M.A.Ed. | Master’s of Arts in Education | Valley Christian Schools

The M.A.Ed. is designed to develop leaders who are scholar practitioners. Graduates of this program will know how to effectively lead change in their respective fields and understand how to conduct and connect educational research to practice that improves student learning.

We believe effective educators are leaders. They are constantly teaching with the goal of improving student learning opportunities and outcomes. Student populations might include K-12, university, academic faculty, industry peers, those on the mission field, and/or professionals seeking training and/or development.  The M.A.Ed. provides educational leaders with the skills and abilities to make a difference in their world!

Quick Facts

Credits Time to Complete Format Admissions Cost Accreditation
  • Classroom Cohort
  • Hybrid-Cohort
No GMAT Required, GPA > 3.0 $600 per unit (Financial Aid available. Yellow Ribbon College for Veterans) WSCUC

M.A.Ed. Sample Schedule

Message from the Provost

Welcome,

William Jessup University is pleased to announce that it will begin offering a Master of Arts in Education degree program in the fall of 2016 and in partnership with Valley Christian Schools through its Bay Area campus. The degree program is designed to be flexible, relevant to the student’s context, and convenient. Courses will be offered one-night per week on the VCS campus at times convenient to those enrolled.

While this degree will enable graduates to pursue careers in career counseling, corporate training and development, curriculum & education policy development, most of the courses, assignments, and projects can be completed in a manner that is relevant to the work and leadership of VCS.

The M.A.Ed. is an extension for the mission and purpose of WJU to prepare transformational leaders to serve in the various market places of life. The program’s faculty and the degree’s learning outcomes are unequivocally Christian and intended to support students throughout the course of their study in a personalized and highly Christ-centered relational environment.

Graduates of the M.A.Ed. will know how to effectively lead change in their respective fields and understand how to conduct and connect educational research to practice.

I invite you to explore how to expand your reach, impact and opportunities with a Master of Arts in Education. For more information call 800-205-6100. Feel free to share this good news with your friends and colleagues.

Sincerely,
Dennis Jameson
Provost/Chief Academic Officer

VCS Course Organization

Educational Foundations – 3 Units

Education Foundations is a course designed to introduce and explore the educational paradigm historically and philosophically. Students survey curriculum practices, teacher effectiveness and the concepts and issues related to K-12 education. Development of personal knowledge base and understanding of the following areas will be enhanced: 1) the competing purposes and values of schools in our society, 2) the nature of the teaching profession, 3) the related impact of local, state, and federal government policies on schools, 4) current educational issues related to health, safety, laws, and protection and 5) effective instructional design. Field experience will be required in the area of observation. The candidates will be introduced to the vital character traits associated with effective teachers.

Psychological Foundations – 3 Units

This course focuses on explanations of how people learn, including people of ethnic and cultural diversity. Theories and research are included with emphasis on practical applications, such as methods used to improve learning and teaching, and how learning relates to motivation, personality, development, creativity, and perception. The appropriate developmental needs associated with child, adolescent, and young adult years within grades PreK-12 will be evaluated. Current brain-based research and its application are reviewed.

Social Cultural Foundations – 3 Units

This course enables future teachers and leader-educators to examine a broad overview of concepts and in the history, philosophy, and social theories underlying North American educational development. It includes issues of multicultural education and the instructional implications in a pluralistic society. Candidates will learn concepts and strategies for infusing socio-cultural understanding in all content and learning environments. Candidates will reflect upon the new information and develop a multicultural perspective in the role of leader-educator. This course prepares teachers and leader-educators to provide content specific and developmentally appropriate instructional practices that create equal access for all.

Leader Educator in a Global Community – 3 Units

Master educators equipped at WJU are being prepared to serve not only across the USA, but internationally, as well. This course will survey organizational structure for both public (government run) and private educational organizations. Styles and functions of various leadership roles will be synthesized into a philosophy for educational leadership, regardless of professional role (i.e. administrator, teacher, teacher-mentor etc). Financing of the educational organization will be presented and processed. Education law in the USA will be introduced.

Instructional Leadership, Coaching & Mentoring – 3 Units

The ISTE Educational Technology Standards for Students and Teachers will be the cornerstone of this course. Learner will explore teaching with technology in synchronous and asynchronous settings from classrooms and teacher-casting virtual offices. Curriculum delivery will include the areas of creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem-solving, decision-making, digital citizenship and technology operations and concepts. Educators will develop the capacity to identify and implement best practices in educational setting-wide or institution-wide use of instructional technology in ways that are proven to help learners master educational course content.

Innovative Education Design and Technology – 2 Units

The ISTE Educational Technology Standards for Students and Teachers will be the cornerstone of this course. Learner will explore teaching with technology in synchronous and asynchronous settings from classrooms and teacher-casting virtual offices. Curriculum delivery will include the areas of creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem-solving, decision-making, digital citizenship and technology operations and concepts. Educators will develop the capacity to identify and implement best practices in educational setting-wide or institution-wide use of instructional technology in ways that are proven to help learners master educational course content.

Digital Tools for the Classroom I – 2 Units

This course will present recent developments for instruction and assessment with technological tools available to teachers and students in the classroom. Some of the tools shared in this class will include the connected educator and the dynamic presenter to build the 21st century skills required of today’s classrooms.

Digital Tools for the Classroom II – 2 Units

This course will present recent developments for classroom management and resources for teachers and students in the classroom. This class will take an in depth look at how technology can support teachers and students with classroom management (discipline and rewards) as well as resources to support differentiated instruction.

Research in Brain Function and Learning – 2 Units

This course will evaluate the human brain and learning. The recent research on the brain has helped us to understand effective learning development and strategies to help students retain and learn more effectively. This course will review effective strategies that are associated with the development of the human brain.

Data and Records in Education – 2 Units

This course will look at how data, information, and records are recorded, stored, and reviewed in education. Teachers will understand where and why data is collected.

Instruction and Individual Differences – 3 units

This course provides original analysis of important conceptual and practical issues that face professionals involved in educating individuals with disabilities. It addresses issues surrounding home-school-community partnerships. This course is designed to heighten concern for educational outcomes for all students, and to examine the challenges that alternative practices such as school choice, transitional services, and inclusion create for the professional and student in the field of special education. Included is a survey of special education legal mandates as provided in Federal and California law and techniques for coordinating the implementation of individual education programs, monitoring timelines, and observing parent’s rights and due process procedures.

Curriculum Development, Design and Assessment – 3 Units

This master’s degree core course is designed to prepare candidates with both practical and theoretical understanding of curriculum in schooling. The course offers a study of the various approaches of curriculum construction and organization in the schools by examining the principles of curriculum improvement, change, and evaluation. The focus will be on theories, research, and best practice related to planning and developing curriculum and its implementation in schools and classrooms in order to address the needs of students in diverse communities.

Integration of Faith – 3 Units

In this course candidates will discuss theory and practice associated with integrating their life into faith. A variety of theoretical frameworks will be discussed to analyze, strengthen, modify, and develop ones worldview. The course will begin with awareness to help bring consciousness to a variety of positions. Once an individual is aware they are able to make decisions when faced with challenges. Many of the struggles associated with teaching and learning in a secular environment will be discussed. Once an individual is aware and they make decisions they can characterize what they have learned into their own worldview. Some of the conflicting worldview topics may include art, culture, love, sex, gender, and violence. Appropriate best practices and methods of Christians in the workplace will be evaluated.

Research Methods – 3 Units

This course is designed to provide an in-depth view of quantitative and qualitative research methods in the social sciences. Topics covered include (1) hypothesis formulation and theory construction (2) the measurement and evaluation of sociological variables (3) data collection techniques – experimental, survey, and observational (4) and data analysis using sophisticated tools. By the end of this course, you should be able to conceptualize a research problem and develop a number of complementary design, measurement, and data collection approaches to bring evidence to bear on the problem. You should be able to prepare a research proposal, and critically evaluate the quality of evidence in published research. Furthermore, candidates should appreciate both the strengths and the limitations of sociological research techniques, and will hopefully have a solid foundation for beginning to conduct research on their own.

Research Methods and Statistics – 3 units

This course is designed to provide an in-depth view of quantitative and qualitative research methods in the social sciences. Topics covered include (1) hypothesis formulation and theory construction (2) the measurement and evaluation of sociological variables (3) data collection techniques – experimental, survey, and observational (4) and data analysis using sophisticated tools. By the end of this course, you should be able to conceptualize a research problem and develop a number of complementary design, measurement, and data collection approaches to bring evidence to bear on the problem. You should be able to prepare a research proposal, and critically evaluate the quality of evidence in published research. Furthermore, candidates should appreciate both the strengths and the limitations of sociological research techniques, and will hopefully have a solid foundation for beginning to conduct research on their own.

Data Analysis and Statistics – 3 units

This course is designed to provide an understanding of quantitative and qualitative data analysis techniques in the social sciences. Topics covered include (1) organizing and cleaning data for analysis, (2) descriptive and inferential statistics, (3) data analysis using sophisticated tools (SPSS), (4) data interpretation, and (5) presenting and describing results. The course covers basic statistical tests: z-test, t-test, correlation, regression, analysis of variance, and nonparametric tests. During this course, candidates will simultaneously finalize chapters one and two of the thesis in coordination with their Thesis Mentor as part of the Thesis course. By the end of this Data Analysis and Statistics course, you will complete your thesis methodology (chapter three) and be prepared to defend your thesis proposal.

Research Project – 6 units

In this course candidates will complete an individual unique research project that can be applied to a current educational setting. The candidates will design the research by identifying the problem, purpose, and research questions. Once this approved by their supervisor, the candidates will complete a literature review to answer the research questions. Based on their findings candidates will identify best practices and recommend future research.

Thesis – 6 units

In this course candidates will complete the thesis, collaborate with their research site, and coordinate with their Thesis Mentor. In coordination with the Data Analysis and Statistics course, this independent study course guides students through the process of designing and defending their thesis research proposal (at the mid-semester mark). After successfully defending the Thesis Proposal (chapters 1-3), Candidates will complete chapters 4 and 5 of the thesis, and successfully defend their completed thesis project and paper. Working directly with the assigned Thesis Mentor and structured on each candidates’ individual abilities, topics may include idea organization and development, research methodology, data analysis and statistics, and writing techniques (word choice, advanced grammar). Plagiarism and citation of sources are also covered. Individualized attention is an integral part of the course.

Program Structure

MAEd Curriculum and Concentration structure

Core (12 units) *all concentrations must complete these courses

  • Educational Foundations – 3 Units
  • Psychological Foundations – 3 Units
  • Social Cultural Foundations – 3 Units
  • Leader Educator in a Global Community – 3 Units

Concentrations

Leadership, Innovation, and Technology Concentration (19 units)

  • Instructional Leadership, Coaching & Mentoring – 3 Units
  • Innovative Education Design and Technology – 2 Units
  • Digital Tools for the Classroom I – 2 Units
  • Digital Tools for the Classroom II – 2 Units
  • Research in Brain Function and Learning – 2 Units
  • Data and Records in Education – 2 Units
  • Curriculum Development, Design and Assessment – 3 Units
  • Integration of Faith – 3 Units

Capstone (6-8 units) *all concentrations must complete the appropriate capstone combination

  • Research Methods – 3 units
  • Research Methods and Statistics – 3 units
  • Data Analysis and Statistics – 3 units
  • Research Project – 3 units
  • Thesis – 5 units

Frequently Asked Questions

Q: At the end will there be a thesis required, or final project?
A: Candidates will complete a Thesis. The M.A.Ed. coursework and faculty purposely and sequentially prepares a candidate to complete his/her Thesis.


Q: How long will it take to complete?
A: See sample schedule to determine potential program completion estimation.


Q: What is the cost of tuition?
A: The M.A.Ed. cost is $600 per unit. Valley Christian Schools faculty will be granted a 20% scholarship award.


Q: Is there financial aid available?
A: Yes. Federal loans are available to qualified individuals who complete the FAFSA and are enrolled in a minimum of three units per semester.


Q: How many units am I required to take each semester?
A: Typically you will take 6 units. See Sample M.A.Ed. Schedule.


Q: How many units is each course?
A: typically 3 units. See Sample M.A.Ed. Schedule.


Q: How long is each course?
A: Each course runs for seven weeks and meets one evening each week.


Q: How much homework will there be each week?
A: Courses are designed for 18 – 20 hours per week of work. Some students may work more quickly. Others may require additional time.


Q: Who do I contact if I need help during a course?
A: For most questions your first point of contact will be your instructor. For technical support questions, please contact our IT department at helpdesk [at] jessup [dot] edu.



Admission Requirements

  • Baccalaureate degree from regionally accredited college or university
  • Minimum GPA 3.0 (official transcripts)
  • Completed Graduate Application
  • Letter of Recommendation from School Administrator

Prerequisites

  • None
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