with a historical perspective of English learners in the U.S. Candidates will develop specific skills for assessing English learner proficiency and content area knowledge, and knowledge of various program models. They will become familiar with current research in ESL instruction, and understand how theory can be structured in classroom practice to develop the oral language and literacy skills of all students. The Bilingual and Multicultural Education, Master of Education has 2 emphasis: Bilingual emphasis English as a Second Language emphasis Prepare for a career as a Bilingual or English as a Second Language (ESL) teacher with this master’s degree. There is a growing demand for individuals with this preparation. With this degree, you can become a: Bilingual or ESL classroom teacher Bilingual or ESL resource teacher Teacher responsible for providing bilingual or ESL support in classroom or special settings Endorsements Bilingual Emphasis If you wish to meet the Arizona Bilingual Endorsement requirements, you may, through careful planning with your advisor, earn this endorsement within your master's degree program. You need to demonstrate language proficiency in a second language. ESL Emphasis You do not need to demonstrate language proficiency in a second language. However, if you decide to earn either the bilingual endorsement or the ESL endorsement, you will need to fulfill and verify the second language learning experience and teacher certification requirements of these endorsements. Visit the AZ Department of Education for more information. Please be advised, however, that Northern Arizona University does not grant either endorsement. To receive either a bilingual or English as a second language endorsement, you must apply to the Arizona Department of Education. Please be aware that our degree program does not automatically lead to endorsement. If you are interested in both a degree and an endorsement, you must work closely with your adviser to achieve both goals. What Can I Do with a Master of Education in ESL and Bilingual Education - ESL? Our degree program prepares you for a career as an English as a second language (ESL) classroom teacher, ESL resource teacher, or a teacher responsible for providing ESL instruction and support in the regular classroom or special settings. The demand for such skills is growing across the country. You won't need to demonstrate language proficiency in a second language. However, if you decide to earn either the bilingual endorsement or the ESL endorsement, you will need to fulfill the language proficiency and teacher certification requirements of these endorsements. With further education, one of these paths is possible: English as a Second Language teacher Classroom teacher English as a Second Language director University Requirements To receive a master’s degree at Northern Arizona University, you must complete a planned group of courses from one or more subject areas, consisting of at least 30 units of graduate-level courses. (Many master’s degree programs require more than 30 units.) You must additionally complete: All requirements for your specific academic plan(s). This may include a thesis. All graduate work with a cumulative grade point average of at least 3.0. All work toward the master’s degree must be completed within six consecutive years. The six years begins with the semester and year of admission to the program. In addition to University Requirements: Complete individual plan requirements. Candidates in this program of study are required to demonstrate content knowledge, pedagogical knowledge and skills, and professional knowledge to enroll in the fieldwork and capstone courses. Content, pedagogical, and professional knowledge or skills are demonstrated through candidate performance on key assessments embedded in the following courses: BME 530, BME 608, BME 631, BME 634, BME 637, and BME 698 A portfolio of sample work that demonstrates proficiency on TESOL professional standards, and through a passing score on a comprehensive examination ADDITIONAL ADMISSION REQUIREMENTS Admission requirements over and above admission to NAU are required. NAU Graduate Online application is required for all programs. Details on admission requirements are included in the online application. Undergraduate degree from a regionally accredited institution Grade Point Average (GPA) of 3.00 (scale is 4.00 = "A"), or the equivalent. Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College. Transcripts For details on graduate admission policies, please visit the Graduate Admissions Policy International applicants have additional admission requirements. Individual program admission requirements include: IVP Fingerprint clearance card Teaching certificate (if the applicant has one) Student Learning Outcomes: Candidates will: 1. Know, understand and use the major theories and research related to the structure and acquisition of language 2. Apply major theories and research to help English language learners develop language and literacy and achieve in the content area. 3. Know, understand and use major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments for ELLs. 4. Know, understand and apply concepts, research and best practices to plan classroom instruction for ELLs. 5. Demonstrate understanding of issues and concepts of assessment. 6. Use a variety of standards-based language proficiency instruments to show language growth and to inform their instruction. [-]

Masters of Education in International Education Policy and Management

Vanderbilt Peabody College
Campus Full time 2 years September 2017 USA Nashville

Through a multifaceted approach to education led by faculty with expertise in human capital development, international organizations, and education policy reform, IEPM equips students with the skills and knowledge to become change makers in the field of international education and human and economic development around the world. [+]

Through a multifaceted approach to education led by faculty with expertise in human capital development, international organizations, and education policy reform, IEPM equips students with the skills and knowledge to become change makers in the field of international education and human and economic development around the world. Program focus Through foundational coursework, IEPM students gain a deep theoretical understanding of underlying public policy issues facing K-12 and higher education systems and non-formal learning environments in varying contexts around the world. Combined with a strong background in research and data and a focus on practical application, students are prepared to critically engage and address salient issues within international education today, notably the relationships between education and economic growth, social cohesion, global health, and other dimensions of human development. Students IEPM proudly attracts a diverse student cohort from within and outside of the United States, with roughly one-half comprised of international students. Current and past international IEPM cohorts of students have come from China, Russia, Pakistan, Ukraine, Paraguay, South Korea, Armenia, Kazakhstan, Taiwan, Iraq, Japan, Georgia, Uzbekistan, Kyrgyzstan, Romania, India and the United Arab Emirates. Many students bring professional experience in teaching, development assistance, advocacy and community outreach, including in the Peace Corps, Teach for America, the U.S. Student Fulbright Program and more, that enriches the learning experience of all students in the program. Structure and Delivery Most IEPM students pursue their degrees full time (9 credit hours per semester) over the course of two years (four semesters). IEPM courses typically meet during the week, usually in the evenings (4:10-7:00pm), with select courses occasionally offered during the day. With this course offering schedule, many students find that they can also pursue part-time employment on campus as either a graduate or research assistant for a faculty member. Curriculum Requirements 36 credit hours consisting of 12 hours of the IEPM core (4 courses); 6 hours of methodology (2 courses); and 18 hours of electives selected with the guidance of the faculty advisor. Additionally, a two-month practicum (which can be taken with or without course credit, as determined by the student) is usually taken in the summer after the first year. I. IEPM Core Courses International Issues in K–12 Education Policy Reform (3) Comparative Issues in Higher Education Policy Reform (3) International Organizations and Economic Development (3) Education and Economic Development (3) II. Methodology Research Methods and Data Analysis I (3) Research Methods and Data Analysis II (3) III. Electives Elective courses may be taken across Peabody College, as well as in other disciplines offered across Vanderbilt University upon consultation with and approval of your faculty advisor. Past IEPM students have elected to take courses through the law school, graduate school, business school, divinity school, and the Vanderbilt Institute of Global Health. Some popular electives taken by IEPM students include the following; however, students are free to choose any others not included in this list: Social Context of Education Leadership and Policy Economics of Higher Education Education in the Asia-Pacific Region: Development, Reform, Innovation International Perspectives on Leadership Politics and Governance in Education Grants, Policy, and Administration Non-Profit Management American Education History and Policy Teaching and Teacher Policy College and University Management Postsecondary Access and Opportunity Public Finance of Higher Education College Student Personnel Services Total number of course credits required for graduation: 36 Graduation requirements In addition to completing 36 credit hours toward the degree, IEPM students must also either pass a comprehensive examination (offered in the spring) OR write and submit a master’s thesis paper on a topic of their choosing. Only upon successful completion of the comprehensive exam or the master’s thesis will the student be considered a candidate for graduation. The IEPM Advantage The IEPM program allows students to tailor their curriculum and experience to their own individualized pursuits, and many students have complemented their international education coursework with classes in business, law, religion, global health, regional and area studies, and other disciplines across Vanderbilt University. Combined with a summer practicum experience, our IEPM students are prepared with essential skills and specialized content knowledge necessary to tackle some of the greatest educational challenges of our time. Many of our graduates go on to pursue careers with international development agencies, private foundations, advocacy groups, government bodies, private consultancies, non-profit organizations, school districts, and higher education institutions, among others. Some graduates of the program choose to pursue further graduate or professional study at the Ph.D. level. There is no one “traditional” path for IEPM graduates, and the program thrives on bringing together students of diverse and varied backgrounds, interests, and experiences as they relate to international education [-]

Masters of Education in English Language Learners

Vanderbilt Peabody College
Campus Full time September 2017 USA Nashville

Peabody's master of education program in English Language Learners is open to students who already possess a state teaching license or others who wish to pursue advanced study in the area of teaching linguistically diverse students in international settings. [+]

Masters in International Education in North America 2017. Peabody's master of education program in English Language Learners is open to students who already possess a state teaching license or others who wish to pursue advanced study in the area of teaching linguistically diverse students in international settings. The program is designed to introduce students to the foundational and practical information to effectively serve populations who are learning English as a second language. The program consists of two strands, teaching English language learners in U.S. educational settings and teaching English in an international setting. TRANSLATE We test an instructional model (TRANSLATE) designed to improve the English reading comprehension of EL students in grades 2 and 3. In TRANSLATE, students learn to identify key textual excerpts and use cognitive, linguistic and social strategies to facilitate translation and comprehension. We work with four teachers and their EL students (32) in two elementary schools. Our goal is to establish proof of concept for the TRANSLATE approach and to identify any remaining problems teachers encounter during its implementation. [-]

Masters of Education in Community Development and Action

Vanderbilt Peabody College
Campus Full time 2 years September 2017 USA Nashville

The Masters of Education program in Community Development & Action is a two-year practitioner-focused degree in the HOD department, preparing students for professional leadership as change agents in local communities. [+]

The Masters of Education program in Community Development & Action is a two-year practitioner-focused degree in the HOD department, preparing students for professional leadership as change agents in local communities. The program combines theory, research, and practice to equip students with the tools to study, design, and sustain change in the context of organizations, communities, and policy that support positive human development. As a student of communities and human development, you are expected to make a strong commitment to your education by recognizing the intention behind program goals and making an effort to learn and grow beyond the minimum degree requirements. You are expected to commit to your best work and maintain your personal integrity as well as the integrity of the program. Coursework entails a minimum of 30 hours of required and elective classes in content areas. Course selection may vary according to career objectives of the student and recommendations made by his or her major advisor. Sample Program of Studies Fall 2014 Professional Seminar – Becoming a Change Agent* Community Inquiry* Community Development Theory* Spring 2015 Consulting Pre-Practicum* Community Intervention & Change Fall 2015 Theories of Inequality Program Evaluation Spring 2016 Community Organizing Global Dimensions of Community Development *Denotes required course A student may also choose to take an additional 6 hours and complete a concentration in an area of his or her choosing. Examples of areas of concentration include topics such as Leadership and Management, International Development, Education, Public Policy, Community Health and Wellness, and Program Evaluation. Practicum Supervised field experience is a critical component for the learning and development of each CDA student. The purpose of the practicum experience is to allow each student the opportunity to apply foundational community development principles and coursework and to build professional skill sets in meaningful settings. Most frequently, these experiences take place in off-campus organizational or public agency settings, but they may also take other forms. Over some summers, the Department of Human and Organizational Development offers opportunities to participate in a Fieldschool of Intercultural Education, which can also be counted toward practicum requirements with prior approval. Final Assessment Options CDA students are required to complete, at a minimum, 30 hours of coursework, 300 hours of practicum work and one of the following three final assessment options: Master's Thesis - This is an experience in independent scholarly research which is intended to contribute to the field of community development. Click here to see examples of past theses. Final Project - This opportunity allows students to integrate CDA core philosophy, coursework and field experience. The student will communicate meaningfully how these three elements are related and how they have contributed to their personal and professional growth during the project's life span. Click here to see examples of past student projects. Comprehensive Exam - This is an in-depth writing experience intended to display the student's full understanding of the material covered by the CDA degree program and to encourage the student to think critically about this material. Each final assessment option provides the student with a different method of expressing what they have learned and how to apply it. Each student should speak with their major advisor upon matriculation to discuss which assessment option is appropriate. Because the thesis and final project options require a great deal of preparation, a student must plan to stay in the program for four semesters; LINK students and those graduating in three semesters must choose the comprehensive exam option. [-]

Master of Education

Virginia International University
Online & Campus Combined Full time August 2017 USA Fairfax

The Master of Education at Virginia International University is designed to prepare future educators for leading roles in a variety of educational and education-related settings by equipping them with the knowledge, skills, and expertise required to excel in an array of education-related positions. VIU's Master of Education (M.Ed.) degree will enable professional educators to work in culturally diverse and technologically immersed environments by empowering students to become problem solvers, critical thinkers, and scholars. [+]

Masters in International Education in North America 2017. The Master of Education at Virginia International University is designed to prepare future educators for leading roles in a variety of educational and education-related settings by equipping them with the knowledge, skills, and expertise required to excel in an array of education-related positions. VIU's Master of Education (M.Ed.) degree will enable professional educators to work in culturally diverse and technologically immersed environments by empowering students to become problem solvers, critical thinkers, and scholars. Graduates from VIU's Master of Education (M.Ed.) degree will be able to successfully apply their understanding of teaching in a variety of educational settings locally, nationally, and globally. Upon graduation from VIU's M.Ed. degree, as educators, they will have the ability to build careers in K-12 settings, post-secondary educational settings, businesses, and non-profit organizations. VIU's Master of Education (M.Ed.) degree maintains the university's mission of striving to embrace freedom of thought and diverse interpretations of human experiences, aspects that are vital in the field of education and in a global context. Our goal is to graduate students who display and make use of their moral, intellectual, and professional excellence to serve as role models for and educate future generations and make a difference in their communities. World Class Faculty & Staff The Master of Education program boasts a history of highly skilled and dedicated faculty and staff who are ready to assist students along their journey through the program. The program's faculty offer expertise in various areas including math, science, and ESOL. Delivery of the curriculum is only one aspect of the programs at VIU! Come experience the personalized, accessible, engaging, and fun classroom environment! Program Overview Benefits of a Master of Education degree from VIU: Gain a solid understanding of teaching principles and practices for secondary education Obtain practical experience through the practicum course Gain experience from teachers with expertise in their content areas Gain practical skills to foster a class/campus culture supportive of various backgrounds and learning styles Learn how to develop a classroom that focuses on student needs and ultimate goals through outcome-based course and lesson development. Program Features Features of the Master of Education program: Faculty with real-world teaching experience A solid field-based curriculum built with feedback from employers Receive a world class education in an engaging and supportive learning environment Improve upon teaching abilities and qualifications Faculty are available outside of the classroom for assistance Program can be completed with courses taken online and on-ground Dedicated program administrators for every student Admission Requirements Admission to the program does not require any previous course work in education. A bachelor's degree or equivalent in any field and evidence of sufficient English language proficiency are required for admission. Candidates are also required to submit a minimum of one official recommendation, an academic statement of purpose, and a résumé or curriculum vitae. Accreditation Virginia International University is an accredited institution of higher learning holding national accreditation through the Accrediting Council for Independent Colleges and Schools (ACICS) and is certified to operate by the Virginia State Council of Higher Education for Virginia (SCHEV). Additional information on accreditation can be found in the Accreditation and Certifications section of the academic catalog. Program Outcomes In working to achieve the mission of the program and those of the School of Education, the following outcomes will be achieved: Develop learner environments reflective of best practices for teaching and learning utilizing effective technology reflective of the modern classroom, and create optimal student achievement opportunities through culturally responsive pedagogy. Serve as independent researchers with the ability to conduct action research as well as assess and implement best practices associated with effective pedagogical practices for secondary learners. Effectively collaborate with others as well as lead the collaborative process for the purpose of better meeting the needs of their student populations and the communities in which they serve. Serve as leaders in developing and designing teaching and learning opportunities which are effective and generate learner motivation and academic success. Foster teaching and learning environments that are respectful and inclusive as well as reflective of the needs, feelings, and cultural values of the student population and communities they are serving. Develop, design, and implement assessment and evaluation strategies which are authentic and sensitive to student characteristics such as their cognitive abilities, cultural values, and academic abilities. Degree Requirements The School of Education at VIU is designed to prepare future educators for leading roles in the growing field of education. Graduates from the M.Ed. programs will be able to effectively address challenges and possibilities in their roles as successful teachers, educators, and leaders of their communities worldwide. The Master of Education degree at VIU can be completed in two academic years. Program of Study: Total 40 semester credit hours, 12 courses. 30 credit hours (9 courses) of core courses, 6 credit hours (2 courses) of content area concentration courses, and 3 credit hours (1 course) of specialization area courses make up the M.Ed. degree. The Master of Education (M.Ed.) degree requires the completion of a capstone project, Educational Action Research Project/Portfolio, within the subject area. This portfolio or research project is worth six (6) credit hours of the core courses and is conducted in conjunction with the Education Capstone Experience (EDUC 600). To qualify for the M.Ed. Degree, students must meet all credit requirements, as described below: Students enrolled in the graduate program must maintain a cumulative grade point average of at least 3.0 (B), out of 4.0, and a minimum of grade not less than 2.0 (C), out of 4.0, in all courses to qualify for the M.Ed. Degree to remain in good academic standing and to graduate. The maximum time frame permitted for the completion of any graduate program is 54 semester credits. Only graduate-level courses may be applied toward the degree. A master's student may transfer up to 12 semester hours of graduate credit earned at other accredited institutions. Beyond the prerequisites, the student must have completed 39 credit hours, consisting of 30 credit hours of required core courses, 6 content area credit hours and 3 credit hours of specialization area courses. No degree credit is earned by a graduate student for any grade below 2.0 (C), out of 4.0, received in a graduate-level course. However, any grades lower than 2.0 (C), out of 4.0, will be calculated in the grade point average. The Master of Education Degree consists of nine (9) core courses, two (2) content area courses, and one (1) specialization area course, offered in both the online and residential formats. Concentrations M.Ed. with concentration in ESOL Education M.Ed. with concentration in Mathematics Education M.Ed. with concentration in Science Education [-]

Master of Education

University of Windsor
Campus Full time 16 months September 2017 Canada Windsor

This course-based program will enable you to examine philosophical orientations, conceptual frameworks, and research methodologies relevant to the study of Canadian Education. [+]

This course-based program will enable you to examine philosophical orientations, conceptual frameworks, and research methodologies relevant to the study of Canadian Education. The program objectives will be accomplished through the completion of nine courses, followed by the capstone course, the Final Project Seminar including an internship at a local school board or the Ministry of Education. A great way to experience the Canadian educational system first hand. You will study and live in Canada for 16 consecutive months. This program includes 10 prescribed courses completed over 4 terms. Students can choose one of three specializations: Curriculum Educational Administration Language Acquisition, Culture and Society Courses May Include Research in Education Qualitative Methods in Educational Research Fundamentals of Curriculum Theory and Development Comparative and International Education Organizational Behaviour in Educational Institutions Educational Policy Analysis Sociological Aspects of Education Approaches to Literacy Development Information and Communication Technologies Issues in Education Final Project Seminar Career Opportunities: Graduates of this Master of Education program move into administrative roles in school boards and government. Intake: September Class Size: 25-35 students [-]

Master of Education in Literacy (MEd)

William Paterson University of New Jersey
Online Part time 2 years September 2017 USA Wayne

William Paterson University’s College of Education offers the M. Ed. in Literacy program, which is accredited by the International Reading Association (IRA). The program is now a fully online program. This maintains the rigor and integrity of the face-to-face program by preparing candidates to meet the reading and literacy needs of diverse learners in twenty-first century classrooms. The online program, however, offers candidates synchronous... [+]

Masters in International Education in North America 2017. Master of Education in Literacy (MEd) William Paterson University’s College of Education offers the M. Ed. in Literacy program, which is accredited by the International Reading Association (IRA). The program is now a fully online program. This maintains the rigor and integrity of the face-to-face program by preparing candidates to meet the reading and literacy needs of diverse learners in twenty-first century classrooms. The online program, however, offers candidates synchronous and asynchronous options for completing course work.This program is designed to prepare graduate students who are certified teachers to work professionally in the highly specialized field of teaching reading and writing to P-12 students. Graduates of this program may be certified as reading specialists (P-12) and are also qualified to work with college students and adults who have reading problems. Admission Requirements In addition to the University’s admission requirements: Cumulative grade point average of no less than 2.75 on 4.00 scale.* Minimum verbal score of 150 on the Graduate Record Examination (GRE), or minimum score of 388 on the Miller Analogies Test (MAT).* A 250-500 word essay by the applicant on his or her philosophy of education and reasons for applying to this graduate program. A copy of a teaching certificate and/or a resume of any teaching or educational work the applicant has performed. Two professional letters of reference, at least one from a professor or other person who can attest to the applicant’s academic abilities. Copy of NJ Standard or CEAS teaching certificate. *Upon the program director's approval, applicants who do not meet the grade point average or standardized test requirements may supplement the application with additional materials in support of their academic potential for successful completion of the graduate degree. Program Requirements Completion of a minimum of 33 credits of graduate study. Satisfactory completion of a comprehensive examination, which carries no course credit. Requirements for Reading Specialist P-12 Certification Completion of this MEd in literacy program or another master’s degree, plus 30 graduate credits in reading. Two years of contractual, supervised classroom teaching experience. New Jersey Supervisory Endorsement The State of New Jersey has approved a supervisory certification for recent graduates of William Paterson’s MEd in literacy program, provided that they complete two additional courses in the University’s educational leadership program. Students who graduated after August 1999 are eligible to apply to take the following two courses and, upon satisfactory completion of the requirements, be certified as a supervisor: EDLP 6040 Curriculum Design: Theory and Practice EDLP 6090 Supervision and Evaluation: People, Programs, and Performance Required Courses ELRL 6010 Theoretical Foundations of Literacy ELRL 6170 Literacy for Children in the Twenty-First Century ELRL 6200 Diagnosis of Reading Problems: Practicum ELRL 6210 Remediation of Reading Problems: Practicum ELRL 6230 Practicum in Teaching Reading ELRL 6240 Administration and Supervision of Reading Programs and Personnel ELRL 6250 Adolescent and Adult Literacy in the Twenty-First Century ELRL 6270 Research in Reading ELRL 6330 Socio-Psycholinguistics and Reading Literature Courses Select AT LEAST one of the following: ELRL 6040 Recent Trends in Children’s Literature ELRL 6050 Advanced Inquiry into Literature for Children and Youth ELRL 6260 Literature for Adolescents Approved Elective Courses Choose one of the approved electives below OR another literature course above (i.e., ELRL 6040, ELRL 6050, ELRL 6260) ELRL 6030 Literacy Instruction, English Language Learners ELEC 6180 Language Development and Emergent Literacy ELEE 6040 Writing in the Elementary School ELRL 6220 Educating the Adult: Basic Reading ELRL 6340 Teaching Critical Reading in the Content Areas SOC 6300 Ethnic and Racial Experiences ELRL 6310 Written Expression with Technology SPED 5550 Educational Foundations in a Diverse Society Other courses may be selected in consultation with the advisor. [-]

Master in Education

University of Jamestown
Campus Full time September 2017 USA Jamestown Fargo

Master’s Degree in Education [+]

The following are the requirements for admission to the Master’s Degree in Education at Jamestown College: 1) Applicants must have an undergraduate degree in education or a related field from an accredited institution of higher education (U.S. institutions must be accredited by one of the six federally approved regional crediting agencies; non U.S. institutions will be evaluated on a case by case basis). 2) Applicants should have at least a 2.75 gpa in their undergraduate work. a. If an applicant has less than 2.75 gpa in undergraduate work, the college at its discretion may give more weight in its consideration to the specific coursework in education. b. The college at its discretion may admit a student provisionally who does not have a 2.75 gpa, with full admission contingent upon success in coursework. 3) Applicants should have at least one year of teaching experience. a. Applicants employed in an education position but who have less than one year of experience may be accepted provisionally with full acceptance to be granted upon completion of one year of experience. b. Applicants without teaching experience may also write a letter explaining their reasons for desiring admission to the program, and after review, the Chair of the Education Department and the Vice President of Academic Affairs may grant special admission. 4) International applicants must present a minimum TOEFL score of 70 (internet version), 197 (computer version), or 525 (paper version) and proof of adequate financial resources. 5) Applicants must have two recommendations: One academic recommendation from a previous professor or from a colleague with whom one has done academic or professional work and one recommendation from a current or previous supervisor. 6) Applicants must write an essay that addresses their reasons for pursuing a graduate degree and what value they see in further education. The essay should be approximately 500 words. 7) Applicants are strongly encouraged to take the GRE which the college will use for study purposes. [-]

Master of Education - International Education

Northcentral University (NCU)
Online Full time Part time Open Enrollment USA Prescott

The International Education specialization at Northcentral University is designed to help you develop the skills needed to be an effective educator in a global society. You will explore concepts [+]

Master of Education - International Education 

 

The International Education specialization at Northcentral University is designed to help you develop the skills needed to be an effective educator in a global society. You will explore concepts and theories of education systems around the world, including the cultural and historical bases of these systems and the spread of educational trends across the globe. You will also examine educational systems comparatively and evaluate connections between diverse education systems, international education policy and various theories of comparative education. As a graduate, you will be encouraged to act as a change agent ready to expand the outlook of educational programs and examine education from a global perspective as you prepare for careers in international and community-based organizations.... [-]