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Questions? Request Information
What is a Master of Arts in Education?
A Master of Arts in Education, or MAEd, will help you to enhance your credentials and knowledge and reinforce critical soft skills such as problem-solving and research while gaining up-to-date insight into learning tools and technologies. In this program, you will examine the education process and strengthen your background in critical areas such as curriculum design, instructional methods, assessment strategies, and more so you can empower students by applying what you learn immediately. With your degree, you will become more effective in your practice and deepen your impact as an educator while having a strong and positive influence on students.
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Degree Completion Journey
Your eight core education courses, worth 24 credits, define the foundation of knowledge and skills for you to provide instruction to diverse populations. You will study in-depth those areas that most influence educational institutions, including instructional methods, curriculum design, assessment strategies, advanced pedagogical theory, and principles of leadership. Your specialization options are composed of courses that you can select for yourself, based on your personal interests and expertise. Your courses are taught by education faculty members who represent a rich cross-section of education professionals, all have advanced degrees, and who are leaders in the field.
This course is designed give students a real world perspective into what it is like to teach, learn, and lead in the 21st century classroom. This course provides an opportunity for students to experience the world of the classroom and analyze the range of perspectives and topics that impact being a successful teacher, learner, and leader in the 21st century. The course will bring together a unique set of ‘voices’ from the field, to explore the contemporary nature of what it is like to teach in today’s changing schools while focusing on identifying innovations that can develop students’ capacity to be agents of innovation, collaboration, and creativity.
This course provides rich opportunities for participants to examine the impact of culturally responsive teaching within diverse learning environments to foster positive social change. Participants will adopt a cultural and global perspective of teaching and learning to understand how they can best support diverse learners and become agents of social change in their respective fields. Through scenario-based activities, participants will directly apply skills needed to make informed decisions about the design, development, implementation, and evaluation of culturally relevant instructional practices to facilitate the learning of diverse learners. Prerequisite: EDU 650.
During this course, students will apply evidence-based, differentiated strategies in relationship to practice, process, product, content, assessment, and grouping to meet diverse academic instructional needs. Students will construct assessments, learning objectives, and instructional strategies that offer a rich inquiry of learning styles. This approach to instructional design will promote critical thinking for learning along with the inclusion of cultural schemata (i.e., personal experiences, cultural and language norms, and family belief systems). Prerequisite: EDU 650.
This course will prepare participants to effectively use assessments to enhance student learning and planning for instruction. Participants will have the opportunity to examine different types of assessments and create their own assessments utilizing components of the Backward Design Model. Participants will gain experience in interpreting data to support the individual needs of students through differentiated instruction. This course will also explore the importance of using feedback to help guide instruction and for student self-assessment. Furthermore, current literature will be evaluated to examine relevant issues related to assessments. Prerequisite: EDU 673.
This course fosters awareness of individual learner characteristics that impede successful achievement. Milder forms of learning disabilities, emotional disorders, and dysfunctional social conditions that are prevalent in typical instructional situations are evaluated. Alternative pedagogies utilizing computer technology applications to alleviate such barriers are explored. Prerequisite: EDU 673 or ESE 601 or ECI 601
This course provides an introduction to the education of students in the school setting with exceptional needs, specifically those with mild to moderate disabilities, who qualify for services under one or more of the eligibility criteria covered by special education federal laws. Special education key terms and common strategies that influence learning and behavior as well as ethical and legal privacy rights of families of children with disabilities are introduced. Additionally, variations, characteristics, and patterns of individual differences in learning and academic progress are investigated.
Capstone I: Educational Research guides students through the process of becoming an effective change agent by applying action research principles to current educational challenges and issues. Students will locate and evaluate research articles for scholarship, relevancy, and ethical neutrality. The topics covered during this course include implementing change in an education-based organization, evaluating the impact of the applied intervention, communicating outcomes, collaboration, and 21st-century leadership practices. Prerequisite: ECI 685, EDU 620, or ECE 673
Capstone II: Culminating Project is a course in which students will demonstrate their attainment of the program outcomes through a spiraled process of skill demonstration including reflection, application, and evaluation. First, students will reflect on patterns in academic work as well as design and development challenges associated with previous coursework so as to take control of one’s professional growth and become a more self-directed learner. Next, students apply the framework of 21st century teaching and learning to redesign prior coursework and then evaluate how 21st century skills influence program learning outcomes. Last, students will use digital tools to showcase their scholarly artifacts through the creation of a digital portfolio for both courses, and for professionally related purposes. Prerequisite: EDU 694 or ECE 660.
To be awarded the Master of Arts in Education degree, all students must complete 36 credits, with a 3.0 minimum grade point average.
An online degree from the University of Arizona Global Campus does not lead to immediate teacher licensure in any state. If you want to become a classroom teacher, contact your state’s education authorities prior to enrolling at the University of Arizona Global Campus to determine what state-specific requirements you must complete before obtaining your teacher’s license. University of Arizona Global Campus graduates will be subject to additional requirements on a state-by-state basis that will include one or more of the following: student teaching or practicum experience, additional coursework, additional testing, or, if the state requires a specific type of degree to seek alternative certification, earning an additional degree. None of the University of Arizona Global Campus online education programs are accredited by the Council for the Accreditation of Educator Preparation (CAEP), which is a requirement for certification in some states. Other factors, such as a student’s criminal history, may prevent an applicant from obtaining licensure or employment in this field of study. All prospective students are advised to visit the Education Resource Organizations Directory (EROD) and to contact the licensing body of the state where they are licensed or intend to obtain licensure to verify that these courses qualify for teacher certification, endorsement, and/or salary benefits in that state prior to enrolling. Prospective students are also advised to regularly review the state’s policies and procedures relating to licensure as those policies are subject to change.
Alabama Students Education Preparation: State authorization to provide a program related to the preparation of teachers or other P–12 school/system personnel does not indicate eligibility for an Alabama professional educator or professional leadership certificate. Applicants who complete an educator preparation program at a non-Alabama institution must apply for an Alabama professional educator or professional leadership certificate through the Alabama Certificate Reciprocity Approach. Current requirements may be found at .
California Students: An education degree offered through the University of Arizona Global Campus online modality does not lead to teacher licensure in the state of California. In order to obtain teacher licensure, a baccalaureate or higher degree, except in professional education, from a regionally-accredited college or university is required. Residents that meet the education requirement must also complete a CA state approved teacher preparation program which includes coursework, a supervised student teaching experience and a formal recommendation by the institution where the preparation program was completed. They also must pass the state exams which includes the California Basic Educational Skills TestTM (CBEST®) and California Subject Examinations for Teachers® (CSET®). A criminal history background check by fingerprint via a Live Scan service must be passed that may include an investigation into felony and misdemeanor convictions. For additional details regarding the CA requirements for obtaining a single-subject teaching credential, please visit: http://www.ctc.ca.gov/credentials/leaflets/cl560c.pdf. For additional details regarding the CA requirements for obtaining a multiple-subject teaching credential, please visit: http://www.ctc.ca.gov/credentials/leaflets/cl561c.pdf.
Kentucky Residents: Please be advised that although the University of Arizona Global Campus College of Education offers a variety of programs aimed at preparing potential educators in diverse settings, our K–12 educator preparation programs are NOT accredited in Kentucky by the Education Professional Standards Board and are NOT recognized for initial, additional, or renewal of certification or salary enhancement (rank change) for K–12 educators in Kentucky. For more information, please visit the Education Professional Standards Board’s website at http://www.epsb.ky.gov/mod/page/view.php?id=220
Missouri Students: Contact the Missouri Department of Elementary and Secondary Education, Routes to Certification at 573-751-0051 or at http://dese.mo.gov/eq/cert/routes-to-certification.htm to teacher certification in missouri.com to verify additional coursework and/or other requirements and how those requirements can be met in Missouri.
Certain degree programs may not be available in all states.
The Online Teaching Support Certification recognizes programs that require all online faculty to undergo training in best practices for online course delivery, provide faculty with ongoing pedagogical support, encourage faculty professional development to increase their knowledge and skill in online teaching, emphasize instructor availability and feedback to learners, and collect and use feedback from learners to improve online teaching. Learn More
Customize Your Education Degree with UAGC Specializations
Sharpen the focus of your online education when you select your specialization for your degree program. Set your course to reach the pinnacle of your education career and benefit from opportunities to advance your career. Students enrolled in the Curriculum and Instruction specialization are required to complete 12 credits beyond the 24 credit core classes. Your specialization may require prerequisite course work. Please talk to your advisor for more information.
Reach the pinnacle of your career in education when you include the Early Childhood Education specialization in your degree program. If you choose to specialize in Early Childhood Education, you will look specifically at topics such as physical, cognitive, emotional, and social development of babies and preschool-aged children. These courses are taught online as part of your degree program. The University of Arizona Global Campus offers an Early Childhood Education specialization for select degrees such as the Bachelor of Arts in Education Studies and the Master of Arts in Education. Your specialization may require prerequisite course work. Please talk to your advisor for more information.
Study the relationships between planning and student learning through the Higher Education Specialization program. In this addition to your online degree program, learn how to improve your teaching skills to fit higher education classrooms and teach at a deeper, more engaging level. Courses will focus on ideologies, people, cultures, and movements that have had an impact on higher education. Your specialization may require prerequisite course work. Please talk to your advisor for more information.
Sharpen the focus of your online degree program with a specialization in Special Education. The specialization in Special Education was created to address the needs of an increasingly diverse student population, including many students identified with special education needs. Learn more about the Special Education Specialization at the University of Arizona Global Campus. Your specialization may require prerequisite course work. Please talk to your advisor for more information.
Careers in Education
You will benefit from opportunities to advance your career with a degree in education at the master or doctorate level. While teaching positions may only require state certification, most school districts require candidates to hold a degree before advancing to senior management positions.
With a Master of Arts in Education, you could be prepared for education careers such as:
- Program Director
- College Dean
- School Board Member
- Educational Consultant
- Education Policy Analyst
The Master of Arts in Education and the Doctor of Philosophy in Education are not CAEP**, TEAC or NCATE accredited, which is a requirement for certification in some states, and successful completion of the Masters of Arts in Education by itself does not lead to certification or licensure in any state. Other factors, such as a student’s criminal history, may prevent an applicant from obtaining licensure or employment in this field of study. All prospective students are advised to visit the Education Resource Organizations Directory (EROD) and to contact the licensing body of the state where they are licensed or intend to obtain licensure to verify that these courses qualify for teacher certification, endorsement, and/or salary benefits in that state prior to enrolling. Prospective students are also advised to regularly review the states’ policies and procedures relating to licensure as those policies are subject to change.
** The Council for the Accreditation of Educator Preparation (CAEP) is the resulting entity from the merger of the Teacher Education Accreditation Council (TEAC) and National Council for Accreditation of Teacher Education (NCATE).
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*Residents of California are only eligible to receive up to six (6) credits due to state regulations.