The MA in Education is offered with emphases in the areas of Curriculum and Instruction, Educational Administration, and Teaching English to Speakers of Other Languages (TESOL). All three emphases are also offered online.
The Curriculum and Instruction emphasis is intended to prepare outstanding teachers and curriculum specialists, providing knowledge and developing skills in innovative methods of instruction, curriculum, evaluation, classroom management, and the integration of faith and learning in order to create a pervasively Christian learning environment.
The Educational Administration emphasis is intended primarily to equip educational superintendents and elementary and secondary school principals. The emphasis includes the knowledge and skills needed by Christian school administrators to lead teachers, students, parents, and church members in creating positive learning environments.
Teaching English to Speakers of Other Languages (TESOL) is designed primarily for preparing teachers who will teach the English Language, as well as those who will use English as a medium of instruction, especially in bilingual or immersion settings. This emphasis focuses on the theoretical foundations of language and language learning and practical methods and techniques of language teaching, as well as providing hands-on experience in teaching English to language learners.
18-24 months
August or January
The following courses are offered as graduate level self-study modules to meet these prerequisites:
All prerequisite courses must have a minimum grade of B. A student who has not met these prerequisites may take courses at the graduate level. The credit earned for graduate courses used as prerequisites, however, will not apply toward the MA degree.
2. Teaching experience, normally a minimum of 1 year. A letter of verification is required. Those specializing in Educational Administration are required a minimum of 2 years of teaching experience. Those specializing in TESOL must have at least 1 year of English language teaching. Those who do not meet this teaching experience requirement must do teaching practicum. For TESOL students, they must do teaching practicum in English language teaching.
3. At least one religion course (undergraduate or graduate), with a minimum grade of C, from each of the following areas:
The following courses are offered as graduate level self-study modules to meet these prerequisites:
4. Additional prerequisites for the TESOL emphasis:
To complete the program and be awarded the degree of Master of Arts in Education, a candidate must satisfactorily meet the following requirements:
Complete the following four courses:
Philosophical, technical, ethical, and practical issues in using technology in the classroom. The course
emphasizes both developing technical skills in technological areas appropriate to education, as well as exploring
the educational advantages and disadvantages of using technology. Topics include the selection, production,
utilization, and evaluation of audio, graphic, and electronic educational materials. Students develop educational
materials using technology and present them publicly.
A comprehensive view of classroom management and basic teaching/learning concepts and process which
include areas such as philosophical assumptions of learning, nature of learners, understanding student academic
and psychosocial needs, establishing positive teacher-student-parent and peer relationships, student
motivation, discipline, establishing rules and procedures, and maximizing on-task behavior. These concepts and
processes encompass all ages and all disciplines. Participants work in cooperative groups and present teaching
episodes and participate in structured coaching and focused feedback processes.
A survey of the historical, philosophical, psychological, and sociological foundations of education. Emphasis is
given to the relationship of these foundational areas to the design and practice of contemporary Christian
education.
Necessary skills for academic writing, including proper use of sources and avoiding plagiarism, organization, the basics of APA style, punctuation, and gender inclusive language. Academic writing ability and knowledge of research procedure is developed through class activities and feedback.
One of the two courses:
Interdisciplinary consideration of Christ-centered, Bible-based, faith-nurturing educational theory and practice.
This class assists students in developing a personal, experiential faith and a balanced lifestyle in which the
spiritual aspects of life blend naturally with day-to-day activities, as beliefs, values, experiences, and attitudes
of their Christian worldview are integrated into the total learning environment.
The course explores the foundational teaching and primary metaphors of leadership including theories, models,
and concepts viewed in the context of God’s call on the covenant community in the redemptive history. Part of
the course covers ethical philosophies, construction of framework for ethical decision, and application of ethical
principles in one’s personal life and work place.
Complete the following four courses:
An exploration of the manner in which evaluative procedures contribute to the teaching/learning process and
to the improvement of educational decisions. Topics include measurement theory; the alignment of evaluative
procedures with teaching objectives; diagnostic, formative, and summative evaluation; the assessment of ability,
achievement, aptitude, interest, and personality; alternative forms of evaluation, such as process and product
assessment; the interpretation of standardized test data; the reporting of evaluative results; and trends and
issues in instructional evaluation.
Designed to increase the teaching repertoire of teachers and other instructional leaders interested in improving
instruction. The power and usefulness of research-based teaching models are presented. The emphasis is on
developing a repertoire of complex teaching models or strategies of teaching/learning through guided practice
and feedback. Participants develop their ability to reflect on their own teaching performance and provide
effective feedback and support to others.
An exploration of the approaches that can be used by teachers for inclusion of exceptional learners, including
gifted learners, in the regular classroom setting. The characteristics of enabling conditions are analyzed and
appropriate educational programs and issues of assessment are addressed. Current trends and the impact of
legislation upon special education and inclusive practices are reviewed. Strategies and methods for dealing with
different levels of ability within the regular education classroom are examined.
A comprehensive introduction to the components of curriculum development. This course examines the process
and product aspects of curriculum for schools. Students learn the basic theory and skills of conceptualizing,
designing, constructing, implementing, and evaluating curriculum. The course includes issues of curriculum
change and the roles of curriculum participants and specialists in all curriculum activities. Students create
original curriculum documents within a limited scope.
Complete the following four courses:
An overview of the principles and processes of supervision instruction within the framework of teacher growth
and development. This course explores the rationales, assumptions, processes, and implications related to a
variety of instructional supervision practices and contexts associated with supervision of instruction and teacher
growth. The emphasis is on research-based practices to provide focused feedback designed to increase student
learning in a community of learners.
A comprehensive introduction to the components of curriculum development. This course examines the process
and product aspects of curriculum for schools. Students learn the basic theory and skills of conceptualizing,
designing, constructing, implementing, and evaluating curriculum. The course includes issues of curriculum
change and the roles of curriculum participants and specialists in all curriculum activities. Students create
original curriculum documents within a limited scope.
The study of leadership and its dynamics as it applies to the administration of elementary and secondary schools,
highlighting planning and implementing change for school improvement. The course explores the principal’s
role in providing moral, relational, instructional, and administrative leadership within the context of a school’s
culture and in the management of the school’s resources such as human resources, financial resources,
instructional resources, and others.
A study of the principles of K-12 school law. The course addresses legal issues affecting teachers and principals
including church-state issues, school board operations, teacher employment, and student welfare.
Complete the following four courses:
An overview of theories of first and second language acquisition, including comprehensible input, the monitor
hypothesis, and order of acquisition. The role of linguistics in understanding language acquisition; the
differences between learning and acquisition, EFL, ESL, and ESP, pedagogy and andragogy, integrative and
instrumental motivation; and traditional and current approaches to language teaching including
grammar/translation approaches, and communicative language teaching are discussed.
A study of the role of content courses in the development of reading and writing, grammar, vocabulary, and
thinking skills. Emphasis is placed on the integration of writing and study skills in order to enhance retention in
all content areas. The course includes a survey of appropriate teaching aids suitable for all learners,
incorporating critical evaluation of numerical data, technology, and media literacy, including underlying issues
such as bias, power, and culture. Experiences in the class include observation and teaching practice at various
ages and levels of language ability.
An introduction to concepts of phonetics and phonology for language teachers. Techniques for teaching
pronunciation and assisting learners in gaining fluency and grammatical accuracy in real-time oral language
production; developing general and specific listening skills; selection of instructional materials; testing; and
individual, group, and laboratory techniques for oral skills development are included.
An overview of the cultural development and history of the English language. Effects of culture on language
learning; how language and culture overlap, interact, and influence each other; how to manage, read, and adapt
cultural indicators to language learning; directness, intensity, proper social behavior, power relations, and other
pragmatic issues that affect language learning contexts are discussed.
Introduces students to the terminology, methods, and tools of scholarly research. It explores fundamental
research concepts that address the process of both qualitative and quantitative research designs in writing a
thesis/project proposal. Specific topics include characteristics of historical, descriptive, quasi-experimental,
experimental, action research, and qualitative research; measurement considerations as related to validity,
reliability, generalizability, instrumentation, data collection and analysis; presentation and discussion of results
findings, making conclusions and recommendations; and ethical considerations. Prerequisite: RESM 520
Academic Writing.
Note: If more than 5 years have elapsed since RESM 610 Research Methods or its equivalent was taken, knowledge
of research methods must be reviewed through audit of this course or by preparation for and taking of a
proficiency examination before taking courses requiring Research Methods as a prerequisite.
An introduction to descriptive and inferential statistics. Concepts covered in this course include measures of
frequency, central tendency, and variation, transformed scores, normal distribution, central limit theorem,
hypotheses testing, statistical power, and sampling. Students should be familiar with different kinds of
distributions such as t,f (ANOVA) and chi-square and other basic measurements in statistics such as bivariate
correlation (Pearson product moment correlation coefficient), Spearman rank order correlation coefficient, simple
regression, and introduction to multiple regression. The course also includes introduction to non-parametric
statistics. Students are expected to develop proficiency in using a major statistical package. This course leads to
thumbnail quantitative research that involves statistical analysis and presentation and discussion of results.
Note: If more than 5 years have elapsed since RESM 615 Statistics or its equivalent was taken, knowledge of
statistics must be reviewed through audit of this course or by preparation for and taking of a proficiency
examination before taking courses requiring Statistics as a prerequisite.
One of the following:
An overview of the principles and processes of supervision instruction within the framework of teacher growth
and development. This course explores the rationales, assumptions, processes, and implications related to a
variety of instructional supervision practices and contexts associated with supervision of instruction and teacher
growth. The emphasis is on research-based practices to provide focused feedback designed to increase student
learning in a community of learners.
An introduction to descriptive and inferential statistics. Concepts covered in this course include measures of
frequency, central tendency, and variation, transformed scores, normal distribution, central limit theorem,
hypotheses testing, statistical power, and sampling. Students should be familiar with different kinds of
distributions such as t,f (ANOVA) and chi-square and other basic measurements in statistics such as bivariate
correlation (Pearson product moment correlation coefficient), Spearman rank order correlation coefficient, simple
regression, and introduction to multiple regression. The course also includes introduction to non-parametric
statistics. Students are expected to develop proficiency in using a major statistical package. This course leads to
thumbnail quantitative research that involves statistical analysis and presentation and discussion of results.
Note: If more than 5 years have elapsed since RESM 615 Statistics or its equivalent was taken, knowledge of
statistics must be reviewed through audit of this course or by preparation for and taking of a proficiency
examination before taking courses requiring Statistics as a prerequisite.
A course designed to prepare subject matter specialists to teach at the tertiary level. It focuses on characteristics
of adult learners and methods of teaching which are appropriate to higher education. It addresses topics such
as curriculum planning with focus on creating course outlines and lesson planning, instructional planning with
focus on teaching processes and preparation of learning materials and evaluation. The use of technology in
teaching, as well as research on best practices in adult learning, are also discussed.
One of the following:
An exploration of the manner in which evaluative procedures contribute to the teaching/learning process and
to the improvement of educational decisions. Topics include measurement theory; the alignment of evaluative
procedures with teaching objectives; diagnostic, formative, and summative evaluation; the assessment of ability,
achievement, aptitude, interest, and personality; alternative forms of evaluation, such as process and product
assessment; the interpretation of standardized test data; the reporting of evaluative results; and trends and
issues in instructional evaluation.
An introduction to descriptive and inferential statistics. Concepts covered in this course include measures of
frequency, central tendency, and variation, transformed scores, normal distribution, central limit theorem,
hypotheses testing, statistical power, and sampling. Students should be familiar with different kinds of
distributions such as t,f (ANOVA) and chi-square and other basic measurements in statistics such as bivariate
correlation (Pearson product moment correlation coefficient), Spearman rank order correlation coefficient, simple
regression, and introduction to multiple regression. The course also includes introduction to non-parametric
statistics. Students are expected to develop proficiency in using a major statistical package. This course leads to
thumbnail quantitative research that involves statistical analysis and presentation and discussion of results.
Note: If more than 5 years have elapsed since RESM 615 Statistics or its equivalent was taken, knowledge of
statistics must be reviewed through audit of this course or by preparation for and taking of a proficiency
examination before taking courses requiring Statistics as a prerequisite.
One of the following:
An exploration of the manner in which evaluative procedures contribute to the teaching/learning process and
to the improvement of educational decisions. Topics include measurement theory; the alignment of evaluative
procedures with teaching objectives; diagnostic, formative, and summative evaluation; the assessment of ability,
achievement, aptitude, interest, and personality; alternative forms of evaluation, such as process and product
assessment; the interpretation of standardized test data; the reporting of evaluative results; and trends and
issues in instructional evaluation.
An introduction to descriptive and inferential statistics. Concepts covered in this course include measures of
frequency, central tendency, and variation, transformed scores, normal distribution, central limit theorem,
hypotheses testing, statistical power, and sampling. Students should be familiar with different kinds of
distributions such as t,f (ANOVA) and chi-square and other basic measurements in statistics such as bivariate
correlation (Pearson product moment correlation coefficient), Spearman rank order correlation coefficient, simple
regression, and introduction to multiple regression. The course also includes introduction to non-parametric
statistics. Students are expected to develop proficiency in using a major statistical package. This course leads to
thumbnail quantitative research that involves statistical analysis and presentation and discussion of results.
Note: If more than 5 years have elapsed since RESM 615 Statistics or its equivalent was taken, knowledge of
statistics must be reviewed through audit of this course or by preparation for and taking of a proficiency
examination before taking courses requiring Statistics as a prerequisite.
Comprehensive Examination
One of the two culminating modalities:
Students who have already taken the 3 credits of MA Culminating Project but are still working on the project
must continue enrollment by registering for continuation of project writing.
The thesis is a potential culminating activity for many Graduate School master’s degrees. It consists of qualitative
and/or quantitative research that validates or improves existing theory and makes a unique contribution to
knowledge in the selected area of study. Research designs could include evaluation, descriptive, or theory-
oriented studies, (see Thesis/Dissertation in the Graduate School and Departmental Guidelines.)
A student may opt to take a double emphasis in the MA program. In such a case, the student must take four
additional courses (12 credits) from the second area of emphasis.
Program Structure | Credits | Credits |
|---|---|---|
Professional Track | Academic Track | |
Core | 14 | 14 |
Emphasis | 12 | 12 |
Research | 6 | 6 |
Elective | 3 | |
Culminating Phase | 3 | 6 |
TOTAL | 38 | 38 |
Core | 14 |
|---|---|
Complete the following four courses: | |
EDCI 625 Instructional Media | 3 |
EDCI 610 Pedagogy and Classroom Management | 3 |
EDUC 582 Foundations of Christian Education | 3 |
RESM 520 Academic Writing | 2 |
One of the two courses: | |
EDUC 624 Faith and Learning in Christian Education | 3 |
LEAD 610 Biblical Foundations of Leadership and Ethics | 3 |
Emphasis in Curriculum and Instruction | 12 |
Complete the following four courses: | |
EDCI 645 Assessment for Learning | 3 |
EDCI 615 Instructional Models | 3 |
EDCI 632 Inclusive Instruction | 3 |
EDCI 640 Process of Curriculum | 3 |
Emphasis in Educational Administration | 12 |
Complete the following four courses: | |
EDAD 601 Supervision of Instruction | 3 |
EDAD 640 Administrative Finance | 3 |
EDAD 651 Principalship and School Improvement | 3 |
EDAD 674 School Organization and Law | 3 |
Emphasis in TESOL | 12 |
Complete the following four courses: | |
EDTE 620 Second Language Acquisition | 3 |
EDTE 622 TESOL Methods for Content-Area Reading and Writing | 3 |
EDAD 628 TESOL Methods in Speaking and Listening | 3 |
EDTE 630 Pragmatics | 3 |
Research | 6 |
RESM 610 Research Methods | 3 |
RESM 615 Statistics | 3 |
Elective | 3 |
MA Education, Curriculum & Instruction | |
One of the following: | |
EDAD 601 Supervision of Instruction | 3 |
EDCI 685/785 E-Learning | 3 |
EDCI 620/720 Teaching and Learning in Higher Education | 3 |
MA Education, Educational Administration | |
One of the following: | |
EDCI 645 Assessment for Learning | 3 |
EDCI 685/785 E-Learning | 3 |
MA Education, TESOL | |
One of the following: | |
EDCI 645 Assessment for Learning | 3 |
EDCI 685/785 E-Learning | 3 |
Culminating Phase | 3-6 |
Comprehensive Examination | 0 |
One of the two culminating modalities: | |
a. Professional Track - EDAD/EDCI/EDTE 696 MA Project | 3 |
b. Academic Track - EDAD/EDCI/EDTE 698 MA Thesis | 6 |
Double Emphasis | |
A student may opt to take a double emphasis in the MA program. In such a case, the student may take four additional courses (12 credits) from the second area of emphasis. |
Tuition, required fees, books. Not including prerequisites.
For more information, visit the online MA site.
This includes housing, utility, food & miscellaneous, refundable deposit. For a couple with 2 children in a 2-bedroom unit.
This includes housing, utility, food & miscellaneous, refundable deposit.
Monday to Thursday 8 am to 5 pm;
Friday 8 am to 12 nn
