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Educational Leadership Concentration

Master of Arts

Our Educational Leadership concentration will encourage you to integrate values, beliefs, and faith commitments into your leadership practices. You’ll build skills in communication and collaboration and prepare for leadership in complex and pluralistic school communities.

Online

Fully Online

You'll complete 100% of your coursework online.

Location: Online

Start Dates: Summer 2019

Total Credits

33

Finish in as Few as

17 months (plus thesis)

Courses

  • Teacher as Leader (EDUC606)

    Focus is on the centrality of the teacher in the educational process. Examination of a variety of informal and formal ways in which teachers are leaders. Provision of a framework for thoughtful interaction with the changing image of teachers and the challenges of teacher leadership. The format for examining teaching in this light incorporates encounters with autobiography, critical reflection, and large and small group conversation.

    3 credits

  • Educational Research (EDUC611)

    Development of skills needed to search for, find, review, and summarize scholarly research articles and peer reviewed journals. Introduction to the Bethel University Librarys tools which support educational research. Understanding of APA style. Consideration of the connection between a Christian worldview and either a literature review or action research project.

    1 credits

  • Improving Instruction (EDUC616)

    Emphasis is on teaching strategies that will build on the experience of practicing teachers. Examination of a rich variety of approaches to instruction, along with supporting research. Provision of tools to analyze and incorporate the best of the newly emerging teaching methodologies. Particular attention is paid to the characteristics of an effective learning environment, as well as the understanding that how teaching is conducted has an enormous impact on students' ability to educate themselves. Models of teaching are really models of learning. The intent is to impart a renewed sense of the intellectual zest inherent in the craft of teaching and to make each model a potential part of a teacher's repertoire.

    3 credits

  • Introduction to Differentiation and Responsive Teaching (EDUC730)

    Overview of the theory and research of differentiated instruction as a model for acquiring content, in processing ideas and in developing products to effectively address varying student needs in the K-12 classroom. Focus is on instructional strategies and the practical application of differentiation in the teacher-student's classroom. Meeting the needs of students with disabilities will be emphasized.

    3 credits

  • Responsive Pedagogy for English Language Learners (EDUC731)

    An overview of second language acquisition theories as the foundation for understanding learning processes of a second language learner. Focus is on differentiation for language proficiency levels and levels of former schooling while keeping the rigor of the grade-level content. Strategies for intentional academic language teaching within each content area will drive the lesson planning approach in this course. Crucial factors that influence the acquisition of the second language such as linguistic and cultural identity negotiation will also be addressed.

    3 credits

  • Culturally Responsive Instruction (EDUC732)

    Through stories, students will examine multicultural research, theory and practice. Students will explore their role as teacher in a culturally changing learning environment as they develop instructional strategies based on research-based best practice to become culturally responsive practitioners.

    3 credits

  • Preparing the Thesis/Action Research Project (EDUC756)

    Assists students in preparing their master's thesis or conducting an action research project. Focus is on the design process and includes the following topics: information on the nature and scope of the master's thesis/action research project; selection and refinement of topic; APA style; and the oral examination process.

    1 credits

  • Writing the Thesis/Action Research Project (EDUC790)

    Exploration of a significant educational issue relevant to the student's professional involvement through an independent, individually supervised thesis or project. Oral defense of students thesis or project following collaboration with thesis advisor to ensure guidelines have been followed and requirements have been met as noted in the Bethel University Graduate Education Thesis Handbook.

    3 credits

  • Historical, Cultural, and Philosophical Issues Impacting School Administration (EDUC800)

    Historical, cultural, and philosophical roots and trends that have contributed to educational practices today. Current and emerging roles of educational leaders in the establishment of policy and practice, both in the school and the community at large. Current prevailing cultural and philosophical "drivers" in students' educational settings.

    3 credits

  • Principles of Organizational Leadership (EDUC805)

    Application of theory and practice of leadership to educational settings. Implementation of organizational leadership theories and change theory while incorporating a values-informed worldview. Synthesis of philosophical and values anchors, shared priorities and commitments, and vision through policy and program development.

    3 credits

  • Curriculum and Instructional Management and Student Development (EDUC810)

    Application of issues and trends in curriculum and instruction. Development of an effective curricular and instructional plan for your organization. Analysis of district-wide literacy initiatives and the leading of school-wide literacy efforts. Understanding of the importance of professional development in the areas of curriculum and instruction. Identification of research and best practices on integrating curriculum, technology, and relevant resources. Development of knowledge and skills needed to be an effective curriculum and instructional leader.

    3 credits

  • Measurement and Assessment in Education (PSYC635)

    Uses, misuses, and limitations of educational assessment techniques and tools. Practices and principles for assessment processes: psychometric theory, test construction, and standards for teacher-made tests. Alternatives to traditional assessment, particularly authentic assessment. Ethical issues in assessment and factors influencing test performance. Current scholarly research in educational measurement and assessment.

    3 credits

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