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Master of Arts in Education Courses

Curriculum Details

  • 10 courses
  • 30 credits
  • Seven-week terms

In as few as 11 months, you can earn a Master of Arts in Education online degree that prepares you for leading roles in and out of the classroom.

North Park faculty advisors will help you select the elective courses that align with your goals. Explore a wide range of elective courses covering topics such as multicultural education and educational psychology.

This MAEd degree program does not have an in-person component or lead to teaching licensure. If you are interested in a master’s degree program that includes pathways to teaching licenses, check out North Park’s MAEd with licensure options.

Core Courses

Credits

This course examines the application of historiographic and social scientific theories and methods to international issues of education. This course emphasizes comparative analysis of policies and practices that constitute the organization, content, processes of educational systems and institutions found around the world. Selected topics include national, global, political, economic, social and cultural impact of education. Historical and contemporary examples are also used to emphasize the contributions and challenges of those involved in the field.

An introduction to the process of research which includes conceptual frameworks, methodologies, and assessment strategies for both quantitative and qualitative studies. Emphasis will be on reading, interpreting and designing research studies.

Electives

Credits

An advanced study of the psychological aspects of human behavior and development applied to the teaching and learning process. Topics include an understanding and function of brain development as it affects behavior and learning, neuropsychological aspects of school related problems, learning styles, attention span, information processing, short term and long term memory, encoding and retrieval mechanisms, categorization, and problem solving. Candidates will develop a positive classroom discipline model as part of this course.

A study of the physical, intellectual, emotional, and social development of young adolescents. Examination of developmental issues that impact the middle and senior high school, its philosophy, and its practices responsive to the adolescent, both cognitively and affectively.

This course covers an examination of the issue of diversity with emphasis on the social, political, and cultural dimensions of school settings. Students will apply findings on this issue to their own classrooms and community contexts. Consideration will be given to the needs of ESL, bilingual, and bicultural students and the ways in which teachers respond to their needs. Legal requirements and funding issues will be addressed. Teacher certification candidates will develop a philosophy of diversity statement as a component of this course.

Basic principles of instruction for middle grades and senior high schools including analysis of teaching and learning experiences, organization for instruction, and assessment of students work.
Basic principle of instruction. Preparing for teaching experiences, organizing for instruction, and working in a teacher aiding situation. Students are videotaped for self assessment. EDUC 5110, 5170 and 5510 comprise Professional Term B.

Introduction to language and literacy development of young children related to reading, writing, speaking and listening skills. Emphasis will be on the knowledge of alphabetic code, phonics, vocabulary, reading comprehension, fluency, organization of print, writing, and use of both narrative and informative text. Students will create instructional units that apply goals, learning standards, instructional strategies, and assessments to facilitate literacy and language development.

This course introduces students to research based instructional strategies along with basic principles and practices of classroom assessment. Special attention will be given to differentiated instruction, maximizing student engagement and learning, formative and summative assessment practices, and the use of data in classroom decision making.
This course prepares candidates to teach science in the middle grades. Candidates will learn about the place of science learning in the middle grades and middle schools. This course will prepare middle grades teachers by focusing on selected science content, along with specific methods and techniques for helping middle grades students develop skills specific to the sciences.
This course prepares candidates to teach social science in the middle grades. Candidates will learn about the place of social science learning in the middle grades and middle schools. This course will prepare middle grades teachers by focusing on selected social science content, along with specific methods and techniques for helping middle grades students develop skills such as reading, discussion, and critical thinking.
This course will consist of methods of teaching art in the elementary school. Emphasis will be placed on both the theoretical and the practical information and skills essential for the teaching of art.
Methods and techniques of teaching music by the classroom teacher at all levels in the elementary school. Special emphasis will be placed on current music educational trends.
A presentation of the current trends in elementary physical education and health; human body systems and promotion of social, emotional, physical, mental and environmental health; theories and principles of health promotion and disease prevention; methodology, class organization, basic movement principles, and identifying teaching resources for physical education.
Exploration of major theories dealing with stages and changes relating to physical, cognitive, social, personality, and emotional development in childhood and adolescence. Student must have completed an introductory course in Psychology.
This course introduces candidates to the basic principles of unit planning and lesson design with special emphasis on the School of Education lesson plan template. Planning principles are aligned with the Danielson Framework for Teaching, the edTPA, Illinois Learning Standards, and national content area standards. Strategies for supporting the needs of diverse learners are addressed.
Emphasis on the middle school classroom and its structure (curriculum and instruction) of the young adolescent. Examination of curriculum development, teaching and instructional strategies, support of students as changing young people, parent and community development, service learning, advisor advisee programs, block scheduling, learning communities, homework and assessment, exploratories, teaming, reading and writing across the curriculum, and other current middle school issues that impact curriculum and instruction for the 10 to 15 year old. Pedagogy is based on middle school philosophy, curriculum, instruction, and instructional models for designing and teaching developmentally appropriate programs including content area reading instruction.
As the first literacy course in the Elementary Education program, this course emphasis on balance literacy, methodology, and principles of instruction related to reading, writing, speaking, and listening. Candidates will explore instructional strategies to construct differentiated instruction, standard based literacy lessons, and literacy units.
An analysis of the materials and the methodologies used in writing, reading and language arts including children’s literature. A review of theories, research, and the differentiated instructional needs of struggling and special education students. Emphasis on the learner in middle grades.
As a literacy method course in the Middle Grades and Senior High education program, this course presents an analysis of instructional materials and methodologies used in reading and writing in content areas for middle grades. The course will explore evaluation of instructional materials, higher order comprehension instruction, learning specialized vocabulary, study skills and cognitive strategies, reading and writing across the curriculum, assessment of student progress, diversity in the classroom, and current approaches to content reading. Teacher candidates will learn how to plan content units with literacy strategies.
The purpose of this course is to extend your knowledge of reading/writing, instructional strategies, methodology, and assessment procedures used in middle grades and senior high. We will explore the following content areas: evaluation of instructional materials, comprehension instruction, learning vocabulary, reading and writing across the curriculum, assessment of student progress, diversity in the classroom, and current approaches to content reading and writing.
This first instruction course explores developmentally appropriate approaches, methods, instructional strategies, and assessment for teaching fine arts, health, U.S. history, and geography appropriate to early childhood. The course will also emphasize SEL management skills and communication in classrooms. Creating units based on the understanding of the interrelationships in social sciences will be included.
Methods and techniques of teaching science in grades K 4. Emphasis is on concept development and discovery approach.
Methods and techniques of teaching mathematical, social, and scientific concepts to young children. The relation of learning theories to the selection process. Diagnostic and evaluation techniques and procedures.
Methods and techniques of teaching mathematics in grades K 4. Emphasis is on NCTM Teaching Standards for concept development, problem solving, critical thinking ability, and use of manipulatives. Student must have successful score on the mathematics area test.

This course focuses on the methods and techniques for mathematics instruction and assessment in the middle grades. Student candidates will develop differentiated lessons and implement effective strategies through collaborative planning and peer teaching. This course will emphasize and review specific math content and skills appropriate to middle grades learners as identified in the Common Core State Standards.

Specific methods and materials for teaching middle grades and senior high school subjects: topics and problems of general instructional media. Basic principles of instruction, preparing for teaching experiences and organizing for instruction. Regular and special populations are included. Music education majors must register for MUS 3408 and 3409 in place of this course.
Survey of the psychology of the identification of, and the methods of instruction for the exceptional child, including the learning disabled, with special emphasis on characteristics and methods of instruction for cross categorical special education students.
An introduction to the characteristics of students with specific learning disabilities, emotional disturbance, intellectual disability, autism, traumatic brain injury, and orthopedic or other health impairments and implications of these characteristics in the educational setting and throughout the lifespan. The provisions of the Individuals with Disabilities Education Act (IDEA)for these learners are explored as well as the definitions of the disabilities, etiologies, preventions, and interventions. Issues related to the identification, screening, labeling, and placement of, students, particularly culturally and linguistically diverse students in Special Education, will also be presented. IFSP and IEP development is explored well as past, present, and future issues and trends in the field. Early childhood through high school student populations are included. Leads to cross categorical approval for early childhood, elementary, and 6 12 certificates when combined with EDUC 5430 and 5436. Student must have completed an introductory course in Educational Psychology and in Curriculum.
An examination of assessment and evaluation instruments appropriate for use with special populations. Standardized, aptitude, achievement, personality, diagnostic, and criterion reference tests will be analyzed. Validity, reliability, norming, and standard scores will be examined. Student must have completed an introductory course in Statistics.
An introduction to the philosophies and theories underlying the variations in educational programming for students with specific learning disabilities, emotional disturbance, intellectual disability, autism, traumatic brain injury, and orthopedic or other health impairments. Educational approaches and best practices used by teachers to design curriculum, and instruct and assess students with disabilities will be presented. Applied behavioral analysis techniques and behavior change plan will be explored. Issues of identification, screening, placement, and family involvement of culturally and linguistically diverse students will also be explored. Student must have completed an introductory course in Educational Psychology and in Curriculum. To be taken as part of Professional Term C.

Introduction to the basic principles of linguistics, the study of human language. Origins of language, what it means to know a language, comparisons of the difficulty levels of different languages, how children acquire language, and common threads that may connect languages will be explored.

Philosophical and theoretical considerations for teaching a second language. An explanation of theories as well as comparisons among the different theories of teaching a second language will be explored. The student will build a personal framework for teaching a second language. Kindergarten through high school student populations will be the focus of attention, including design and sequencing of ESL courses.

Assessment techniques of ESL students and bilingual students. Different types of assessment instruments, the theoretical viewpoints of these instruments and testing procedures in general will be discussed. Assessment of all levels of proficiency and grade levels will be considered.

Introduction to the various methods of teaching a second language in K-12 based on the philosophies and theories presented in 5603. Strategies used when working with ESL or second language students and exposure to the issues of multicultural diversity and socioeconomic diversity.

This course provides the current research and theories forming the foundation of bilingual education. It examines and reviews the historical, legal, philosophical, theoretical, pedagogical, and political issues concerning bilingual education programs in the United States. It also analyzes the linguistic, psychological, social, and cultural underpinnings of current practices in the field and cultivates multicultural perspectives.

This course introduces various models, philosophies, and theoretical underpinnings of bilingual education for language minority students. It provides and prepares the participants with the theoretical basis, methods and techniques needed for effective teaching in bilingual/bicultural classrooms.

This course explores reading and writing as a dynamic, strategic and goal-directed process of language and tools that utilizes native language (L1) and second language (English as L2) for learning in academic and social contexts. The course examines research-based best practices and pedagogy for literacy and language arts to help Bilingual and ELL students transition into English language fluency. Multimedia literacy and multimodal tools, such as computer graphics, video clips, blogs, wikis, and electronic resources are also examined. Theories of learning, assessment of Bilingual and ELL students, Rt1, the role of classroom environment, and parent-community partnerships are included. Academic and social competencies in multicultural and global citizenship are explored through the extensive use of multicultural literature for middle school and young adolescents.

This course examines the current research, theories, and best-practices instructional strategies for disciplinary literacy and content literacy in Social Studies, Science, Math, Art, and Music for Bilingual and ELL students. The course applies national and discipline-specific standards to the instructional program and learning strategies that are most effective for Bilingual and ELL students. The course also examines the new technologies and multimodal literacies that enhance student learning and require 21st century literacy.

Intensive investigation of a selected topic. Topics include Creativity and Problem Solving. Consent of graduate advisor required.
Advanced work in a field of special interest. Consent of graduate advisor and the Teacher Education Committee required.
The Academic Odyssey is a short term study/travel course offered through the School of Education at North Park University. It is especially designed for prospective teachers seeking to strengthen social and linguistic skills needed for teaching in a multilingual and multicultural global society. By visiting local schools and interacting with students, faculty and school administration of the host country, students are exposed to an in depth study of unique educational systems across the globe along with current forces and challenges affecting education. A special focus of the course is to examine, compare and contrast the integration of culturally and linguistically diverse student populations in each country while creating culturally responsive instructional materials and activities for the global classroom. Historical and cultural sites are also an integral part of this trip.
Exploration of the role families and community services play in the education of young children. Teacher candidates will identify social, economic, and cultural trends that impact families of young children and will develop strategies to communicate with families to disseminate information regarding school and community services.

Middle Grades Licensure Pathways (Literacy Content Pathway)

Credits

This course examines the teaching of writing and grammar at the middle grades and senior high school level. Particular emphases are placed on teaching writing as a process, planning curricula to improve student writing, integrating best instructional practices for teaching composition and grammar, and developing effective strategies for assessing student writing.
This course examines literature particular to the early- and middle-adolescent reader. The primary areas of focus include exploring the purposes of adolescent or young adult literature in relationship to social, cultural, and psychological frameworks; critical practices for the selection and evaluation of literary texts; and research-based methods of instructing and supporting adolescents to become complex readers through comprehension and interpretation strategies.

Middle Grades Licensure Pathways (Mathematics Content Pathway)

Credits

This course focuses on the methods and techniques for mathematics instruction and assessment in the middle grades. Student candidates will develop differentiated lessons and implement effective strategies through collaborative planning and peer teaching. This course will emphasize and review specific math content and skills appropriate to middle grades learners as identified in the Common Core State Standards.

This course focuses on the methods and techniques for mathematics instruction and assessment in the middle grades. Student candidates will develop a comprehensive, interdisciplinary unit plan and implement effective strategies through collaborative planning and peer teaching. This course will emphasize and review specific math content and skills appropriate to middle grades learners as identified in the Common Core State Standards.

Middle Grades Licensure Pathways (Science Content Pathway)

Credits

This course prepares candidates to teach science in the middle grades. Candidates will learn about the place of science learning in the middle grades and middle schools. This course will prepare middle grades teachers by focusing on selected science content, along with specific methods and techniques for helping middle grades students develop skills specific to the sciences.
This course prepares candidates to teach science in the middle grades. Candidates will learn about the place of science learning in the middle grades and middle schools. This course will prepare middle grades teachers by having candidates review selected science content, develop unit plans, and evaluate resources

Middle Grades Licensure Pathways (Social Science Content Pathway)

Credits

This course prepares candidates to teach social science in the middle grades. Candidates will learn about the place of social science learning in the middle grades and middle schools. This course will prepare middle grades teachers by focusing on selected social science content, along with specific methods and techniques for helping middle grades students develop skills such as reading, discussion, and critical thinking.
This course prepares candidates to teach social science in the middle grades. Candidates will learn about the place of social science learning in the middle grades and middle schools. This course will prepare middle grades teachers by having candidates review selected social science content, develop unit plans, and evaluate resources.

Practicum Courses (If Applicable)

Credits

This course introduces students to research based instructional strategies along with basic principles and practices of classroom assessment. Special attention will be given to differentiated instruction, maximizing student engagement and learning, formative and summative assessment practices, and the use of data in classroom decision making.
As the capstone course in the teacher education program, this course enables students to create personal syntheses of the educational experiences as graduate students and as prospective educators. Students will examine selected philosophies of education in order to develop their own. Candidates will assemble professional portfolios, prepare for teacher licensure, and outline future areas of inquiry for further professional development.

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