Part time Master's Degree in Education

Compare Part time Masters Programs in Education 2017

Education

A masters is earned after students complete an undergraduate degree program. To obtain a masters, you usually need to complete 12 to 18 college courses that often involve completing comprehensive tests and/or a thesis.

Although some education can be very informal, most mainstream education happens in a more formalized setting. This sort of education is typically divided into various stages, which include preschool, kindergarten, middle school, and high school. Higher education includes college, post graduate programs, masters degrees, and doctorates.

 

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Post Primary Education - Professional Master of Education

Hibernia College
Online & Campus Combined April 2017 Ireland Dublin

Hibernia College Post Primary Education - Professional Master of Education was established to encourage a broader range of people to consider teaching as a profession by providing a more flexible route to becoming a fully qualified post primary school teacher. [+]

Best Part time Masters in Education 2017. Hibernia College Post Primary Education - Professional Master of Education was established to encourage a broader range of people to consider teaching as a profession by providing a more flexible route to becoming a fully qualified post primary school teacher. Due to the structure of the programme and the funding eligibility criteria we can only accept applications from Ireland. Blended online professional master of education The programme, which blends online content, virtual learning environments and face-to-face delivery, is designed to develop professionals and experts who are positioned to be leaders in the field of post-primary education. The programme is ideal for anyone who does not have easy access to one of the traditional education providers or who doesn’t have time to spend commuting to and from lectures daily. Online study with Hibernia Hibernia College has a proven track record in delivering a dynamic online study experience that offer learners maximum support. Our online model is successful because it is dedicated to helping professionals meet their current work challenges and by continually building on the interactions of students and faculty. We provide you with a personal academic advisor, who will guide you through the programme to ensure your success. Accredited Post Primary Masters The programme results in a HETAC Level 9 award. Professional Master of Education in Post Primary Education - Subjects The Professional Master of Education in Post Primary Education is accredited for the following 15 teaching subjects: Gaeilge, English, Modern Languages, History, Geography, CSPE, Mathematics, Physics, Chemistry, Biology, Accounting, Business, Economics, Agricultural Science and Music. Educational background in one of the above subjects is required.   [-]

Master in Education Studies

Bath Spa University
Campus 1 year September 2017 United Kingdom Bath

Both the Education Studies and International Education and Global Citizenship awards form part of the Professional Master's Programme within the School of Education and offer a mixture of [+]

Master in Education Studies

 

Both the Education Studies and International Education and Global Citizenship awards form part of the Professional Master's Programme within the School of Education and offer a mixture of theory and practice with professional development within a global and international context.

 

Students come from a wide range of countries - from Cyprus, the Gambia, the United States, Germany, Indonesia, China, Japan, and so on, as well as the United Kingdom. They also come from many backgrounds. Some have educational studies as a first degree while others have been marine biologists, musicians or experts in fibre optics. We welcome this diversity. All come, however, with a good first degree and a thirst to know more about education:... [-]


University of Dundee Master of Education

Stafford
Campus 18 months September 2017 Saudi Arabia Saudi Arabia Online Bahrain Bahrain Online Qatar Qatar Online Syria Syria Online Oman Oman Online Lebanon Lebanon Online Kuwait Kuwait Online Jordan Jordan Online United Arab Emirates United Arab Emirates Online Iran Iran Online + 17 more

The Master of Education programme is essential for all professionals who work in an educational setting and wish to enhance their professional learning and improve career progression prospects. Students can tailor the educational experience to suit their individual experience, needs and interests. The programme can be accessed entirely at a distance via the University virtual learning environment. [+]

Best Part time Masters in Education 2017. Benefits The Master of Education programme is essential for all professionals who work in an educational setting and wish to enhance their professional learning and improve career progression prospects. Students can tailor the educational experience to suit their individual experience, needs and interests. The programme can be accessed entirely at a distance via the University virtual learning environment. The programme is accredited by the International Baccalaureate Organisation and by successfully completing the programme participants can register for an IB Advanced Certificate in Teaching and Learning Research, Certificate in Leadership Practice and Advanced Certificate in Leadership Research affording the opportunity of pursuing a career in public, private or international schools across the world. Specialisations Inclusion and Learner Support Nursery/ Early Education Pupil Care and Support International Education Developing Mathematical Thinking Title Master of Education – MEd Awarding Body University of Dundee Mode Blended learning with workshops Duration 18 months (accelerated mode) Entry Requirements The Master of Education is a suite of postgraduate modules in professional development for teachers and professionals who work, have past experience of working, or aspire to work in an educational setting. There are both workplace based and non-workplace based routes through the programme. Workplace based route: Professionals who currently work in an educational setting, and wish to enhance their professional learning and improve career progression prospects. Must have an undergraduate degree (any discipline). If your undergraduate degree was not taught in English, the English Language Requirement is IELTS 6.5 (or equivalent). Non-Workplace based roud: Professionals who have previous work experience (not necessarily current) in an educational setting. Must be a graduate (any discipline). If your undergraduate degree was not taught in English, the English Language Requirement is IELTS 6.5 (or equivalent). Fee USD 13,600 Current equivalent in: USD 13,600 AED 49,956 SAR 51,004 GBP 8,957 Note All fees are payable in USD [-]

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. [+]

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. [-]

Master´s Degree in Education - Area of Specialisation in Educational Mediation and Supervision in Training

University of Minho - Institute of Education
Campus Part time October 2017 Portugal Braga

The cycle of studies leading to the Master's degree in Education, Area of Specialisation in Educational Mediation and Supervision in Training, is a professional cycle of studies organised according to the principles arising from the Bologna Declaration. [+]

Best Part time Masters in Education 2017. The cycle of studies leading to the Master's degree in Education, Area of Specialisation in Educational Mediation and Supervision in Training, is a professional cycle of studies organised according to the principles arising from the Bologna Declaration. This master's aims at: providing founded and problematising knowledge of theories and practices of educational mediation and supervision in training in the diverse contexts of professional intervention; developing conceptual models and devices and methodologically appropriate for programmes and projects in the field of intervention and supervision in training, and mediation; developing research methodologies in education adjusted to the study on and to the intervention in processes of educational mediation and supervision in training; and enabling for the autonomous practice of educational mediation and supervision in training. The completion of the first year grants students with a Specialisation Certificate in Educational Mediation and Supervision in Training. The successful completion of the master's grants the Master's degree in Education. [-]

Master In Education Sciences - Arts In Education

University of Nicosia
Campus 3 semesters September 2017 Cyprus Nicosia Greece Athens + 1 more

The purpose of the program is twofold. On the one hand, help the student to acquire deep knowledge in the field of specialization through (a) the monitoring of educational courses in an advanced level, (b) study the relevant literature, and (c) interaction with Faculty and other students. [+]

Duration (years): 1.5 years Qualification Awarded: Education Sciences: Arts and Education (MEd, 1.5 years or 3 semesters) Level of Qualification: 2nd cycle (Masters Degree) Language of Instruction: Greek Mode of Study: Full and part-time Minimum Credits: 30 Minimum ECTS Credits: 90 Profile of the Programme: 7.1 Purpose The purpose of the program is twofold. On the one hand, help the student to acquire deep knowledge in the field of specialization through (a) the monitoring of educational courses in an advanced level, (b) study the relevant literature, and (c) interaction with Faculty and other students. On the other, the program aims at fostering research skills through (a) the monitoring of specific quantitative and qualitative research courses, (b) small scale investigations in the various courses and / or drafting Master Thesis, and (c) participation in seminars / conferences research content. In general, the overall aim of the program is to help the student to become an independent thinker and scientist educator. 7.2 Objectives 1. Preparing the education system managers with a deeper knowledge in the Arts and in their teaching. 2. To monitor the progress of modern research into the teaching of Arts and familiarize themselves with the necessary research and methodological tools. 3. To acquire specialized knowledge, methods and approaches that will help them innovate in the field of the arts and their teaching. 4. Acquire skills to manage practical aspects of the teaching of the arts. 5. Select and produce teaching materials based on current teaching trends of Music and Fine Arts. Career Prospects: Graduates of the program have the following options: 9.1 To seek management position at school level (eg Manager, Assistant Manager) and / or the Ministry of Education and Culture (eg Inspector). 9.2 To work as trainers at the Pedagogical Institute. 9.3 Understand academic position at a higher education institution. Access to Further Studies: Graduates of the program can pursue doctoral studies. [-]

Master in Special Needs Education – Drama Therapy

Palacky University
Campus 2 years September 2017 Czech Republic Olomouc

The study is designed as a follow-up Master’s degree, which immediately follows (and is closely linked with) the Bachelor’s degree aimed at special needs education – drama therapy and builds on the knowledge gained in the previous study to teach skills necessary for independent [+]

Best Part time Masters in Education 2017. Description of programme The study is designed as a follow-up Master’s degree, which immediately follows (and is closely linked with) the Bachelor’s degree aimed at special needs education – drama therapy and builds on the knowledge gained in the previous study to teach skills necessary for independent educational, diagnostic, therapeutic and counselling work with persons with health disability (or other types of social disadvantage). The study of special needs education – drama therapy is based on the transformations of the social reality in recent years in the area of special needs education practices and social work (especially the “Education Act” 561/2004 and Act on Social Services 108/2006 – both Acts put more emphasis on the care for persons with severe and profound health disability, which requires therapeutic-formative and social-therapeutic training of professionals – special needs educators). The aim of the study is to prepare graduates for qualified work in the sectors of education, social care, health care and justice including non-governmental organizations active in the mentioned sectors. The study organically links the knowledge of special needs education and drama therapy (in the context of other expressive therapeutic disciplines), and on the basis of a broad interdisciplinary approach leads students to independent work in solving complex theoretical and especially practical issues with their clients. Graduate profile and job opportunities The graduates will be qualified for the function on educators, expressively oriented therapists – drama therapists, experts in school counselling centres (school special needs educators), educational facilities for institutional and protective education and preventive educational care – educational care centres, children’s homes, educational institutions, substitute family institutions, children’s houses, etc. The graduates will be able to provide qualified assistance in the area of special needs education care and expressive therapy, with a special focus on drama therapy in daily care sanatoria, facilities providing social care and prevention, gerontology facilities, facilities of penitentiary and postpenitentiary (continuous) care, therapeutic communities (groups) organized by the non-profit and health care sectors. The graduates will be able to work as lecturers or researchers in the area of schools of the second and third cycle and in scientific institutions, or to perform functions in field service facilities in organizing and planning social work in the context of state administration and self-government, as educators in the sector of the Ministry of Justice, as organizers, managers and coordinators of activities and services provided by non-governmental organizations that assists persons with health disability or social disadvantage. Preconditions for admission Completion of the Bachelor’s degree in the study programme B7506 Special Needs Education – Drama Therapy. Language competence: The standard English language requirement is at a level B2 in accordance to the Common European Framework of Reference for languages (CEFR). Minimum language requirements in the Test of English as a Foreign Language (TOEFL): Internet based Test (IbT): 61, Computer based Test (CbT): 173, Paper based Test (PbT): 500 or an International English Language Testing System (IELTS) overall band score of at least 6.0. The applicant must prove his/her fitness for study in a motivation letter (in English) and a profile essay 15 000 – 20 000 symbols long, focused on the area of the study programme. The applicants are required to send: application (online application form); proof of recognition of their previous education (i.e. foreign certificate as equivalent to a certificate of education issued in the Czech Republic); motivation letter; profile essay; CV; certificate of language competence to the address dagmar.zdrahalova@upol.cz by 31 May 2016. Admission exams Test of special needs education and drama therapy covering the Bachelor’s degree of Special Needs Education – Drama Therapy. Interpretation of a prepared drama therapy project aimed at a client with a specific mental disorder and dramatic improvisation on a given topic. [-]

Master of Education in Educational Leadership (MEd)

William Paterson University of New Jersey
Campus 2 years September 2017 USA Wayne

The MEd in educational leadership program, designed for teachers who aspire to leadership positions in schools, values democratic collaboration, diversity, equity, theory, critical inquiry, reflective practice, continuous improvement, student success, and ethical practice. The program strikes a balance between the competing tensions of management and leadership. Courses focus on the development of skills that enable aspiring principals to... [+]

Master of Education in Educational Leadership (MEd) The MEd in educational leadership program, designed for teachers who aspire to leadership positions in schools, values democratic collaboration, diversity, equity, theory, critical inquiry, reflective practice, continuous improvement, student success, and ethical practice. The program strikes a balance between the competing tensions of management and leadership. Courses focus on the development of skills that enable aspiring principals to understand how to manage schools successfully. At the conclusion of their studies, graduates embrace shared leadership, diversity, equity, reflective inquiry, and ethical values that support relationships in caring, nurturing learning environments for all students. They also bring meaning, value, and focus to their school communities, leading them far beyond the ordinary. This University graduate program prepares degree candidates to both lead and manage schools successfully. This is a two-year, 39-credit program. The course of study for the MEd in educational leadership incorporates: extended, weekend classes that meet twice a month during each semester two one-week summer courses. two years (300 hours) of field experience as candidates continue in their current job. national technology competencies embedded in each of its courses. opportunities to apply theory to practice through performance-based assessments in each course. Successful candidates receive a master of education degree and a supervisory endorsement. Upon completing the program and passing the Praxis in educational leadership, candidates are eligible for principal licensure by the New Jersey Department of Education. This two-year cohort model program is intended for candidates who have completed a bachelor’s degree and will have completed five years of successful, full-time teaching or educational services experience by program completion. Admission Requirements In addition to the University’s admission requirements: Cumulative grade point average of no less than 3.00 on 4.00 scale. Applicants who have a graduate degree from an accredited university must have a GPA of no less than 3.5 on a 4.0 scale. Standard New Jersey instructional or educational services certificate, or its out-of-state equivalent. Minimum verbal score of 150 on the Graduate Record Examination (GRE), or minimum score of 388 on the Miller Analogies Test (MAT).* GRE/MAT admission testing requirement for applicants holding a master's degree and GPA of 3.5 or higher is waived. At least five years of successful, fulltime teaching or educational services experience is required. An original letter from a school official (principal or assistant principal or human services director), on the school’s official letterhead, must be submitted. Included should be dates of employment and the positions held during those specific dates. Applicants with fewer than five but at least three years of successful educational experiences may be considered for admission contingent upon materials submitted in their portfolio that would strongly support their leadership potential. The five-year experience requirement should be met by program completion. Two professional letters of reference, at least one from your school principal, who will serve as your mentor for your administrative internship. Personal interview is required. A portfolio is required for the interview and must include the following: Resume and copy of all teaching certifications. One-page statement on why you would like to be in the program and what your career aspirations are in the next few years after completing the program. A copy of this essay should also be sent to the Graduate Admissions office. One recommendation letter from your principal and one from another professional in a leadership position. One or two artifacts that show your teaching competency. One or two artifacts that support your leadership experiences either on the job or in your community. Program Requirements The completion of a minimum of 39 credits of graduate study within the educational leadership program course offerings, including 6 credits assigned to ongoing field-based experiences and successful completion of the technology competencies listed in the syllabus of each course. The completion of an exit portfolio (CD or web-based) that supports your competency both in technology and in each of the course’s required learning outcomes. A collaborative action research project that will clearly support your competency in qualitative and quantitative design. A successful exit interview. Alternate 30-Credit Principal Licensure Program Successful candidates will receive a New Jersey certificate of eligibility for principal. This two-year cohort program is intended for candidates who have: Completed a master’s degree. Will have completed five years of successful, full-time teaching or educational services experience by program completion. The admission and completion requirements listed above apply to this program. Successful candidates must complete a minimum of 30 credits for completion. The (*) courses below are not required for this program. Candidates who complete this program receive the certificate of eligibility for principal licensure once they pass the School Leaders Licensure Assessment (SLLA) exam. Alternate 21-Credit Principal Licensure Program Successful candidates will receive a New Jersey certificate of eligibility for principal. This one-year cohort model program is intended for candidates who have: Completed a master’s degree. Completed five or more years of supervisory experience by program completion. Applicants who have an earned master’s degree from a regionally accredited college or university and who have successfully completed five or more years as a supervisor may apply for the 21-credit, one-year principal licensure program. The admission and completion requirements listed above apply to this program. Successful candidates must complete a minimum of 21 credits for completion: EDLP 6010, 6040, 6050, 6060, 6100, 6110, 6140 and a one-day seminar in the collaborative action research process. Candidates must have also successfully completed five or more years of experience as a supervisor at the time of completing this program. Candidates who complete this program receive the certificate of eligibility for principal licensure once they pass the SLLA exam. Required Common Courses EDLP 6010 Leadership in Learning Communities: From Theory to Practice EDLP 6030 Educational Research: Qualitative and Quantitative Design EDLP 6040 Curriculum Design: Theory and Practice EDLP 6180* Curriculum Design: Developing, Writing, and Implementing Curriculum in the Classroom EDLP 6050 Understanding Group Process and the Psychology of Organizations EDLP 6060 The Principalship: The Person and the Profession EDPL 6080* Clinical Projects in Educational Leadership EDLP 6090 Supervision and Evaluation: Performance Appraisal EDLP 6100 School Management Functions: Finance, Structures, Resources EDLP 6110 Problems in Practice: Legal and School-Centered Issues EDLP 6120* Supervision and Evaluation of Support Staff and Educational Programs EDLP 6130 Field Experiences I EDLP 6140 Field Experiences II [-]

Master in Art Education

Edna Manley College of the Visual and Performing Arts
Campus September 2017 Jamaica Kingston

The Art Education programme equips students with the critical thinking skills, technical knowledge and ability to transfer knowledge of the visual arts in a formal educational environment. [+]

Master in Art Education

The Art Education programme equips students with the critical thinking skills, technical knowledge and ability to transfer knowledge of the visual arts in a formal educational environment. Students are enabled to become agents of change in the local and international education systems and are challenged and supported to excel in an extremely demanding and incredibly rewarding career as a teacher. Art Education majors take courses in a range of studio areas. The focus of their programme is on professional studies, with emphasis on producing committed educators.

*M.A. in Art Education is in conjunction with Ohio State University (OSU)

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Master in Educational Leadership

Mississippi College
Campus 15 months September 2017 USA Jackson

Mississippi College provides exceptional leadership education that places a greater emphasis on teaching and learning. Our unique Master’s degree program in Educational Leadership preparation carefully selects cohort members each spring to begin a 15-month modular program consisting of 39 semester hours, which begin in the summer term. The faculty offers experienced and innovative perspectives and provides a series of modules focusing on six dimensions of leadership. [+]

Earn your degree in Educational Leadership Mississippi College provides exceptional leadership education that places a greater emphasis on teaching and learning. Our unique Master’s degree program in Educational Leadership preparation carefully selects cohort members each spring to begin a 15-month modular program consisting of 39 semester hours, which begin in the summer term. The faculty offers experienced and innovative perspectives and provides a series of modules focusing on six dimensions of leadership, including: Personal/Interpretational Instructional Organizational Resource Political Informational Your course curriculum will be integrated with seminars, practicums and internships, and culminate in formal internships during the last semester of preparation. Mississippi College also offers the Doctor of Education Program in Educational Leadership for professionals in education who wish to assume leadership roles in K-12 settings. Students can enroll during the spring semester of each year and may enter with a Master’s degree, but must complete the specialist degree before beginning doctoral level courses. Degree Options Master of Education in Educational Leadership As a student enrolled in our Educational Leadership Master’s degree program, your course curriculum will include Introduction to Administrator Preparation, Instructional Dimension of Leadership, Information Management Dimension of Leadership, Political Dimension of Leadership, and more. Education Specialist Degree in Educational Leadership As a student enrolled in our Education Specialist Degree Program in Educational Leadership, course curriculum includes Personnel Management, Leadership Dilemmas, Legal Structures and Legal Issues, Technology Trends in Curriculum and Instruction, Central Office Roles and Responsibilities, and more. Doctorate in Educational Leadership If you choose to earn a Doctorate in Education at Mississippi College, your course curriculum will cover Basics of School Finance and Fiscal Control of Schools, Roles and Functions of the Superintendency and School Board Relations, Comparative Philosophies of Education, Instructional Supervision, and more. The MC Experience If you’re a working adult with multiple responsibilities, Mississippi College can help make education more accessible for you. We understand that children, jobs, school activities and more can become overwhelming. Leadership programs offer educators the ability to utilize day courses during the summer and evening courses during the fall and spring semesters. If you are searching for colleges in Mississippi or are interested in our educational leadership programs, contact Mississippi College today and speak with an admissions representative who is ready to answer your questions. [-]

Master in Training Teachers of General Subjects at Lower and Higher Secondary Schools - Mathematics

Charles University Faculty of Education
Campus Part time 2 years October 2017 Czech Republic Prague

The goal of the study is to provide graduates with complete master education which will prepare them for the profession of a mathematics teacher at the lower and upper secondary schools of all types. The study is based on the balance of cognitive, didactic and pedagogic-psychological parts of teacher education. [+]

Best Part time Masters in Education 2017. The goal of the study is to provide graduates with complete master education which will prepare them for the profession of a mathematics teacher at the lower and upper secondary schools of all types. The study is based on the balance of cognitive, didactic and pedagogic-psychological parts of teacher education. An emphasis is put on the use of didactic innovations in the teaching of mathematics with regard to the up-to-date didactic conceptions. The graduates will be prepared for the construction of school educational programmes with the focus on the integration of various areas of mathematics (arithmetic, algebra, geometry, statistics, financial mathematics, etc.) and various educational fields. The graduates will acquire sufficient amount of knowledge and skills to work in a differentiated way with pupils talented for mathematics. Description of the entrance examination and evaluation criteria 1. Oral exam. Maximum number of points is 30 (2 questions, 15 points each). The oral examination consists of problem solving and a theoretical part. The applicant is asked to bring a list of completed mathematical courses with brief syllabuses from the previous university study. 2. Oral exam – assessing the applicants’ general awareness of pedagogy and psychology, and their motivation to study the chosen subjects – a maximum score of 30 points. Total score – 60 points maximum. Topics Basics of mathematics (mathematical logic, sets); positional systems, divisibility tests, Diophantine equations, Euclidean algorithm, congruence; linear algebra (matrices, determinants, systems of linear equations, vector spaces, linear mappings); relational structures (order, equivalence); polynomials (algebraic and functional definitions of the polynomial, divisibility, algebraic and numerical solutions to equations); vectors, shapes in E2, E3, E4 and their incidence relationships studied via vectors; coordinate systems, basis; algebraic structures (group, field, ring, homomorphism, isomorphism); geometric transformations in a synthetic and analytic ways in E2: congruencies in plane (combination, classification, group of congruence); similar transformations in plane (classification, group of similarities); homothety (Monge theorem, Menelaus theorem); affine transformations in A2 (classification, synthetic and analytic descriptions, group of affine transformations); circle inversion, problems of Appolonius; conics (affine and metric properties); elementary functions; calculus (continuity, limit and derivative – definition, properties, calculation; properties of functions continuous on an interval; mean value theorem; maximum and minimum; properties of a function and the construction of its graph); integrals (primitive function and definite integral – definition, properties, calculation; use in geometry, improper integral); differential equations (simple equations with independent variables, linear differential equations of the first order; linear differential equations of the second order with constant variables – general solution and solution with an initial condition); number sequences and series (number sequences – properties, limit of a sequence and its calculation; number series – properties, convergence criteria for series with non-negative terms, alternating series, absolute and non-absolute convergence). Conditions for admission Candidates are admitted to study if they meet all admission requirements: 1. to deliver a certified copy of completion of Bachelor’s degree programme, 2. to pass an entrance examination and reach at least one point in each part and reach required number of points determined by the Dean Information on the exercise of graduates Graduates gain knowledge and skills necessary for the profession of a fully qualified mathematics teacher at the lower and upper secondary levels. They have rich mathematical, didactic and pedagogic-psychological education. They can apply modern didactic methods and forms of work in a creative way in their teaching of mathematics at different levels and types of schools. They are able to identify both talented pupils and pupils with special needs in mathematics and provide them with appropriate help. They can work outside the school system, for instance, in media, offices and institutions aimed at education and work with talented pupils in mathematics. They can continue their education within the PhD study in Mathematics Education. [-]

Masters of Education in Quantitative Methods

Vanderbilt Peabody College
Campus 2 years September 2017 USA Nashville

The master of education (M.Ed.) in Quantitative Methods (QM) is designed to provide students with strong quantitative methods training for applied research settings. Students for whom the new program would have interest and value are those who wish to work in school systems, government, industry, dedicated research institutes, academic settings, and medical school research settings. [+]

The master of education (M.Ed.) in Quantitative Methods (QM) is designed to provide students with strong quantitative methods training for applied research settings. Students for whom the new program would have interest and value are those who wish to work in school systems, government, industry, dedicated research institutes, academic settings, and medical school research settings. Students in this 32-hour program take two required core courses in quantitative methods, two required hours of seminar activity, and eight additional courses, of which one may be a content course (i.e. outside the QM area) and one may be a QM course outside of Psychology and Human Development. The program culminates in a summer-long or semester-long internship in which students obtain real-world experience producing data analyses for a public or private organization in Nashville or the broader research community. Students trained in this program will be placed in such internships based on their data analytic skills, training in research design, statistical software skills, excellent writing/report and general communication ability, and their ability to develop and critique research designs, measurement plans, and sampling schemes. Potential employers for such students will partially overlap with the internship settings for the QM masters students. A particularly strong research setting in need of such employees is the medical school research setting, many of which have dedicated research teams that employee data analytic, measurement, and design experts full-time to work on funded biomedical research projects. Another such setting is the public school system, which has increased needs for data analysis, measurement, and reporting expertise that has multiplied dramatically since the implementation of No Child Left Behind and associated school accountability initiatives. Curricular Overview Two required QM courses: PSY-GS 8861 & 8864, the two-semester introductory statistics sequence Required Seminar enrollments: Students must obtain at least two hours from the regular one-hour QM seminar series, PSY-GS 8855. Eight three-hour elective courses: Of these, one QM course can come from outside the QM program e.g., biostatistics, or other quantitative methods courses within Peabody. In addition, one course can be a content course from within the Psychology Department (Peabody or A&S). Thus, of the eight electives, six must come from within the Psychology and Human Development QM curriculum (and seven or eight can come from the QM curriculum), including: PSY-GS 8867, Multivariate Analysis; PSY-GS 8870, Correlation and Regression; PSY-GS 8873, Structural Equation Modeling; PSY-GS 8876, Psychological Measurement; PSY-GS 8850, Exploratory and Graphical Data Analysis; PSY-GS ____, Nonparametric Statistics; PSY-GS 8879, Factor Analysis; PSY-GS 8882, Multilevel Modeling; PSY-GS 8888, Latent growth Curve Modeling; PSY-GS 8885, Latent Class and Mixture Modeling; PSY-GS 8850, Applied Bayesian Analysis for Latent Variable Modeling PSY-GS 8880, Introduction to Item Response Theory; PSY-GS 8881, Advanced Item Response Theory; Total hours = 32 Near the end of the two-year program, all M.Ed. students must complete an intensive internship (either a three- or four-month semester internship, or a two-month summer internship). The internship will occur in an actual applied research setting, such as a school system, a medical school research setting, a testing company, or a policy institute. A Vanderbilt faculty member and a representative of the organization will collaborate to supervise the internship. Upon completion, the student will write a 2,000-2,500 word research summary (approximately eight to 10 double-spaced pages) summarizing research activity during the internship. The summary must indicate research activity on which the student worked, the student’s specific contribution, analytic methods employed, software employed, and the products of the research activity. The conclusion to the research summary should critically evaluate the contribution of the internship experience to the student’s personal career goals. The summary is submitted to the Vanderbilt QM faculty member supervising the student’s internship. [-]

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

edX MicroMasters Programs
Online Part time 12 - 24 weeks January 2017 USA Cambridge

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

Best Part time Masters in Education 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 of Education

The University of Waikato
Campus Part time March 2017 New Zealand Hamilton Tauranga

This programme is for educational practitioners who are graduates and want to improve their skills, knowledge and career prospects in Education. Developing skills in leadership in curriculum, pedagogy or policy development, the benefits include career advancement and the development of expertise in a specific area of educational practice. [+]

Master of Education This programme is for educational practitioners who are graduates and want to improve their skills, knowledge and career prospects in Education. Developing skills in leadership in curriculum, pedagogy or policy development, the benefits include career advancement and the development of expertise in a specific area of educational practice. Target your study towards your area of professional expertise. Students are required to complete 180 points of taught papers, a research methods paper (30 points) and at least 30 points of research. Complete coursework at a pace that suits you – part-time while you work, or full-time over one calendar year. Programme Highlights Our world renowned staff are active researchers who are known internationally as leaders in their specialist areas. Find out more about our staff. Choose to focus your study on one of the following subjects below as a programme of study or three specialisations (listed below). Alternatively, create your own programme of study by combining papers from Te Kura Toi Tangata Faculty of Education, or include a paper from another faculty (subject to Postgraduate Leaders approval). Programmes of study for MEd Arts Education Education Education Studies Human Development Language and literacy education Mathematics education Science, Technology and Environmental Education Specialisations STEM Education Global Studies in Education Professional Learning This qualification can also be studied at the University of Waikato Tauranga. Admission and enrolment Admission normally requires a bachelor's degree with at least a B average and teaching qualification. Note: Transfers from PGDips and Hons programmes on to 180-point masters are possible prior to formal completion of the PGDips and Hons qualifications in Education. Specialisations STEM Education Teachers of STEM subjects (science, technology, environmental education and maths) can develop their teaching approach to their specialised subject and complete an evidence-based enquiry research project, based on a topic of interest. This requires at least 60 points from required papers, a research methods paper (30 points) and one other 30 point paper. Programme Advisor Dr Anne Hume Papers TEMS Research Centre Global Studies in Education For those who are not classroom teachers but are interested in philosophical aspects of education, you can explore and research educational dimensions in global processes. Themes include; interconnectivity, intercultural education, the dialogue on the model of open science, open education and open knowledge production. It builds upon the traditions of comparative and international education programmes, It includes but is not limited to the following innovative areas: new media and popular cultures the new global ecologies of learning open education global citizenship and education This MEd specialisation requires the completion of six papers (30 points each) or equivalent 180 points (500 level), including required and optional papers and a research project or thesis. Programme advisors Professor Tina Besley Professor Michael A. Peters Papers Master of Education (Global Studies) Centre for Global Studies Professional Learning For educators who facilitate and support other practitioners' development, this programme is designed to support and recognise your professional development service. The programme focuses on the theory and practice of in-service professional learning and is ideal for mid-career educators with at least five years experience. Graduates have strong analytical and independent research skills and at times, have their research published. Programme advisors Senior Lecturer Frances Edwards Senior lecturer Anthony Fisher Papers Master of Education (Professional Learning) [-]

Master of Education in Leadership (MEEL)

American University of Ras al Khaimah
Campus 2 years September 2017 United Arab Emirates Ras Al Khaimah

Master of Education in Leadership (MEEL) [+]

Best Part time Masters in Education 2017. Master of Education in Leadership (MEEL) Admissions Criteria American / Canadian Diploma UAE / GCC / Egyptian Secondary School Certificate UAE / GCC / Egyptian Secondary School Certificate British IGCSE / GCE Leaving School Certificate(A School Leaving Certificate must be provided,showing the last grade (year) completed) Iranian Diploma Indian / Pakistani /Bangladesh Higher Secondary School Certificate International Baccalaureate Diploma Syrian Secondary School Certificate SABIS Diploma WAEC / NECO [-]