Online Teaching Courses at Accredited Schools

Walden University, the school below with the highest overall ranking, is effective at equipping students via its teaching courses to be successful teachers, educators, professors, preschool teachers, etc. and connect them to future employers. According to the US Bureau of Labor Statistics, at present there are 56,880 people employed as education teachers alone in the US, and their average annual salary is $62,160. Kindergarten teachers make on average $50,380 per year and there are about 181,810 of them employed today.

Teaching Organizations Teaching Common Job Tasks
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  • doing research
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Teaching Courses at Walden University

Program Name: Teacher Preparation Program with a Master of Arts in Teaching (M.A.T.)
Teacher as Lifelong Learner and Professional Educator
Course Number EDUC 6605
Credits 3.0

Lifelong learning and professionalism are key components of teaching. This course orients teacher candidates to the skills, understandings, strategies, and knowledge necessary to become a successful learner while establishing the foundations for becoming a professional educator, including knowledge of child development. Course instructors help candidates become comfortable in the online learning environment, enabling them to clarify program expectations, create support networks and learning communities with colleagues and instructors, and establish a personal professional philosophy to promote social change. Upon completion of this course, teacher candidates will demonstrate understanding of resources and expectations, initiate an electronic professional portfolio, and determine strategies for success as a professional educator.


Effective Practices: Assessment, Teaching, and Learning
Course Number EDUC 6607
Credits 3.0

To ensure high levels of learning and achievement for all students, today’s educators must be knowledgeable about learners and learning and well-versed in effective teaching and assessment practices. This course examines the interrelationships among assessment, teaching, and learning and examines effective practices for applying and thoughtfully integrating these critical components in the P–12 classroom. Students will gain a historical perspective on the standards and accountability movement and examine standards in their state or local setting. They will explore learning theory in the context of today’s challenging educational goals and standards. And they will learn and apply research-based practices in effective assessment, curriculum design, and instruction. Through both on-site work and Walden’s signature Virtual Field Experience, students will critically analyze as well as implement teaching and learning principles and practices that ensure responsiveness to the individual and collective needs of students.


Classroom Management
Course Number EDUC 6608
Credits 3.0

This course helps teachers create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character in order to optimize learning for all students. Teachers will learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Age-appropriate skills and strategies for managing dynamic and flexible grouping structures and for teaching conflict resolution will be presented. The course also provides strategies for building positive relationships, fostering motivation, and engaging in effective communication and problem-solving with parents and families.


Seminar: Professional, Ethics, Communication, and Collaboration: Early Childhood Education
Course Number EDUC 6611
Credits 1.0

This seminar, taken concurrently with EDUC 6687 Demonstration Teaching: Early Childhood Education, allows teacher candidates to fine-tune their skills, understandings, strategies, and knowledge. Teacher candidates complete the requirements for their ePortfolio and determine strategies for success as professional educators. The seminar allows for problem-solving among colleagues; group and individual reflective practice; and support and feedback for what is happening in demonstration teaching districts, schools, and classrooms. Seminar topics focus on promoting success for teacher candidates as they transition from the program of study into employment in the field as professional educators.


Early Childhood Education: Past, Present, and Future
Course Number EDUC 6681
Credits 3.0

This course examines the historical and philosophical foundations of early childhood care and education while exploring a variety of early childhood programs—from child care centers to preschools and primary-grade classrooms—in order to provide the teacher candidate with a range of professional insights and opportunities regarding effective practice. With an emphasis on establishing developmentally appropriate and culturally responsive learning environments and on maintaining effective partnerships with families, this course serves to continue the development of a reasoned, coherent philosophy of education as a basis for ethical and professional practice and decision-making in diverse settings. This in-depth course reviews early childhood learning and developmental theory, as well as the knowledge needed to support and enhance the development and learning of all children from birth through age 3.


Teaching Reading, P–3
Course Number EDUC 6682
Credits 3.0

This course presents research-based methods for developing literacy (reading, writing, listening, speaking, viewing, and visually representing) in grades P–3. Teacher candidates will gain a historical perspective on teaching reading and explore various purposes and types of literacy assessments Strategies for creating an effective literacy environment and for working with parents and families will be addressed. Candidates will learn effective strategies for developing phonemic awareness, phonics skills, vocabulary, comprehension, fluency, and writing. Through field experiences, candidates will plan and implement assessment-driven, developmentally appropriate classroom lessons in each of these areas, addressing the diverse needs of individual children.


Developmentally Appropriate Practices for Infants and Toddlers
Course Number EDUC 6683
Credits 3.0

Offering an in-depth look at infant and toddler growth and development, this course focuses on developmentally appropriate practices that promote children’s total well-being and that guide development in each of the domains (physical, social, emotional, and cognitive/language). Special areas of focus include: health and safety; early mental health; brain development; creative development; and fostering respectful and responsive adult-child relationships and family involvement. In addition, teacher candidates learn to design and evaluate environments that enrich the development and learning of infants and toddlers.


Play and Learning for the Preschool Child
Course Number EDUC 6684
Credits 3.0

Offering an in-depth look at the development and learning of preschoolers, this course focuses on developmentally appropriate theory, practices, and environments that enhance children’s development and learning in each of the domains (physical, social, emotional, and cognitive/language). Special areas of focus include the integral roles of play and creativity in children’s learning; the role of observation as it relates to establishing a child-centered approach to planning curriculum and assessing young children; promoting pro-social, anti-bias learning communities; and being responsive to and inclusive of children’s family members.


Teaching Mathematics, P–3
Course Number EDUC 6685
Credits 3.0

Using the latest research on the most effective methods for teaching developmentally appropriate mathematics curriculum from preschool through Grade 3, this course explores instructional and assessment strategies to develop children’s conceptual understanding of mathematics, including the best use of materials and technology. The National Council of Teachers of Mathematics (NCTM) content and process standards are embedded in this course with an emphasis on real-world problem-solving.


Teaching Across the Content Areas, P–3
Course Number EDUC 6686
Credits 3.0

This course focuses on standards-based, data-driven, developmentally appropriate teaching, learning, and assessment within and across content areas in preschool through Grade 3. The course focuses primarily on the content areas of science, social studies, and the arts, and emphasizes the importance of integrating literacy and mathematics in meaningful and relevant ways. Teachers will examine standards in various content areas, apply effective methods and strategies—including approaches to meeting diverse needs—to plan instruction in specific content areas and the arts, and develop ideas for integrating multiple content areas.


Demonstration Teaching: Early Childhood Education
Course Number EDUC 6687
Credits 6.0

Demonstration Teaching Is The Culminating Experience In The Teacher Preparation Program And Is An Opportunity To Apply Knowledge And Skills And To Demonstrate Required Competencies. Demonstration Teaching Takes Place In Two Different Classroom Settings During The Semester. During Demonstration Teaching, Candidates Will Gradually Assume Complete Teaching Responsibility Of The Classroom, Gaining Real-world Experience And The Opportunity To Translate Theory Into Practice And To Learn From Doing. Teacher Candidates Will Work Closely With, And Are Evaluated By, Their University Supervisor And Classroom Cooperating Teacher. The First 5 Weeks Of Demonstration Teaching Run Concurrently With Educ 6686 Teaching Across The Content Areas, P–3. The Remainder Of Demonstration Teaching Runs Concurrently With Educ 6611 Seminar: Professional Ethics, Communication, And Collaboration: Early Childhood Education.


Educational Research: Foundations
Course Number EDUC 6621
Credits 3.0

This course is designed to provide post-baccalaureate teacher licensure candidates with an introduction to the fundamentals of research. Contemporary educational research is examined with the underlying assumption that research can improve classroom practice. Course participants will be expected to develop knowledge and skills in the use of theoretical frameworks; quantitative, qualitative, and action research methodologies; development of research questions; and compliance with ethical responsibilities of the researcher. Candidates will also complete an initial review of literature relevant to an identified research question.


Educational Research: Practical Applications
Course Number EDUC 6622
Credits 3.0

This course is an applied research course designed to expand post-baccalaureate teacher licensure candidates’ knowledge and skills by requiring them to utilize use the tools and information gained in EDUC 6621, Educational Research: Foundations, to design a timely and useful educational research project. Specific activities in this course include developing and refining research questions or needs assessments; determining appropriate research methodologies and instrumentation; collecting and analyzing data, if possible; evaluating validity; and presenting analysis and implications. In addition, candidates will link their research proposal with the social change mission of the university.


Program description: Turn your passion for learning into a fulfilling career as a first-time teacher by enrolling in Walden’s Teacher Preparation Program with a Master of Arts in Teaching (M.A.T.). Choose from three specializations focusing on special education or early childhood education. Designed for the independent learner, this program combines virtual and school-based field experience to prepare you to make a positive impact in your classroom, school, and community.

Specializations

  • Early Childhood Education (Birth–Grade 3)
  • Special Education, Emotional/Behavioral Disorders (K–12)
  • Special Education, Learning Disabilities (K–12)


Note to all Pennsylvania residents: Walden University’s teacher preparation program and special education endorsement programs are approved by the Minnesota Board of Teaching as leading to licensure and endorsement, respectively. Because these programs are not reviewed by the Pennsylvania Department of Education, candidates are instructed to apply for Pennsylvania certification as out-of-state graduates of a teacher preparation program.

Program Name: Doctor of Education (Ed.D.)

Research in Practice
Course Number EDAD 8145
Credits 6.0

This course provides an opportunity to design the project study in collaboration with program colleagues. In addition to reading about developing proposals in general, learners will analyze examples of Walden University Ed.D. doctoral proposals about a range of projects. Learners will also further explore the research methods or project types that they may incorporate in their own doctoral studies. Finally, learners will engage in the iterative process of writing their own proposals, including feedback from peers and their course instructors.


Doctoral Study Companion
Course Number EDAD 8080
Credits 6.0

This doctoral study forum is designed to help students make the transition from building doctoral-level knowledge through Proseminars and residencies to developing their own terminal doctoral study projects. Students will work in this course space with their committee members to formulate the plans that will eventually result in a formal doctoral study proposal and the final doctoral study, which is completed during EDAD 8090 Doctoral Study Intensive.


Doctoral Study Intensive
Course Number EDAD 8090
Credits 6.0

The doctoral study demonstrates a student’s scholarly talents to examine, critique, and synthesize knowledge so that new ideas can be tested; best practices identified, established, and verified; or theoretical or policy constructs evaluated and advanced. In all cases, the doctoral study is to be a rigorous, original inquiry that results in new knowledge, demonstrating its efficacy in the world of practice. The goal of the doctoral study is for the educational leader to conduct an investigation that focuses on learning, teaching, and leading within a designated community. Note: The final two semesters of the Ed.D. program are dedicated to the doctoral study. If the doctoral study is not approved by the end of the second semester, students stay enrolled in 8090 until formal approval is granted. Additional semesters needed for completion of the doctoral study do not earn credit.


Foundations: Administrator Leadership for Teaching and Learning
Course Number EDAD 7002
Credits 6.0

The purpose of Foundations is to engage learners with the environment, expectations, and content of post-master’s work in the Administrator Leadership for Teaching and Learning program. Through participating in the course, learners will develop 1) facility with Walden University’s online learning environment and understanding of the university’s and the program’s support systems and expectations and outcomes, and 2) knowledge about the field, synthesized with reflection on one’s own experience and goals.


Leadership for Today’s Schools
Course Number EDAD 7200
Credits 6.0

Today’s schools are dynamic places and demand leaders in all arenas, from the boardroom to the classroom. Leaders must understand how learning communities operate and thrive, but be prepared to deal with the demands of internal and external forces. The 21st- century leader who understands change theory will continually appraise the evolving needs of the learning community and apply a grounded knowledge -base of theory and practical strategies supported by research. This course empowers leaders to explore current and future technology as they assess educational trends and issues. Learners will also analyze their own and others’ paradigms and leadership styles, and determine best practices to promote positive social change.


Applied Research in Education
Course Number EDAD 7201
Credits 6.0

In Applied Research in Education, learners will develop a broad understanding of theoretical frameworks and of the appropriate use of both qualitative and quantitative methods. The course will also focus on methods designed specifically for studying human development and how individuals learn. Methods will be explored through studying the philosophy of research and particular research strategies, reviewing literature in the field, and through searching for and critically analyzing literature relating to learners’ individual interests.


Leading to Promote Learning
Course Number EDAD 7202
Credits 6.0

Research has considerably expanded our knowledge of teaching and learning in recent years. These gains have resulted in a new paradigm for the design and assessment of learning experiences. In this course, students will: 1) advance their understanding of research methods as they examine literature about design and assessment; and, 2) apply research-based principles to design a project to develop learning experiences for a specific population of learners, whether on-site, online, or through a blended hybrid model.


Leading Professional Learning Communities
Course Number EDAD 7203
Credits 6.0

Grounded in research and theory about learning differences, this course explores the repertoire of practices that facilitate learning from both the teaching and learning perspectives. These practices range from mentoring and coaching through collaborative engagement and reflective practices. Learners will deepen their understanding of research methods both through critiquing articles and by designing research studies to investigate specific learning practices.


Program description: Walden’s Doctor of Education (Ed.D.) program prepares scholar-practitioners to apply the latest education research and theory to solve real-world issues affecting the field. With access to recognized education experts and a choice of specializations, this program can help you gain the expertise to lead change and enhance your career.

Specializations

  • Administrator Leadership for Teaching and Learning
  • Adult Education
  • College Teaching and Learning
  • Curriculum, Instruction, and Assessment
  • Higher Education Leadership
  • Reading and Literacy Leadership
  • Special Education
  • Teacher Leadership


Walden offers both state-approved educator licensure programs as well as programs and courses that do not lead to licensure or endorsements. Prospective students must review their state licensure requirements prior to enrolling.

Prospective Alabama students: Contact the Teacher Education and Certification Division of the Alabama State Department of Education at 1-334-242-9935 to verify that these programs qualify for teacher certification, endorsement, and/or salary benefits.

Prospective Washington state students are advised to contact the Office of the Superintendent of Public Instruction at 1-360-725-6275 to determine whether Walden’s programs in the field of education are approved for teacher certification or endorsements in Washington state. Additionally, teachers are advised to contact their individual school district as to whether this program may qualify for salary advancement.

Program Name: Education Specialist (Ed.S.)
Foundations: Administrator Leadership for Teaching and Learning
Course Number EDAD 7002
Credits 6.0

The purpose of Foundations is to engage learners with the environment, expectations, and content of post-master’s work in the Administrator Leadership for Teaching and Learning program. Through participating in the course, learners will develop 1) facility with Walden University’s online learning environment and understanding of the university’s and the program’s support systems and expectations and outcomes, and 2) knowledge about the field, synthesized with reflection on one’s own experience and goals.


Leadership for Today’s Schools
Course Number EDAD 7200
Credits 6.0

Today’s schools are dynamic places and demand leaders in all arenas, from the boardroom to the classroom. Leaders must understand how learning communities operate and thrive, but be prepared to deal with the demands of internal and external forces. The 21st- century leader who understands change theory will continually appraise the evolving needs of the learning community and apply a grounded knowledge -base of theory and practical strategies supported by research. This course empowers leaders to explore current and future technology as they assess educational trends and issues. Learners will also analyze their own and others’ paradigms and leadership styles, and determine best practices to promote positive social change.


Applied Research in Education
Course Number EDAD 7201
Credits 6.0

In Applied Research in Education, learners will develop a broad understanding of theoretical frameworks and of the appropriate use of both qualitative and quantitative methods. The course will also focus on methods designed specifically for studying human development and how individuals learn. Methods will be explored through studying the philosophy of research and particular research strategies, reviewing literature in the field, and through searching for and critically analyzing literature relating to learners’ individual interests.


Leading to Promote Learning
Course Number EDAD 7202
Credits 6.0

Research has considerably expanded our knowledge of teaching and learning in recent years. These gains have resulted in a new paradigm for the design and assessment of learning experiences. In this course, students will: 1) advance their understanding of research methods as they examine literature about design and assessment; and, 2) apply research-based principles to design a project to develop learning experiences for a specific population of learners, whether on-site, online, or through a blended hybrid model.


Leading Professional Learning Communities
Course Number EDAD 7203
Credits 6.0

Grounded in research and theory about learning differences, this course explores the repertoire of practices that facilitate learning from both the teaching and learning perspectives. These practices range from mentoring and coaching through collaborative engagement and reflective practices. Learners will deepen their understanding of research methods both through critiquing articles and by designing research studies to investigate specific learning practices.



Program description: Walden’s Education Specialist (Ed.S.) programs are designed to help educators who hold master’s degrees to advance in the field of education. With a focus on analysis of current research and a capstone project that focuses on a relevant issue in the field of education, the Ed.S. programs allow you to sharpen your critical-thinking skills while exploring current topics and trends.

Programs

  • Ed.S. in Administrator Leadership for Teaching and Learning
  • Ed.S. in Adult Education
  • Ed.S. in College Teaching and Learning
  • Ed.S. in Curriculum, Instruction, and Professional Development
  • Ed.S. in Early Childhood
  • Ed.S. in Educational Leadership and Administration (Principal Preparation)
  • Ed.S. in Educational Technology
  • Ed.S. in Leadership for Social Change in Education
  • Ed.S. in Reading and Literacy Leadership
  • Ed.S. in Special Education
  • Ed.S. Teacher Leadership


Walden offers both state-approved educator licensure programs as well as programs and courses that do not lead to licensure or endorsements. Prospective students must review their state licensure requirements prior to enrolling.

Prospective Alabama students: Contact the Teacher Education and Certification Division of the Alabama State Department of Education at 1-334-242-9935 to verify that these programs qualify for teacher certification, endorsement, and/or salary benefits.

Prospective Washington state students are advised to contact the Office of the Superintendent of Public Instruction at 1-360-725-6275 to determine whether Walden’s programs in the field of education are approved for teacher certification or endorsements in Washington state. Additionally, teachers are advised to contact their individual school district as to whether this program may qualify for salary advancement.

Teaching Courses at Kaplan University

Program Name: MA in Teaching (for Aspiring Teachers Grades 5-12)
Educational Psychology
Course Number ED 503
Credits 4.0

This course introduces teacher candidates to prominent research-based theories of learning and examines the impact of these theories on students, on learning and motivation, on teaching, and on assessment. Candidates critically evaluate opposing sides of current issues in educational psychology and articulate and defend personal positions on these issues.


Teaching Methods Through Differentiated Instruction
Course Number ED 511
Credits 4.0

This course explores major middle and secondary school issues, providing prospective teachers with the opportunity to reflect upon and develop their own practical vision of building a classroom environment that effectively promotes student learning. Focus is placed on a variety of instructional strategies, principles, and best practices for helping students learn in secondary school settings.


Child and Adolescent Development
Course Number ED 513
Credits 4.0

This course focuses on developing child from conception through adolescence from the perspective of the hereditary and environmental influences that affect growth and development. Topics include the study of the physical, intellectual, and sociocultural variables that can affect the child’s behavior, with an emphasis on how this information can be useful to teachers and parents.


Reading in the Content Areas
Course Number ED 521
Credits 4.0

This course, grounded in the theoretical bases of balanced literacy and constructivist learning, focuses on building prospective teachers’ competence in the processes of planning, implementing, and evaluating content-area literacy learning for secondary students.


Research on Effective Teaching
Course Number ED 523
Credits 4.0

This course acquaints degree candidates with the broad body of research on effective teaching, with an emphasis on the practical applications of the research findings to candidates’ own classroom instruction.


Secondary Student Assessment
Course Number ED 531
Credits 4.0

This course examines best practices of assessing secondary student learning, with particular emphasis on the relationship between assessment procedures, instruction, and student achievement. Topics include the use of both formal and informal assessments, norm-referenced and criterion-referenced assessments, formative and summative assessments, and methods of using assessment data to improve instruction and student achievement.


Perspectives on Diversity
Course Number ED 533
Credits 4.0

This course explores the various issues of student diversity, and challenges degree candidates to examine and define their own educational experiences with regard to culture and ethnicity, socioeconomic class, race, gender, religion, language, learning style, and exceptionality. Particular emphasis will be placed on the practical implications of diversity issues in classroom practice.


Education and Phycology of Exceptional Children
Course Number ED 543
Credits 4.0

This course acquaints candidates with a range of learning, emotional, and physical disabilities, the history of attitudes toward those disabilities, and the federal mandates governing disabilities. Social issues related to student disability will be explored. Additionally, the course focuses on preparing prospective teachers to plan and deliver appropriate instruction for all students in diverse and inclusive classroom settings.


History and Philosophy of Education
Course Number ED 553
Credits 4.0

This course introduces philosophical viewpoints that can affect new teacher' priorities and strategy choices in their practice. This course will also provide a historical perspective of how public education has become a democratic right in the United States. Candidates will compare and contrast philosophical theories that have driven pedagogy over the past two centuries. Candidates will also evaluate current research in their quest to develop as reflective and creative practitioners in the twenty-first century classroom.


Secondary Classroom Management
Course Number ED 581
Credits 4.0

This course focuses on training teachers to organize their classroom to maximize the amount of time students are actively engaged in learning. The foundation of the course uses classroom-management strategies developed by leading educator including Harry K. and Rosemary Wong. Students will go through online instruction and in-depth reflection, and will demonstrate mastery of course material by designing a personal classroom management action plan that will be easily implemented in their classroom.


Methods of Teaching Secondary English Language Arts
Course Number ED 541
Credits 4.0

This course focuses on methods of teaching the English language arts including oral language, writing, reading, and literature. Candidates will learn how to design instructional units and assess student’s growth in literacy. Candidates will also learn about content standards, effective instructional practices, and research-based assessment strategies in the field.


Methods of Teaching Secondary Mathematics
Course Number ED 551
Credits 4.0

This course begins with an examination of mathematics education from a historical perspective and moves into current ideas on effective math teaching and learning aligned to national and state standards. Candidates will gain experience in lesson planning and will learn about assessment techniques and teaching styles to accommodate students with different learning styles. Embedded in the course is an in-depth look at the inclusion of technology in the classroom and technology resources for teaching mathematics. Finally candidates will discuss the process involved in becoming an effective mathematics educator.


Methods of Teaching Secondary Science
Course Number ED 561
Credits 4.0

This course surveys a broad range of concepts related to teaching various scientific disciplines (e.g., biology, chemistry, physics) in grades 7-12 to diverse learners. The course emphasizes a standards approach that illuminates the connections among the various bodies of knowledge in natural science and phenomena in the real world.


Methods of Teaching Secondary Social Studies
Course Number ED 571
Credits 4.0

This course examines the content knowledge, skills, and resource needs of diverse learners to equip prospective teachers for development as reflective, creative practitioners who craft their own “best practices” through the analysis and synthesis of established theories and approaches to teaching the social studies. The core disciplines of the social studies are history, geography, psychology, sociology, anthropology, economics, and political science. The course explores these through current educational research, national standards, state initiatives, and the necessary inclusion of community concerns.


Methods of Teaching a Foreign Language
Course Number ED 586
Credits 4.0

This course focuses on principles, concrete strategies, practical instruction, and assessment applications of foreign language pedagogy and andragogy for teachers of grades 7-12. The course will guide foreign language teachers through the theoretical and research-based foundations of language acquisition. Teachers will be empowered to translate some of these theoretical principles into classroom practice. The course will highlight the teacher’s role as facilitator and enable teachers to harness technology so that language instruction can be presented as authentic, functional communication that fully engages students.


Methods of Teaching Visual and Performing Arts
Course Number ED 591
Credits 4.0

This course will focus on theories, methods, and practices in visual and performing arts education through the use of seminars, discussions, readings, Web field trips, and media for teachers in grades 7-12. Activities and projects in the course will be customized to meet the specific demands of teachers and their specialty areas. Differentiating instruction, cooperative learning, collaborating with peers, and authentic assessment activities will be embedded in the learning activities in the class.


Student Teaching/Internship I
Course Number ED 596
Credits 5.0

The Student Teaching/Internship I course is the first part of the capstone experience for Master of Arts in Teaching teacher candidates. This extended field experience provides a laboratory in which candidates test theories they have studied, discover the strategies and styles that work best for them and their students, and practice reflective decision making. During this experience, candidates begin to develop their skills in the nine Master of Arts in Teaching program competencies and engage regularly in professional discussion of their practice with their field supervisor, classmates, and Iowa field instructor. They also participate in teachers’ meetings, work with a variety of school staff members, and communicate with parents and caregivers.


Student Teaching/Internship II
Course Number ED 597
Credits 5.0

The Student Teaching/Internship II course is an extension to the final capstone experience for Master of Arts in Teaching teacher candidates. This extended field experience provides a laboratory in which candidates test theories they have studies, discover the strategies and styles that work best for them and their students, and practice reflective decision making. During this experience, candidates engage regularly in reflective, professional discussion of their practice with field supervisors, cooperating teachers or school mentors, instructors, and colleagues, refining their philosophy of education and demonstrating the knowledge, dispositions, and professional performance that indicate proficiency in all nine program competencies.


Program description: Kaplan University's Master of Arts in Teaching program is designed to provide an understanding of secondary teaching practices. The program's curriculum, which is based on national professional standards for beginning teachers, offers students the opportunity to study teaching methods, child and adolescent development, student assessment, the history and philosophy of education, and related topics. Students who live in Iowa or near Iowa can choose to complete the Iowa certification track, which includes the option of an internship or student teaching experience.

Program Name: MS Higher Education/College Teaching and Learning
Foundations of Higher Education
Course Number HE 510
Credits 5.0

This course presents an overview of the historical development of tertiary educational institutions in the United States. There is a particular focus on the constantly evolving functions of its various sectors (e.g., universities, colleges, and community colleges) through examination and discussion of the evolution of tertiary institutions from their medieval European origins as Studia Generalia to the contemporary social functions, organizational structures, funding, and guiding principles and values of America™s approximately 3,000 tertiary institutions.


Higher Education Laws and Regulations
Course Number HE 520
Credits 5.0

This course explores the legal environment of postsecondary educational institutions in the United States through an examination of legal structures, principles, and analysis. Specifically, this course will focus on the competing interests, rights, and responsibilities of state and federal governments, institutions, faculty, staff, students, and external stakeholders in various higher education settings.


Higher Education Organization and Governance
Course Number HE 530
Credits 5.0

This course presents an overview of the organizational governance of educational institutions in the United States in an international context through examination and discussion of models of institutional governance, academic organization, and higher education constituencies, and their respective roles and responsibilities.


Multiculturalism and Diversity in Higher Education
Course Number HE 540
Credits 5.0

The purpose of this course is to develop an understanding of multicultural and diversity issues within higher education.


Higher Education Finance
Course Number HE 550
Credits 5.0

This course is divided into two parts: part one addresses public policy financing issues and culminates in a comparative analysis of the levels and rationale for different approaches to funding higher education. It includes an analysis of the state appropriations process and such federal issues as financial aid. The course project for part one is a comparative analysis of state support. Part two of the course focuses on institutional finance and includes an analysis of the following: the factors contributing to institutional productivity, the institutional budget process and different approaches to budgeting, development and manipulation of budget spreadsheets to accommodate varying institutional goals, the concepts of preengineering and Total Quality Management (TQM) as applied in higher education, understanding the effects of technology on productivity, and examining budget methods used in self-sustaining enterprises such as continuing education.


Research Methods in Higher Education
Course Number HE 560
Credits 5.0

This course is designed to provide students with an understanding of the research process and the ethical context within which research is conducted. The course focuses on the nature of social science inquiry by examining the connections between theory and practice for qualitative and quantitative investigations. Further, it deals with the basic skills needed to conduct and interpret qualitative and quantitative research on topics relevant to higher education, with application to international settings.


Teaching Adult Learners
Course Number HE 521
Credits 5.0

This course provides participants with the information necessary to comprehend, assess, and evaluate the foundational aspects of andragogy, which includes historical infl uences, theories and models, contemporary and international perspectives, the use of technology, teaching in a variety of higher education settings, and the development of and refl ections on teaching and learning in adulthood.


Curriculum Design and Implementation
Course Number HE 523
Credits 5.0

This course presents an overview of various strategies, techniques, and methods to design and implement curricula in postsecondary institutions. Th e course emphasizes calls for reform, the need for academic plans, curricular consideration of academic disciplines and fi elds, infl uences of learners, instruction, and administration.


Student Learning Assessment Methods
Course Number HE 525
Credits 5.0

This course presents historical developments, theoretical perspectives, and fundamental approaches to student learning. Students learn to apply various contemporary methods used to assess learning outcomes eff ectively in classrooms throughout the various college and university classifi cations and to discuss international perspectives.


Teaching and Learning Online
Course Number HE 545
Credits 5.0

This course provides an overview of the technological innovations, pedagogical developments, and strategies for quality online education through an examination of the theory and processes of designing, delivering, and assessing online learning.


Program description: Kaplan University's Master of Science in Higher Education program is designed to help prepare students to pursue or advance their careers in postsecondary education institutions. Students who choose the college teaching and learning specialization have the opportunity to study the foundations of adult learning, curriculum design and implementation, online learning, and higher education. Before enrolling in the program, students must select either the thesis track or the nonthesis track. Students who choose the thesis track must complete a master's thesis proposal and defense; students who choose the nonthesis track must complete additional specialization courses.

Program Name: MS in Higher Education - College Teaching and Learning
Open elective

Open elective


Program description: Kaplan University's innovative, Web-based Master of Science in Higher Education program offers you an opportunity to earn your master's degree online.
Choose from three areas of specialization designed to help you develop valuable expertise in specific areas of higher education administration: college administration and leadership, college teaching and learning, online college teaching, and student services.
If you have credentials in allied health and technical and industrial technologies, or at least 18 graduate hours in an academic discipline, this specialization could help prepare you to become an effective post-secondary instructor in ground- and online-based institutions.

Program Name: MS in Higher Education - Online College Teaching
Foundations of Higher Education
Course Number HE 510
Credits 5.0

This course presents an overview of the historical development of tertiary educational institutions in the United States. There is a particular focus on the constantly evolving functions of its various sectors (e.g., universities, colleges, and community colleges) through examination and discussion of the evolution of tertiary institutions from their medieval European origins as Studia Generalia to the contemporary social functions, organizational structures, funding, and guiding principles and values of America™s approximately 3,000 tertiary institutions.


Higher Education Laws and Regulations
Course Number HE 520
Credits 5.0

This course explores the legal environment of postsecondary educational institutions in the United States through an examination of legal structures, principles, and analysis. Specifically, this course will focus on the competing interests, rights, and responsibilities of state and federal governments, institutions, faculty, staff, students, and external stakeholders in various higher education settings.


Higher Education Organization and Governance
Course Number HE 530
Credits 5.0

This course presents an overview of the organizational governance of educational institutions in the United States in an international context through examination and discussion of models of institutional governance, academic organization, and higher education constituencies, and their respective roles and responsibilities.


Multiculturalism and Diversity in Higher Education
Course Number HE 540
Credits 5.0

The purpose of this course is to develop an understanding of multicultural and diversity issues within higher education.


Higher Education Finance
Course Number HE 550
Credits 5.0

This course is divided into two parts: part one addresses public policy financing issues and culminates in a comparative analysis of the levels and rationale for different approaches to funding higher education. It includes an analysis of the state appropriations process and such federal issues as financial aid. The course project for part one is a comparative analysis of state support. Part two of the course focuses on institutional finance and includes an analysis of the following: the factors contributing to institutional productivity, the institutional budget process and different approaches to budgeting, development and manipulation of budget spreadsheets to accommodate varying institutional goals, the concepts of preengineering and Total Quality Management (TQM) as applied in higher education, understanding the effects of technology on productivity, and examining budget methods used in self-sustaining enterprises such as continuing education.


Research Methods in Higher Education
Course Number HE 560
Credits 5.0

This course is designed to provide students with an understanding of the research process and the ethical context within which research is conducted. The course focuses on the nature of social science inquiry by examining the connections between theory and practice for qualitative and quantitative investigations. Further, it deals with the basic skills needed to conduct and interpret qualitative and quantitative research on topics relevant to higher education, with application to international settings.


Master’s Thesis Proposal
Course Number HE 601
Credits 5.0

h is course requires students to develop and submit a written, formal proposal for research in higher education studies. Submission is made to the student’s chosen thesis committee, which is made up of a chairperson and two additional members. h e student, under the guidance of faculty, will specify a research question, provide a justification for the selection of the research topic, conduct a pertinent literature review, and write an appropriate research design and methodologyincluding data collection methods. If appropriate, the research proposal must conform to the standards and procedures of Kaplan University’s Institutional Review Board (IRB). h e completed proposal will include sections of the i nal thesis.


Master’s Thesis Defense
Course Number HE 602
Credits 5.0

H E Student Will Submit The Completed Thesis To His/her Committee Members For Review And Revision, And Oral Defense. At Er I Nal Revisions, The Student’s Thesis Is Submitted To All Committee Members And A Defense Seminar Is Scheduled, At Which Time The Student Orally Presents His/her Statement Of The Problem, Research Design And Methods, Findings, Conclusions, And Recommendations. H E Thesis Must Be Prepared According To Apa Guidelines. Upon Approval, The Thesis Shall Be Submitted For Binding And Acquisition. H E Thesis Must Conform To The Standards And Procedures Of Kaplan University’s Institutional Review Board (irb).


Teaching Adult Learners
Course Number HE 521
Credits 5.0

This course provides participants with the information necessary to comprehend, assess, and evaluate the foundational aspects of andragogy, which includes historical infl uences, theories and models, contemporary and international perspectives, the use of technology, teaching in a variety of higher education settings, and the development of and refl ections on teaching and learning in adulthood.


Assessing Student Learning Online
Course Number HE 527
Credits 5.0

h is course provides an introduction to the theoretical perspectives and real-world practices of evaluating student learning in an online learning context. Students learn to apply a variety of methods used to assess learning outcomes ef ectively, with special attention paid to the unique nature of the online learning context.


Teaching and Learning Online
Course Number HE 545
Credits 5.0

This course provides an overview of the technological innovations, pedagogical developments, and strategies for quality online education through an examination of the theory and processes of designing, delivering, and assessing online learning.


Effective Online Instruction— Design And Practice
Course Number HE 547
Credits 5.0

h is course explores the factors that make online learning courses successful, as well as what lessons can be learned from less successful classes. h e course examines how the i ndings of online learning research, a deep understanding of local context, and the intelligent use of technology tools can work together to allow the development and delivery of top-l ight online courses. Practical, applicable skills are stressed in this practiceoriented course.


Program description: The Master of Science in Higher Education program stresses the practical knowledge, critical thinking, research, and writing skills relevant to leaders in today’s colleges and universities. Whether your interests are in administration, teaching, student development, or other areas within higher education, you will have the opportunity to work closely with your instructors and other students who share your interests. Enjoy the convenience and flexibility of online learning while you study to maximize your career choices and strengthen your knowledge and skills as a practitioner of higher education.

Teaching Courses at Post University

Program Name: Master of Education / Teaching and Learning
Future of Education
Course Number EDU505
Credits 3.0

This course explores social and technological trends along with current research in areas such as nano-bio-technology, brain and learning theory, artificial intelligence, gaming, edutainment among other areas and examines their implications for the future of education. Students will identify a variety of models for the future of education and do a descriptive case-study of change in a current education setting which may be a school, a corporation, an online education community, or any education-delivery organization. This course serves as the introductory cornerstone of the M.Ed. program and is a leading futures thread throughout the program.


Diversity and Achievement
Course Number EDU507
Credits 3.0

Students in this course will analyze current and future demographic trends correlated with achievement data to chart cross-cultural achievement gaps and build culturally responsive teaching practices. A key course theme will be how culture affects learning and achievement. Each student in the course will produce an analysis of disaggregated achievement data. The achievement gap research literature will be reviewed and evaluated for practical strategies to close achievement gaps.


The Cognitive Science of Teaching & Learning
Course Number EDU510
Credits 3.0

Implications of cognitive science research on acquisition of knowledge theory will be analyzed in terms of applicability to teaching and learning. Emphasis will be on practical means to facilitate mental processes related to attention, memory, motivation and problem-solving to foster depth in understanding and adaptable mechanisms for the transfer of learning.


Measurement and Metrics
Course Number EDU515
Credits 3.0

Students will be exposed to a number of statistical tools and measurement processes that are foundational to evaluation efforts. Emphasis will be placed on the development of strategies for the identification, collection, presentation and use of metrics that are essential for measuring educational progress.


Digitally-Mediated Teaching & Learning
Course Number EDU520
Credits 3.0

Students will explore a variety of digitally-mediated resources and identify multiple means of technologically supporting and delivering instruction. Students will review the relevant theories, research literature, and case studies on digitally-mediated teaching and learning, identify technology resources, and learn how they can be used. Students will gain skill in using digitally-mediated technology to enhance learning through mini-projects throughout the course.


Education Research: Evaluating and Using
Course Number EDU530
Credits 3.0

Students will develop criteria to evaluate both qualitative and quantitative education research and become critical consumers of research.Evaluation criteria will include types of research design, levels of significance, validity, and reliability among others. Students will evaluate education research for practical application implications and conversely explore education practices to see if there's a research foundation supporting their use.


Readings, Research & Planning for Capstone Project
Course Number EDU698
Credits 3.0

Students will choose a final project at the beginning of this course that will be completed in the EDU699 Capstone Project course. This course will require students to complete a plan for their final project and to perform a literature review of relevant research to support the final project. Depending on the type of final project a student chooses, s/he may be required to provide an argument in favor of the theoretical perspective or world view they will be using in the final project.


Capstone Project
Course Number EDU699
Credits 3.0

Each student will design and implement a project related to his/her area of professional expertise and matched to at least three of the M.Ed. program goals. All projects must integrate technology and demonstrate new professional skill gleaned through the Post University M.Ed. program.


Curriculum 2.0
Course Number EDU603
Credits 3.0

Master Of Education / Teaching & Learning Students Will Research, Discuss And Evaluate Current Curriculum Research Along With Current Theories And Models Of Curriculum. Criteria For Quality Curriculum Design Will Be Considered Along With Analysis Of The Impact Of Developments Such As Web 2.0, Simulation Learning, Problem-based, Or Project-based Learning Among Others. Students Will Design And Develop A Standards-based Curriculum Unit Applicable To His/her Teaching/learning Context.


Differentiated Instruction
Course Number EDU605
Credits 3.0

Master Of Education / Teaching & Learning Advanced Instructional And Facilitative Strategies Will Be Identified, Analyzed, Practiced, And Evaluated As A Means To Differentiate Instruction For All Learners. Research Literature On Differentiated Instruction Will Be Reviewed To Determine Current And Predict Future Best Practices. Emphasis Will Be Placed On Variations In Content, Process, And Product Variables Mediated By Instructional Technology.


Assessing and Managing Learning
Course Number EDU607
Credits 3.0

Master Of Education / Teaching & Learning Formative And Summative Assessment Strategies And Resources Will Be Compiled And Tested For Applicability To Varied Learning Contexts. Multiple Means For Managing Learning Will Be Developed, Matched To Diverse Learning Settings. Variables Such As Time, Place, Pace, Learner Diversity, Curriculum Among Others Will Be Considered.


Program description: The Post University M.Ed. in Teaching & Learning is for teaching and/or curriculum professionals from varied education settings who seek a creative and innovative program to develop their curriculum and instructional skills. The concentration focuses on research-based teaching strategies that promote learning and enhance achievement in all education settings. It also provides differentiated learning experience so that students may pursue projects of interest to them. The program provides a flexible, convenient way for working adults to earn their M.Ed. in as little as 12 months; this is a non-licensure program.

Students May Pursue Interests In:

Brain & Learning Theory
Gaming & Edutainment
Differentiated Instruction
Informatics & Blogging
Digitally-Mediated Instruction
Program Assessment
Problem-Based Learning
Cross-Cultural Achievement
The Teaching & Learning Concentration Prepares Students to:

Articulate a vision for the future of education and identify means to adapt to future realities
Develop curriculum using models of curriculum design
Apply advanced instructional strategies to specific learning outcomes
Use a variety of assessment strategies to evaluate and improve teaching and learning

Teaching Courses at Capella University

Program Name: Graduate Cert - College Teaching
Theory and Methods of Educating Adults
Course Number ED7311
Credits 4.0

In this course, learners study adult learning theory and learning styles and preferences to gain an understanding of the roles of instructor and student in adult education. Learners examine the ways race, ethnicity, class, gender, ability, and other forms of diversity impact the theory and practice of adult education. Learners further develop their skills in selecting and applying appropriate materials, methods, and techniques used to achieve particular learning objectives. This course incorporates adult learning from both theoretical and personal perspectives.


Teaching Adults
Course Number ED7312
Credits 4.0

This course presents best practices of higher education teaching. Learners evaluate multiple teaching models and strategies and their underlying theoretical and research bases. Learners also examine cultural influences on teaching and learning; identify ways to incorporate technology into the teaching-learning process; and assess their teaching dispositions and educational philosophy.


Classroom Assessment in Education
Course Number ED7712
Credits 4.0

Learners in this course explore evidence-based classroom assessment and evaluation practices and apply a variety of tools and strategies to assess and evaluate learning. Learners also develop appropriate formative and summative classroom assessment techniques that address intended learning outcomes and promote learning in a global society.


Higher Education Curriculum Development and Teaching Strategies
Course Number ED8444
Credits 4.0

The focus of this course is on curriculum development in higher education. Learners review the evolution of curriculum design and examine the impact of various design models on instructional frameworks and strategies. Learners analyze curricula that use face-to-face, online, and hybrid instructional platforms and develop curricula that meet diverse individual and cultural needs.


Effective Online Course Design, Delivery, Facilitation, and Assessment
Course Number ED8600
Credits 4.0

In this course, learners examine learning theory and contemporary teaching curriculum design models and assess the facilitator’s role in the online learning environment. Learners develop online teaching skills and the facilitation strategies and tactics that nurture the interaction and collaboration necessary for successful online teaching.


Practicum in College Teaching
Course Number ED8320
Credits 4.0

This practicum provides learners with an experience that fosters professional growth and development in the role of college or university instructor. Under the supervision of a Capella faculty member, learners observe and assist in the instruction of an online course at Capella University. Learners respond to unit discussions, read and grade assignments, and meet regularly with their supervising faculty member for developmental feedback and support. This course is not available as an elective to learners outside the Post-Master’s Certificate in College Teaching. Prerequisite(s): Completion of all required course work. Cannot be fulfilled by transfer.


Program description: This practicum provides learners with an experience that fosters professional growth and development in the role of college or university instructor. Under the supervision of a Capella faculty member, learners observe and assist in the instruction of an online course at Capella University. Learners respond to unit discussions, read and grade assignments, and meet regularly with their supervising faculty member for developmental feedback and support. This course is not available as an elective to learners outside the Post-Master’s Certificate in College Teaching. Prerequisite(s): Completion of all required course work. Cannot be fulfilled by transfer.

Teaching Courses at University of Maryland University College

Program Name: Master of Arts in Teaching
Professional Fundamentals of Teaching and Learning
Course Number EDTP 600
Credits 6.0

Preparation for effective entry into the classroom as a teacher. Topics include teaching in the contemporary school; human development; approaches to learning, diversity, and collaboration beyond the classroom; learners with exceptional needs; curriculum, instruction, and assessment; teaching in the content area; and synthesis and application. Course materials and assignments focus on documents created and/or typically utilized by school systems and incorporate current school district initiatives.


Adolescent Development and Learning Needs
Course Number EDTP 635
Credits 6.0

Preparation to support the unique development of adolescents from various backgrounds, with varying beliefs, and with varied abilities. Learners are examined from the standpoint of developmental characteristics; social, cultural, racial, and gender affiliation; socioeconomic status; religious influences; learning styles; special needs; and exceptionality. Adolescents are also examined from biological, psychological, cognitive, and social perspectives; within the tapestry of their family and community; and through the influences of societal and cultural norms. Discussion covers theories and concepts associated with human growth and development across the lifespan, focusing on typical and atypical development of the adolescent.


Reading and Multiple Literacies
Course Number EDRS 610
Credits 6.0

(For MAT students only.) A study of the essentials of literacy for middle and high school classrooms, including design principles for guided inquiry, self-directed learning, collaboration, and effective use of other media to meet the needs of diverse learners in the 21st century. Emphasis is on purposes and types of reading, especially in different content areas. Discussion covers assessment; cognitive strategies in reading; reading strategy instruction for constructing meaning from text; intrinsic and extrinsic motivational strategies; and the application and adaptation of strategies with diverse learners, including those with exceptionalities. Competencies developed include understanding of evidence-based instructional strategies, formative and summative assessment, critical thinking, technology as a tool for learning, and literate environments.


Subject Methods and Assessment
Course Number EDTP 645
Credits 6.0

An introduction to instructional strategies and curriculum for teaching secondary content that emphasizes effective instruction based in understanding assessment and how assessment informs effective instruction. Topics include development of comprehensive assessment strategies and their interrelationships with creation of learning objectives, selection of instructional techniques, and preparation of instructional plans. Current trends in secondary school structures, issues of traditional and authentic assessments, and teacher effect on student achievement are explored. Focus is on meeting individual needs and use content knowledge to inform instructional practice by drawing on knowledge gained through previous study and knowledge bases that reflect current research and best practices in secondary content areas.


Using Technology for Instructional Improvement: Research Data, and Best Practices
Course Number EDTC 615
Credits 3.0

(Formerly OMED 640.) Overview of systematic planning, development, and evaluation of media-rich classroom instruction. Research and assessment data are analyzed for their use in promoting student learning and technology integration. Discussion covers collecting, summarizing, analyzing, and applying assessment data to classroom improvement, as well as techniques for organization and participation in a grade-level or school-wide collaborative team.


Professional Internship and Seminar
Course Number EDTP 650
Credits 9.0

(formerly Omat 606.) Prerequisites: Edrs 600 And 605 And Edtp 640. An Opportunity To Apply The Concepts, Techniques, Methods, And Theories Learned In Previous Coursework And Field-based Experiences Through A Professional Internship. Internship Activities Require Completing Observations, Activities, And Clinical Practice In An Approved Secondary Classroom Appropriate For The Selected Subject Area Certification, Under The Supervision Of A School-based Mentor And University Field Supervisor. Weekly Seminar Meetings Establish A Learning Community That Assures A Continuing Support System And Provides A Forum For Feedback And Discussion Of Common Readings, Experiences, Questions, And Issues. An Electronic Portfolio Is Completed.


Program description: UMUC also offers a Master of Education (MEd) in The Master of Arts in Teaching (MAT) is designed for students who wish to earn secondary teacher certification. Successful completion of the program entitles a candidate to be recommended for Maryland Teaching Certification in specific subject areas, including: earth/space science, physics, english, mathematics, history, social studies, chemistry, biology and computer science. Focus is on producing teacher candidates who can demonstrate research-based and practice validated strategies for teaching and learning, teach subject matter to a diverse student body, analyze their practice for effectiveness in promoting student learning and integrate technology to promote personal and student growthInstructional Technology and a Master of Distance Education (MDE). These programs do not lead to teacher certification. The MEd focuses on integrating technology to strengthen teaching and learning in the K–12 schools; the MDE focuses on managing the distance education enterprise within educational, business, government, and nonprofit organizations. A Teacher Education Reading Strand: Reading Courses in Elementary and Secondary Education is also available.

Teaching Courses at CDI College

Program Name: Montessori Teaching Certificate
Childhood Development: Values Formation
Course Number EC29
Credits 24.0

In this course, the student will learn about the Why, When, Where, Who, What and How of teaching values to children as it relates to developmental appropriateness and readiness. Building on the knowledge that some methods especially well-suited to teaching values to preschoolers (e.g. values of being / values of giving) fit with the principles and philosophy of early childhood education, the professional caregiver will explore a variety of methods, activities and exercises designed to nurture healthy values formation. Understanding child development ages and stages is critical in order to comprehend how values formation takes place, as there are differing agendas and a changing emphasis as children grow and develop. Understanding caregiver and parental roles and responsibilities will be discussed


Challenged Children
Course Number EC30
Credits 21.0

A "special needs" or challenged child is one whose normal growth and development is: a) delayed, b) distorted, atypical or abnormal, and c) severely or negatively affected. This definition includes physical, mental, emotional and social areas of development. Students will define specific special needs and gain an understanding of how to provide learning and interactional opportunities for challenged children


Programming and Evaluation
Course Number EC31
Credits 45.0

Students will develop a daily program routine for a center focusing on an infant room, three-year old room and four/five-year old room. Programming skills for mixed age groupings will also be explored. The plan will be evaluated by the instructor and students with respect to age-appropriateness, fluidity, flexibility, developmental needs and provincial guidelines. Students will also be required to observe and evaluate a program (outside of their employ) using this criteria. This will require a total of 6 hours at an approved observation day care. The students will document their observations and present their findings to classmates


Physical Education: Fitness and Fun
Course Number EC32
Credits 18.0

There is a great deal of research to support the direct and distinct relationship between fitness, self-esteem, self concept and over all mental health. Students will become aware of the mind/body connection and will acquire information as to joints, muscle grouping, manipulative and perceptual abilities, stamina, muscular endurance, flexibility and body awareness. Students will develop and plan indoor and outdoor physical activities that promote development in these areas as they relate to children in day care settings


Math and Science for the Developing Child
Course Number EC33
Credits 18.0

Young children have a natural tendency to explore and experiment as they attempt to make systematic sense of their environment. Mathematics provides an important set of tools for this process. Students will plan activities for the progression from one-to-one correspondence to number lines and sets. Science provides the opportunity for children to observe and interpret their environment. Students will explore activities that will enhance their ability to create these opportunities for children


Drama and Movement
Course Number EC34
Credits 18.0

Creative drama and movement promotes healthy childhood development. Communication, representation and social skills are strengthened as children freely express and explore roles, emotions and behaviors. Learning through movement, dramatic, spontaneous and imaginative play will be the focus. Students will actively participate as they design and demonstrate ideas that can be taken into direct work with children


Music for Children
Course Number EC35
Credits 18.0

Music is a medium for self-expression, social experience, physical and perceptive development and creativity. The methods of music educators Carl Orloff, Zoltan Kodaly, and R. Murray Schafer will be studied as they apply to early childhood settings. Students will participate in musical experiences that will strengthen their music literacy and their ability to participate in musical activities with young children


Multi-Channel Experiences in Art
Course Number EC36
Credits 18.0

Art media, as a natural form of expression and exploitation, provides a vehicle by which children can express themselves. Students will experience how art extends into color, space, pattern, line and contrast as they experiment with a variety of media which will enable them to foster multi-channel experiences in art for young children


Equipment and Materials
Course Number EC37
Credits 12.0

This course provides the opportunity for students to become knowledgeable about choosing equipment that will be suitable for a developmental program in each age group. Considerations of safety, design, longevity, cost, degree of challenge and effective use will be addressed


Family Systems
Course Number EC38
Credits 35.0

A broad overview of diverse family structures, norms and values will be explored with particular attention to critical social issues and the cross-cultural context. For example, many immigrant children, or children of immigrant parents, find themselves caught between the values, languages and customs of two cultures. Students will gain a general understanding of how key groups such as family constellations, ethnic groups, class, community, school and child care are factors in the process of socialization


Team Building: Parents, Care Givers and Community
Course Number EC39
Credits 35.0

The benefits and techniques for developing a cohesive team of parents, care givers and community members is the main theme of this course. Motivational strategies, cross-cultural communications skills, parent and community involvement and responsibilities will be identified. The impact of cultural diversity on child care will be examined. Students will participate and evaluate team building activities


History and Issues in Early Childhood Education
Course Number EC40
Credits 18.0

This course will follow the evolution of thought in early childhood education, with particular emphasis on the work of Montessori, Pestolozzi and Froebel. This history of pre-school education in Alberta will be presented as a basis for understanding current issues in child care services


Introduction to Day Care Management and Administration
Course Number EC41
Credits 60.0

Students Will Be Introduced To The Responsibilities Involved In Successfully Managing A Day Care Center Following The Guidelines In The Day Care Regulations And Licensing Standards And Best Practices Manuals For The Province Of Alberta. Topics Include: Enrolling New Parents; Collecting Fees; Licensing; Service Plans; Program Evaluation; Sections Seven And Eight; Preparing And Managing A Day Care Budget; Operating Allowances And Subsidies; Transport Regulations; Marketing; Employment Standards; Human Rights; Selection Of Staff; Planning And Conducting Productive Meetings; And Appropriate Procedures For Motivating, Supporting, Developing And Evaluating Staff Members. The Course Involves An Evaluation (iters And Ecers) And Experiential Component


Professional Process Portfolio
Course Number EC42
Credits 430.0

This advanced practicum will involve a "self-assessment" component. It is expected that advanced students will demonstrate their understanding of appropriate programming and evaluation techniques, acquired through previous studies


Program description: The business, technology and health care sectors are constantly evolving and employers in these fields continue to seek out only the well-trained candidates for the job. Our graduates have been successful in meeting the employment requirements of all these industries. This success is a result of CDI College's strong curriculum, learning outcomes and frequent formal industry consultations. Our Department of Academics at CDI College maintains close ties with the business, technology and health care industries to continually assess our curriculum and gain insight about industry needs.

Through these consultations we've learned that employers want graduates that are knowledgeable about their field and possess the suitable skill set. As a result, our students receive focused and specialized training on the software, tools and equipment used in their chosen career field. They even work on projects that will prepare them for the challenges they'll face on the job.

As you browse through the site, you can explore the diverse, career-focused curriculum that CDI College offers across the country. I'm sure we will be able to help you decide on a career path that suits you.

Bohdan J. Bilan

Vice-President of Academics

CDI College of Business, Technology and Health Care

career college, higher education, fun learning
environment.

Program Name: Teaching English as a Second Language - TESL
n/a
Course Number n/a
Credits 0.0

n/a


Program description: A degree in ESL teaching qualifies an individual to work in various settings as an ESL instructor, usually in colleges or public schools. Coursework in this discipline includes training in educational methodology, English grammar, linguistics and literary standards, student evaluation techniques, and selection of material. Graduates may qualify to either work in ESL instruction at colleges or private instructional facilities. Many graduates choose to pursue higher levels of education and eventually qualify to work at colleges or universities. Generally a certificate course in ESL instruction is enough for admission to entry-level employment.

Teaching Courses at Colorado State University

Program Name: Master of Science in Teaching and Learning
Models of Instructional Delivery
Course Number OTL531

Examination and analysis of historical and contemporary models for delivery of instruction. Focus on applications of instructional methods in Pre-K-12 environments and non-traditional settings.


Curriculum Development and Design
Course Number OTL550k
Credits 3.0

Philosophies and theories guiding the development of curriculum and courses for effective learning. Practical application in establishing quality assurance models for teaching and learning at the instructional level.


Theory and Practice in Backward Design
Course Number OTL540k
Credits 3.0

Introduction to instructional system design theories and models used in Pre-K-12 learning environments and non-traditional settings with a focus on backward design.


Evaluation and Assessment
Course Number OTL541k
Credits 3.0

Examination of methods and techniques for evaluation and assessment of learning with a focus on instructional improvement and student achievement.


Multimedia Technologies Design and Integration
Course Number OTL543k
Credits 3.0

Survey of methods, skills, and tools for creating multimedia learning opportunities. Creative exploration and application of new and emerging multimedia technologies to integrate into the classroom.


Cultural and Linguistic Diversity in the Differentiated Classroom
Course Number OTL565
Credits 3.0

An examination of the theories and concepts that define cultural and linguistic diversity with an emphasis on the theory and methods for creating multiple pathways of learning to accommodate students with varying backgrounds of knowledge, readiness, language, interest, and learning styles.


Action Research
Course Number OTL568
Credits 3.0

Advanced examination of a teacher led research approach with an emphasis on instructional improvement and student learning.


Capstone Project
Course Number OTL599

This course provides students the opportunity to demonstrate the culmination of their learning in the MSTL through the design of a capstone project or portfolio of customized professional work. (Prerequisite: Completion of all Core Courses and Specialization Courses)


Program description: If you are looking for an online degree program that will provide you with a well-rounded understanding of the theories and practices of the field of online adult learning, then the online Master of Science in Online Teaching & Learning is an ideal program for you.

This fully online graduate degree in online teaching and learning is an excellent degree program for those individuals who are looking to develop a well-rounded understanding of:

Adult learning and learning theory
Program design
Development, management, and evaluation
Instructional design and delivery
Emerging technologies
Assessment and online facilitation
While in this online teaching degree program, students will work with CSU - Global Campus' expert faculty members in developing the skills that are needed to become leaders in today's modern, online learning environments.

As well, this program includes a certification in Online Teaching from the Sloan Consortium, which is an institution and professional leadership organization that is dedicated to improving the quality, scale, and breadth of online education.

Teaching Courses at Grand Canyon University

Program Name: M.A.: Teaching - Professional Learning Communities (No IR, No Cert.)
Current Classroom Methods and Strategies
Course Number TCH 524
Credits 4.0

A growing body of research shows that teacher effectiveness is the single most important school-based influence on student achievement. Today's educator responds to complex and diverse needs of students in each classroom. This course provides the foundations for instructional design along with the tools for instructional planning. The alignment of curriculum standards to instruction and assessment is a major focus. Upon completion of this course, students have established a wide repertoire of methods and strategies that are research-based and easily modified to today’s complex classroom



Introduction to PLC
Course Number TCH 525
Credits 4.0

This course examines the research, rationale, and realities associated with the movement toward professional learning communities in schools. Students explore the history of professional learning communities, the research upon which they are based, the characteristics that differentiate them from other collaborative models, and their relationship to a variety of school reform initiatives. Special emphasis is placed upon what can be learned from previous implementations of the professional learning communities’ framework and how future models may be developed that are more meaningful and effective.


Teaching, Learning, and Collaborative Structures in a Professional Learning Community
Course Number TCH 526
Credits 4.0

This course examines the shift in emphasis from teaching to learning and the role of the teacher as designer and facilitator in professional learning communities. Students explore the impact of shared instructional leadership and the importance of collaboration and teamwork


Instructional Leadership
Course Number TCH 531
Credits 4.0

Students acquire a repertoire of skills that enable them to function comfortably and effectively in a changing learning environment. The course provides teachers with an understanding of the complexity of being a leader in times of change. Students develop a vision of systemic change and demonstrate practical skills for ensuring smooth day-to-day operations within their school


Collegial Coaching
Course Number TCH 518
Credits 4.0

This course examines collegial coaching as a staff development model used to increase student learning, facilitate discussions among colleagues, and build trusting relationships among teachers. Students reflect on current practices or expand, refine, and build new skills by utilizing peer coaching. Students explore the interactive process of coaching between teaching professionals to share successful practices, problem-solve, and reduce isolation among teachers. Special emphasis is placed upon peer mentoring and the support of new teachers in their practice.


Data-Informed Decision Making for School Improvement
Course Number TCH 547
Credits 4.0

This course provides participants with a wide range of strategies to facilitate the process of school improvement through evidencebased inquiry. Students utilize systematic processes to describe the existing environment and areas of weaknesses in order to facilitate and promote continuous and sustainable school improvement through innovation and change.


Educational Action Research
Course Number TCH 587
Credits 4.0

This course is designed to provide the theoretical foundation and framework of action research. Special emphasis is placed on an examination of the basic principles of qualitative research methodologies, which lead to the design and implementation of a peer-supported action research project


The Engaged Mind
Course Number TCH 517
Credits 4.0

To better understand thinking, an educator must research current knowledge of the human mind and learn to assess a student's ability to think. This course addresses all five core propositions of the National Board for Professional Teaching Standards (NBPTS).


Classroom Engagement and Management
Course Number EDU 450
Credits 4.0

This Course Is Designed To Allow Prospective Teachers The Opportunity To Learn Techniques Involved In The Successful Engagement And Management Of A Learning Environment. Major Emphasis Is Given To The Establishment Of A Realistic Discipline Plan To Manage Student Behavior, As Well As Engagement And Management Techniques And Strategies To Maximize Instructional Time, Classroom Procedures, And Physical Space. Prerequisites: Edu 215 And Edu 230.


Program description: The Master of Arts in Teaching with an Emphasis in Professional Learning Communities (Not Eligible for
Institutional Recommendation) program is designed for certified elementary and secondary teachers interested
in advanced studies in education. Coursework in this program may assist in a teacher’s quest for National Board
Certification, but does not guarantee that certification. The format and courses of this regionally accredited
program are tailored to meet the needs of adult learners and to maximize strengths that students already possess.
Opportunities are provided to apply concepts, theories, and research throughout the program. Assignments
within each course guide students through observational and practice-based experiences. Students must have
access to a K-12 classroom to complete the program assignments. Graduates of this program are prepared to
become informed educators who meet the needs of schools and student populations.

Program Name: M.A.: Teaching - Teacher Leadership (No IR, No Cert.)
The Engaged Mind
Course Number TCH 517
Credits 4.0

To better understand thinking, an educator must research current knowledge of the human mind and learn to assess a student's ability to think. This course addresses all five core propositions of the National Board for Professional Teaching Standards (NBPTS).


Collegial Coaching
Course Number TCH 518
Credits 4.0

This course examines collegial coaching as a staff development model used to increase student learning, facilitate discussions among colleagues, and build trusting relationships among teachers. Students reflect on current practices or expand, refine, and build new skills by utilizing peer coaching. Students explore the interactive process of coaching between teaching professionals to share successful practices, problem-solve, and reduce isolation among teachers. Special emphasis is placed upon peer mentoring and the support of new teachers in their practice.


Current Classroom Methods and Strategies
Course Number TCH 524
Credits 4.0

A growing body of research shows that teacher effectiveness is the single most important school-based influence on student achievement. Today's educator responds to complex and diverse needs of students in each classroom. This course provides the foundations for instructional design along with the tools for instructional planning. The alignment of curriculum standards to instruction and assessment is a major focus. Upon completion of this course, students have established a wide repertoire of methods and strategies that are research-based and easily modified to today’s complex classroom


Introduction to PLC
Course Number TCH 525
Credits 4.0

This course examines the research, rationale, and realities associated with the movement toward professional learning communities in schools. Students explore the history of professional learning communities, the research upon which they are based, the characteristics that differentiate them from other collaborative models, and their relationship to a variety of school reform initiatives. Special emphasis is placed upon what can be learned from previous implementations of the professional learning communities’ framework and how future models may be developed that are more meaningful and effective.


Teaching, Learning, and Collaborative Structures in a Professional Learning Community
Course Number TCH 526
Credits 4.0

This course examines the shift in emphasis from teaching to learning and the role of the teacher as designer and facilitator in professional learning communities. Students explore the impact of shared instructional leadership and the importance of collaboration and teamwork


Instructional Leadership
Course Number TCH 531
Credits 4.0

Students acquire a repertoire of skills that enable them to function comfortably and effectively in a changing learning environment. The course provides teachers with an understanding of the complexity of being a leader in times of change. Students develop a vision of systemic change and demonstrate practical skills for ensuring smooth day-to-day operations within their school



Classroom Engagement and Management
Course Number EDU 450
Credits 4.0

This Course Is Designed To Allow Prospective Teachers The Opportunity To Learn Techniques Involved In The Successful Engagement And Management Of A Learning Environment. Major Emphasis Is Given To The Establishment Of A Realistic Discipline Plan To Manage Student Behavior, As Well As Engagement And Management Techniques And Strategies To Maximize Instructional Time, Classroom Procedures, And Physical Space. Prerequisites: Edu 215 And Edu 230.


Data-Informed Decision Making for School Improvement
Course Number TCH 547
Credits 4.0

This course provides participants with a wide range of strategies to facilitate the process of school improvement through evidencebased inquiry. Students utilize systematic processes to describe the existing environment and areas of weaknesses in order to facilitate and promote continuous and sustainable school improvement through innovation and change.


Educational Action Research
Course Number TCH 587
Credits 4.0

This course is designed to provide the theoretical foundation and framework of action research. Special emphasis is placed on an examination of the basic principles of qualitative research methodologies, which lead to the design and implementation of a peer-supported action research project


Program description: The Master of Arts in Teaching with an Emphasis in Teacher Leadership (Not Eligible for Institutional
Recommendation) program is designed for certified elementary and secondary teachers interested in advanced
studies in education. Coursework in this program may assist in a teacher’s quest for National Board
Certification, but does not guarantee that certification. The format and courses of this regionally accredited
program are tailored to meet the needs of adult learners and to maximize strengths that students already possess.
Opportunities are provided to apply concepts, theories, and research throughout the program. Assignments
within each course guide students through observational and practice-based experiences. Students must have
access to a K-12 classroom to complete the program assignments. Graduates of this program are prepared to
become informed educators who meet the needs of schools and student populations.

Program Name: MED Teaching English to Speakers of Other Languages (TESOL) (No IR, No Cert.)
Internal Auditing
Course Number ACC 612
Credits 3.0

Students study the principles involved in internal auditing. Topics include internal controls, the responsibilities and authority of the internal audit function, the types of audits conducted by internal auditors, and accounting ethics. Forensic accounting and Sarbanes-Oxley will also be covered.


Financial Accounting
Course Number ACC 250
Credits 4.0

This Course Is An Introduction To The Accounting Cycle And The Construction Of Financial Statements. Students Explore The Fundamental Principles And Practices Of Financial Accounting As Outlined By Generally Accepted Accounting Principles (gaap); The Steps In The Accounting Cycle From Journalizing Transactions Through The Preparation Of Financial Statements; And The Use And Interpretation Of The Balance Sheet, Income Statement, And Statement Of Cash Flows. Prerequisite: Mat 134 Or Equivalent College Algebra Course.


Managerial Accounting
Course Number ACC 350
Credits 4.0

This Course Is An Introduction To The Use Of Managerial Accounting Data In The Decision-making Process. Topics Include The Use Of Cost-volume-profit (cvp) Analysis And Relevant Costs In Decision Making, Using Budgets And The Balanced Scorecard To Evaluate Performance, Methods For Setting Prices Of Products And Services, And Analyzing Capital Investment Opportunities. Prerequisite: Acc 250.


Intermediate Accounting I
Course Number ACC 370
Credits 4.0

This Course Is An In-depth Study Of Accounting Objectives, Principles, Theory, And Practice As Related To The Balance Sheet And Income Statement. Students Will Explore Accounting For Assets, Liabilities, And Equity Items, The Specific Rules For Accounting For Pensions, Postretirement Benefits, Leases, And Accounting Changes, And Other Items Frequently Addressed On The Uniform Certified Public Accounting Examination (uniform Cpa Exam). Prerequisite: Acc 350


Intermediate Accounting II
Course Number ACC 371
Credits 4.0

This Course Is An In-depth Study Of Accounting Objectives, Principles, Theory, And Practice As Related To The Balance Sheet And Income Statement. Students Explore Liabilities And Equity Items; The Specific Rules For Accounting For Pensions; Postretirement Benefits, Leases, And Accounting Changes; And Other Items Frequently Addressed On The Uniform Certified Public Accounting Examination (uniform Cpa Exam). This Course Also Includes An Analysis And Interpretation Of A Firm’s Three Principal Financial Statements And Their Uses From A Managerial Perspective. Prerequisites: Acc 370 And Fin 350


Cost Accounting
Course Number ACC 360
Credits 4.0

This course provides a study of principles of internal accounting, including job order systems, process costing, activity-based costing, and budgeting. Prerequisite: ACC 350.


Intermediate Accounting (Retired)
Course Number ACC 355
Credits 4.0

This Course Is An In-depth Study Of Accounting Objectives, Principles, Theory, And Practice As Related To The Balance Sheet And Income Statement. Students Will Explore Accounting For Assets, Liabilities, And Equity Items, The Specific Rules For Accounting For Pensions, Postretirement Benefits, Leases, And Accounting Changes, And Other Items Frequently Addressed On The Uniform Certified Public Accounting Examination (uniform Cpa Exam). Prerequisite: Acc 350.


Financial Statement Analysis
Course Number ACC 486
Credits 4.0

This Course Provides A Detailed Analysis And Interpretation Of A Firm’s Three Principal Financial Statements And Their Uses From A Managerial Perspective. Prerequisites: Acc 350 And Fin 350.


Corporate Taxation
Course Number ACC 429
Credits 3.0

A study of the theory and practices of accounting for income taxes of corporations, partnerships, estates, and trusts. Prerequisite: ACC 322.


Accounting Information Systems
Course Number ACC 430
Credits 3.0

An Analysis Of Current Practices And Technologies Used To Design, Install, Operate, And Manage An Integrated, Automated Accounting System. Application Controls, Information Security Requirements, And Integration With Other Business Information Systems Are Examined. Prerequisites: Acc 212 And Sym 301.


Taxation
Course Number ACC 460
Credits 4.0

This course provides a study of the theory and practices of accounting for income taxes of corporations, partnerships, estates, trusts, and individuals. Other taxes covered include payroll and sales taxes. Prerequisite: ACC 250.


Advanced Accounting
Course Number ACC 485
Credits 4.0

This Course Provides A Study Of Accounting Theory As It Applies To Partnerships And Business Combinations, International Accounting, And Governmental Accounting. Prerequisites: One Of The Following: 1) Acc 355, Or 2) Acc 370 And 371.


Auditing
Course Number ACC 491
Credits 4.0

Auditing Is An Examination Of Generally Accepted Auditing Standards, Procedures Involved In The Auditing Process, And Ethical Issues Faced By The Auditor. Through Class Discussions, Practical Applications And Case Studies, Students Learn The Responsibilities Of The Independent Public Auditor In The Expression Of Opinion Within The Guidelines Set By The Aicpa’s Code Of Professional Ethics. Topics Include The Nature And Types Of Audits, Auditor Responsibilities And Legal Liabilities, Audit Reports, Auditing Procedures, Ethical Issues, Contemporary Issues In Auditing, And The Sarbanes-oxley Act Of 2002. Prerequisite: Acc 350.


Accounting Theory
Course Number ACC 495
Credits 3.0

An exploration of financial accounting theory and its role in current accounting practice. Prerequisites: ACC 322.


Accounting Practices
Course Number ACC 501
Credits 3.0

This course is designed for students who have not had accounting in their undergraduate work or for those who desire a refresher in accounting. Topics covered include the accounting cycle, the presentation and valuation of accounts shown on the Balance Sheet and Income Statement, the Statement of Cash Flows, cost behavior, and budgeting.


Business Law and Ethics for Accounting
Course Number ACC 623
Credits 4.0

This course gives students a robust legal and ethical framework that is crucial for accountants and managers under SarbanesOxley. Using case studies that incorporate the principles of business law, the AICPA code, and other systems of ethics, students learn how a commitment to ethics can enable accounting professionals to meet their ethical obligations to all stakeholders.


Financial Intelligence and Decision Making
Course Number ACC 633
Credits 3.0

This course focuses on understanding, interpreting, and using financial information for the purposes of making sound financial decisions. The concept of financial intelligence is introduced as it relates to effectively analyzing and assessing financial performance to understand what numbers really mean and when or how to appropriately challenge them.


Program description: The Master of Education in Teaching English to Speakers of Other Languages (TESOL) (Not Eligible for
Institutional Recommendation) program is designed for certified teachers or administrators with an interest in
teaching ESL students in the classroom or serving as a district ESL coordinator. The format and courses of this
regionally accredited program are tailored to meet the needs of the adult learner and to maximize strengths that
the working educator possesses. Courses are taught by experts in their respective fields who share knowledge
and experience in areas of linguistics, second language acquisition, and curriculum development. Opportunities
are provided to apply concepts, theories, and research throughout the program, but particularly in a TESOL
practicum that guides students through observational and practice-based experiences. Graduates of the program
are prepared to become leaders in the ESL/TESOL initiatives that districts must undertake in an ever-increasing
school climate of diversity.

Teaching Courses at Liberty University Online

Program Name: MA in Teaching - Elementary Education
Introduction to Education
Course Number EDUC 125/126
Credits 1.0

The teacher candidate will be acquainted with the role of public and private education and the nature of the teaching profession. Attention will be given to current developments in the field of education and the terminology basic to those in the profession. Each teacher candidate will be required to prepare for structured observations in the school setting. Students will apply to the Teacher Licensure Program.


Content Area Reading
Course Number EDUC 221
Credits 2.0

This course is designed to prepare teacher candidates training for secondary level teaching in developing differentiated teaching and learning strategies for the reading, thinking, and study skills required in secondary subject areas. Aids the teacher in adapting instruction and assignments to meet individual needs. Emphasis is on mastery of teaching and learning skills in thinking, organizing for study, time management, reading comprehension and rate, textbook mastery/readability, listening, note taking, retention, motivation for study, class discussion, test taking, learning styles, exceptionality, and handwriting.


Instructional Design
Course Number EDUC 235
Credits 1.0

A systematic approach to instruction for diverse classrooms, including purpose, process and practice. Each teacher candidate will prepare lessons which follow the Liberty University model. Teacher candidates will be expected to present these lessons in the practicum. Topics include elements of the desired model: objectives, instructional process, systems of evaluation and resources. Field experience required.


Foundations of Education
Course Number EDUC 360
Credits 2.0

A comprehensive survey of the historical, philosophical, psychological, and sociological foundations of American education. Emphasis is placed upon the educational foundations as found in the Scriptures, and the applicability of these to both the Christian School Movement and the public school system. Students will be expected to articulate their personal philosophy of education as a result of this course.


Historical and Philosophical Foundations of Education
Course Number EDUC 504
Credits 3.0

A comprehensive survey of the historical and philosophical development of education. Emphasis is placed upon analysis of religious and public educational trends in the past and present. The candidates will be required to formulate a personal, Christian world view philosophy.


Teaching Mathematics
Course Number EDUC 530
Credits 3.0

Prerequisite: EDUC 500 or equivalent An in depth study of the theory and processes of teaching mathematics to students in preschool through eighth grade, the course includes the instructional process in the area of numeration, operations and computations, geometry and logic. Candidates will participate in hands-on, modeled instruction, will construct and demonstrate models and teaching tools, and will complete a research project


Teaching the Natural and Social Sciences
Course Number EDUC 531
Credits 3.0

Prerequisite: EDUC 500 or equivalent Using a thematic approach, the integration of sciences with other areas of the curriculum is the focus of this course. Candidates will participate in hands-on demonstration in the areas of biological and physical science, chemistry, geography, political science, and history. Candidates will generate and implement a thematic teaching unit which includes instructional activity in each of eight subject areas.


Reading and Language Acquisition
Course Number EDUC 554
Credits 3.0

Prerequisite: EDUC 500 or equivalent A study of foundations of reading and language acquisition principles, techniques, and materials for developmental reading programs. Field experience required.


Language Acquisition and Instruction
Course Number EDUC 632
Credits 3.0

A study of the major perspectives on the acquisition of oral and written language, including language differences and difficulties; methods of evaluating oral and written language performance; and strategies for improving the quality and quantity of oral and written language in classroom settings. Field experience required.


Teaching Content Area Reading
Course Number EDUC 556
Credits 3.0

Prerequisite: EDUC 500 or equivalent Develops instructional competencies necessary for teaching reading and study skills essential in learning the concepts of content subjects. Applicable to teaching in grades 4-12.


Curriculum Fundamentals
Course Number EDUC 571
Credits 3.0

Prerequisite: To be taken the semester directly before student teaching or during student teaching An introduction to basic concepts and issues related


Student Teaching
Course Number EDUC 590
Credits 3.0

Co-teaching with a responsible classroom teacher in an accredited K-12 institution and participation in professional activities. Applies what has been learned to the actual process of teaching and guiding K-12 students. Offers practice in all phases of teacher responsibility. Lab fee.


Principles of Behavior Management
Course Number EDUC 623
Credits 3.0

An examination of the principles of behavior management as applied to children and youth in the classroom setting. Positive approaches for dealing with behavior problems are emphasized. Contemporary research in the area is analyzed and discussed.


Advanced Educational Psychology
Course Number EDUC 500
Credits 3.0

Graduation Requirements 36 semester hours total 30 semester hours must be completed through LU 2.5 GPA No more than two courses with a grade of “C” Degree must be completed within 5 years Three courses in residence Online students will be required to take the graduate writing assessment Submit Graduation Application at the beginning of the final semester. Programme provides advanced professional training in educational psychology and is recognised by the British Psychological Society


Understanding Educational Research and Assessment
Course Number EDUC 518
Credits 3.0

Understanding Educational Research and Assessment . Overview of the nature of research on human development, learning, and pedagogical


Foundations of Exceptionality
Course Number EDUC 521
Credits 3.0

Foundations of Exceptionality . This course is designed to offer students a broad .... Disability/Exceptionality Projec


Program description: Individuals who have earned a degree in another profession and wish to become certified elementary teachers, or those who work as teachers and wish to advance their careers can earn a Master's in Elementary Education degree. Those transferring from another field will study core content courses like natural sciences, mathematics, history, and science. They will be developed as effective and competent educators with real-world practicum.

Program Name: MA in Teaching - Secondary Education
Introduction to Education
Course Number EDUC 125/126
Credits 1.0

The teacher candidate will be acquainted with the role of public and private education and the nature of the teaching profession. Attention will be given to current developments in the field of education and the terminology basic to those in the profession. Each teacher candidate will be required to prepare for structured observations in the school setting. Students will apply to the Teacher Licensure Program.


Content Area Reading
Course Number EDUC 221
Credits 2.0

This course is designed to prepare teacher candidates training for secondary level teaching in developing differentiated teaching and learning strategies for the reading, thinking, and study skills required in secondary subject areas. Aids the teacher in adapting instruction and assignments to meet individual needs. Emphasis is on mastery of teaching and learning skills in thinking, organizing for study, time management, reading comprehension and rate, textbook mastery/readability, listening, note taking, retention, motivation for study, class discussion, test taking, learning styles, exceptionality, and handwriting.


Instructional Design
Course Number EDUC 235
Credits 1.0

A systematic approach to instruction for diverse classrooms, including purpose, process and practice. Each teacher candidate will prepare lessons which follow the Liberty University model. Teacher candidates will be expected to present these lessons in the practicum. Topics include elements of the desired model: objectives, instructional process, systems of evaluation and resources. Field experience required.


Foundations of Education
Course Number EDUC 360
Credits 2.0

A comprehensive survey of the historical, philosophical, psychological, and sociological foundations of American education. Emphasis is placed upon the educational foundations as found in the Scriptures, and the applicability of these to both the Christian School Movement and the public school system. Students will be expected to articulate their personal philosophy of education as a result of this course.


Historical and Philosophical Foundations of Education
Course Number EDUC 504
Credits 3.0

A comprehensive survey of the historical and philosophical development of education. Emphasis is placed upon analysis of religious and public educational trends in the past and present. The candidates will be required to formulate a personal, Christian world view philosophy.


Teaching Mathematics
Course Number EDUC 530
Credits 3.0

Prerequisite: EDUC 500 or equivalent An in depth study of the theory and processes of teaching mathematics to students in preschool through eighth grade, the course includes the instructional process in the area of numeration, operations and computations, geometry and logic. Candidates will participate in hands-on, modeled instruction, will construct and demonstrate models and teaching tools, and will complete a research project


Teaching the Natural and Social Sciences
Course Number EDUC 531
Credits 3.0

Prerequisite: EDUC 500 or equivalent Using a thematic approach, the integration of sciences with other areas of the curriculum is the focus of this course. Candidates will participate in hands-on demonstration in the areas of biological and physical science, chemistry, geography, political science, and history. Candidates will generate and implement a thematic teaching unit which includes instructional activity in each of eight subject areas.


Reading and Language Acquisition
Course Number EDUC 554
Credits 3.0

Prerequisite: EDUC 500 or equivalent A study of foundations of reading and language acquisition principles, techniques, and materials for developmental reading programs. Field experience required.


Language Acquisition and Instruction
Course Number EDUC 632
Credits 3.0

A study of the major perspectives on the acquisition of oral and written language, including language differences and difficulties; methods of evaluating oral and written language performance; and strategies for improving the quality and quantity of oral and written language in classroom settings. Field experience required.


Teaching Content Area Reading
Course Number EDUC 556
Credits 3.0

Prerequisite: EDUC 500 or equivalent Develops instructional competencies necessary for teaching reading and study skills essential in learning the concepts of content subjects. Applicable to teaching in grades 4-12.


Curriculum Fundamentals
Course Number EDUC 571
Credits 3.0

Prerequisite: To be taken the semester directly before student teaching or during student teaching An introduction to basic concepts and issues related


Student Teaching
Course Number EDUC 590
Credits 3.0

Co-teaching with a responsible classroom teacher in an accredited K-12 institution and participation in professional activities. Applies what has been learned to the actual process of teaching and guiding K-12 students. Offers practice in all phases of teacher responsibility. Lab fee.


Secondary Teaching Methods
Course Number EDUC 419
Credits 2.0

Secondary Teaching Methods is a generic course. Teacher candidates will be expected to meet competencies associated with effective teaching, especially teaching skills related to questioning techniques, individualized instruction, grouping students for cognitive subject-matter learning, and preparing advanced organizers for cognitive instruction. Emphasis will be placed on methods which provide instruction in thinking and writing across the curriculum.


Secondary Measurement and Evaluation
Course Number EDUC 425
Credits 2.0

This course is designed to acquaint teacher candidates with the basic principles and practices of student assessment through the use of standardized tests and teacher-made tests. Simple statistical treatments of both types of tests are included. Evaluation of instructional objectives is also stressed.


Secondary Curriculum
Course Number EDUC 435/436
Credits 2.0

Curriculum defines the motivation for programs and instruction used in teaching. Secondary curriculum focuses on those trends and principles which span academic areas and which cross grade levels. Attention will be given to special and alternative education to federal, state and local guidelines; and to the influence of educational philosophies on programs and instruction.


Seminar in Classroom Management
Course Number EDUC 475
Credits 2.0

Student teachers will apply principles of classroom management from reading assignments and group discussion to actual practice in a preK-12 classroom setting appropriate to the endorsement area of the teacher candidate.


Student Teaching I
Course Number EDUC 476
Credits 5.0

Student teaching offers practice in all phases of teacher responsibility including teaching activities in a preK-12 classroom setting appropriate to the endorsement area of the teacher candidate.


Student Teaching II
Course Number EDUC 477
Credits 5.0

A continuation of student teaching in a preK-12 classroom setting appropriate to the endorsement area of the teacher candidate.


Program description: Liberty University's Master of Arts in Teaching, with a specialization in Special Education is specifically geared toward individuals with no prior teaching experience who are interested in gaining initial teaching licensure in special education. Along with core courses in this program, you will study behavior management, educational assessment and intervention, collaboration for special transitions, and build strategies for successful inclusive classrooms. In addition, you will complete your student teaching requirement in the area in which you are seeking licensure.

Program Name: MA in Teaching - Special Education
Introduction to Education
Course Number EDUC 125/126
Credits 1.0

The teacher candidate will be acquainted with the role of public and private education and the nature of the teaching profession. Attention will be given to current developments in the field of education and the terminology basic to those in the profession. Each teacher candidate will be required to prepare for structured observations in the school setting. Students will apply to the Teacher Licensure Program.


Content Area Reading
Course Number EDUC 221
Credits 2.0

This course is designed to prepare teacher candidates training for secondary level teaching in developing differentiated teaching and learning strategies for the reading, thinking, and study skills required in secondary subject areas. Aids the teacher in adapting instruction and assignments to meet individual needs. Emphasis is on mastery of teaching and learning skills in thinking, organizing for study, time management, reading comprehension and rate, textbook mastery/readability, listening, note taking, retention, motivation for study, class discussion, test taking, learning styles, exceptionality, and handwriting.


Instructional Design
Course Number EDUC 235
Credits 1.0

A systematic approach to instruction for diverse classrooms, including purpose, process and practice. Each teacher candidate will prepare lessons which follow the Liberty University model. Teacher candidates will be expected to present these lessons in the practicum. Topics include elements of the desired model: objectives, instructional process, systems of evaluation and resources. Field experience required.


Foundations of Education
Course Number EDUC 360
Credits 2.0

A comprehensive survey of the historical, philosophical, psychological, and sociological foundations of American education. Emphasis is placed upon the educational foundations as found in the Scriptures, and the applicability of these to both the Christian School Movement and the public school system. Students will be expected to articulate their personal philosophy of education as a result of this course.


Historical and Philosophical Foundations of Education
Course Number EDUC 504
Credits 3.0

A comprehensive survey of the historical and philosophical development of education. Emphasis is placed upon analysis of religious and public educational trends in the past and present. The candidates will be required to formulate a personal, Christian world view philosophy.


Teaching Mathematics
Course Number EDUC 530
Credits 3.0

Prerequisite: EDUC 500 or equivalent An in depth study of the theory and processes of teaching mathematics to students in preschool through eighth grade, the course includes the instructional process in the area of numeration, operations and computations, geometry and logic. Candidates will participate in hands-on, modeled instruction, will construct and demonstrate models and teaching tools, and will complete a research project


Teaching the Natural and Social Sciences
Course Number EDUC 531
Credits 3.0

Prerequisite: EDUC 500 or equivalent Using a thematic approach, the integration of sciences with other areas of the curriculum is the focus of this course. Candidates will participate in hands-on demonstration in the areas of biological and physical science, chemistry, geography, political science, and history. Candidates will generate and implement a thematic teaching unit which includes instructional activity in each of eight subject areas.


Reading and Language Acquisition
Course Number EDUC 554
Credits 3.0

Prerequisite: EDUC 500 or equivalent A study of foundations of reading and language acquisition principles, techniques, and materials for developmental reading programs. Field experience required.


Language Acquisition and Instruction
Course Number EDUC 632
Credits 3.0

A study of the major perspectives on the acquisition of oral and written language, including language differences and difficulties; methods of evaluating oral and written language performance; and strategies for improving the quality and quantity of oral and written language in classroom settings. Field experience required.


Teaching Content Area Reading
Course Number EDUC 556
Credits 3.0

Prerequisite: EDUC 500 or equivalent Develops instructional competencies necessary for teaching reading and study skills essential in learning the concepts of content subjects. Applicable to teaching in grades 4-12.


Curriculum Fundamentals
Course Number EDUC 571
Credits 3.0

Prerequisite: To be taken the semester directly before student teaching or during student teaching An introduction to basic concepts and issues related


Student Teaching
Course Number EDUC 590
Credits 3.0

Co-teaching with a responsible classroom teacher in an accredited K-12 institution and participation in professional activities. Applies what has been learned to the actual process of teaching and guiding K-12 students. Offers practice in all phases of teacher responsibility. Lab fee.




Collaboration in Special Education
Course Number EDSP 363
Credits 2.0

Prerequisites: Educ 220 Or Psyc 345; Edsp 323 (can Be Taken Concurrently) To Be Taken Concurrently With Edsp364 Or 365 This Course Will Prepare Special Educators For Planning With General Educators For Determining Strategies That Promote Successful Integration Of Children With Disabilities Into The General Classroom.


Collaboration in Special Education Practicum
Course Number EDSP 364
Credits 1.0

Prerequisites: Educ 220 Or Psyc 345; Edsp 323 (can Be Taken Concurrently; )to Be Taken Concurrently With Edsp 363 Field Experience To Be Completed In Classroom Setting Of Students With Learning Disabilities And Emotional Disorders.


Inclusive Classrooms
Course Number EDSP 413
Credits 2.0

Prerequisites: Psyc 345 Or Educ 225; Edsp 323; To Be Taken Concurrently With Edsp 414 Or 415 Teacher Candidates Will Apply Intervention Strategies For Adapting Curriculum Materials And Methods To Fit Individual Needs In Various School Settings. Focus Will Be On Differentiating Instruction For Students With Mild And Moderate Disabilities.


Inclusive Classrooms Practicum
Course Number EDSP 414
Credits 1.0

Prerequisites: Psyc 345 Or Educ 225; Edsp 323; To Be Taken Concurrently With Edsp 413 Field Experience To Be Completed In Special Education Classroom Setting.


Transition Planning
Course Number EDSP 473
Credits 2.0

Prerequisites: Psyc 345 Or Educ 225; Edsp 323; To Be Taken Concurrently With Edsp 474 Or 475 This Course Prepares Special Educators To Work With Families To Provide Successful Student Transitions Throughout The Educational Experience Focusing On Educational Issues, Independent Living Preparation, Community Living Skills And Vocational Preparation. Current Methods And Tools Will Be Covered. (formerly Edsp 373)


Transition Planning Practicum
Course Number EDSP 474
Credits 1.0

Rerequisites: Psyc 345 Or Educ 225; Edsp 323; To Be Taken Concurrently With Edsp 473 Field Experience To Be Completed In Classroom Setting Of Students With Mental Retardation (mr). There Will Be An Examination Of Iep Development For Individuals Who Are Mr. (formerly Edsp 374)


Program description: An MA in special education allows you to pursue study in a specific area of special education. While this degree won’t prepare you for a teaching career, you will be able to work in special education research, allowing you to have an impact on educational policy and law. This degree also allows you to pursue further education through a PhD program.

As a graduate with an MA in special education, you could work in administration, curriculum development, educational psychology research, and more. Some programs also allow you to go through student teaching so you can work as a practicing teacher in special education. Typically, if you’re getting an MA in special education, you come from a non-teaching background, so you’ll qualify for entry-level special education teaching jobs at both public and private schools. (If you’re a teacher already, you may want to instead consider an MEd program, which focuses more on education and qualifies you for advanced teaching or education administration positions.) The average starting salary with a master’s degree in special education is $40,000 to $50,000 annually for teachers, and you can generally expect to make more as a researcher in this field, depending on your employer.

Special education is teaching that caters to the individual differences of students with special needs, including autism, communication difficulties, developmental disorders, learning difficulties, emotional disorders, and physical disabilities. Teachers of special education programs are usually required to have a master's degree in teaching, education, or special ed. The following schools each offer online degrees in these subjects.

Teaching Courses by State & City

Top 20 US Teaching Schools (campus and online)

Wheaton College
Total Programs 70
Number of Subjects 60
Rank in USA 74th
Yeshiva University
Total Programs 64
Number of Subjects 70
Rank in USA 104th
Wofford College
Total Programs 43
Number of Subjects 49
Rank in USA 132nd
Western Washington University
Total Programs 153
Number of Subjects 121
Rank in USA 143rd
Willamette University
Total Programs 73
Number of Subjects 68
Rank in USA 146th
Westmont College
Total Programs 45
Number of Subjects 53
Rank in USA 167th
Xavier University
Total Programs 90
Number of Subjects 92
Rank in USA 182nd
Whitworth University
Total Programs 65
Number of Subjects 74
Rank in USA 189th
Westminster College
Total Programs 69
Number of Subjects 68
Rank in USA 252nd
York College Pennsylvania
Total Programs 89
Number of Subjects 92
Rank in USA 294th
Winthrop University
Total Programs 73
Number of Subjects 81
Rank in USA 305th
Wilkes University
Total Programs 70
Number of Subjects 77
Rank in USA 342nd
University of South Florida-St. Petersburg Campus
Total Programs 36
Number of Subjects 31
Rank in USA 358th
Westminster College
Total Programs 66
Number of Subjects 74
Rank in USA 369th
Whittier College
Total Programs 54
Number of Subjects 53
Rank in USA 388th
Wheelock College
Total Programs 28
Number of Subjects 24
Rank in USA 456th
Worcester State College
Total Programs 61
Number of Subjects 68
Rank in USA 473rd
Xavier University of Louisiana
Total Programs 65
Number of Subjects 74
Rank in USA 543rd
Wilson College
Total Programs 50
Number of Subjects 66
Rank in USA 548th
Winston-Salem State University
Total Programs 73
Number of Subjects 80
Rank in USA 577th