M.A. in Education

Best 160 MAs in Education 2017

Education

A master's degree is an academic degree granted to individuals who have undergone study demonstrating a mastery or high-order overview of a specific field of study or area of professional practice.

Master of Arts Degree in Education

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MA, TESOL

Concordia University Chicago
Campus Full time 1 - 2  October 2017 USA Chicago

The current demand for English language teachers is set to increase even higher in the near future. In fact, a recent UNESCO report stated that over the next 10 years more than 2 billion people will begin learning to speak English – creating nearly 3 billion individuals who will use English as a second language. [+]

Masters of Arts (M.A) in Education. MA, TESOL The current demand for English language teachers is set to increase even higher in the near future. In fact, a recent UNESCO report stated that over the next 10 years more than 2 billion people will begin learning to speak English – creating nearly 3 billion individuals who will use English as a second language. Therefore it goes without saying that a postgraduate qualification in Teaching English to Speakers of Other Languages (TESOL) will unlock countless career opportunities, both at home and overseas. Whether you would like to work in a school or university setting, or perhaps pursue a career with one of the many private language education organizations operating worldwide, this specialized master’s program will give you the skills required to fulfil your goals. Course Requirements Academic Entry Requirements: Bachelor’s degree from a U.S. equivalent, regionally accredited institution GPA earned 2.85 or above English Language Proficiency*: IELTS: minimum 6.0 or TOEFL: minimum 60 (internet-based) or Michigan Test: minimum 85 or Bachelor’s degree from international English-speaking university or advanced degree from a U.S. institution Official test scores should be provided. [-]

Master in Special Education

University of San Francisco - School of Education
Campus Full time Part time 1 - 2  September 2017 USA San Francisco + 1 more

The Special Education Master’s and Mild/Moderate Education Specialist Credential Program is designed to prepare interns for special education careers in diverse, multicultural, urban schools. [+]

The Special Education Master’s and Mild/Moderate Education Specialist Credential Program is designed to prepare interns for special education careers in diverse, multicultural, urban schools. The program offers two pathways. One for candidates who already hold a teaching credential and one for those who are new to the profession. Both of the program pathways include working as paid intern teachers in Bay Area schools. This program can also include the Bilingual Authorization. Program Details The Special Education master's program culminates in a Master of Arts in Special Education with Mild/Moderate Education Specialist Preliminary Credential. Program Features Instruction and assignments are aligned to job demands, connecting theory and research to practice. Highly qualified instructors have extensive experience in diverse, multicultural, urban schools working with a wide range of students with disabilities. Students are members of a close-knit cohort in small, personalized classes. Students receive extensive supervision and mentoring, on the job and in class, providing the support interns need to meet job, program, and state requirements. Our intern teachers learn practical skills that they can apply the next day in their K-12 classrooms. USF helps find placement for our students in the paid internship positions. PROGRAM DELIVERY Students attend an intensive summer program, from the beginning of June through mid-July, to prepare for their first teaching assignments. Students attend class in addition to working full-time as a paid special education intern teacher. Fall and spring classes are one night per week, on Wednesdays. Intern Teaching Seminar courses meet a few Thursdays each semester in year one and continue in year two on Wednesday evenings. MA IN SPECIAL EDUCATION: ONE-YEAR PATHWAY FOR CREDENTIAL HOLDERS ONLY Candidates entering into the one-year track of the Special Education master's program may be eligible to transfer up to nine credits of coursework*. Coursework must be have been completed within the last seven years for eligibility. COURSE DETAILS | 30-39 CREDITS SUMMER | 15 CREDITS L&I 675 - Data-based Instruction (3) L&I 659 - Consultation and Collaboration (3) L&I 641 - Research in Special Education (3) Offered in the early summer, addresses research in special education and writing the thesis. L&I 665 - Development of Legal and Educational Foundations for the Learning Specialist (3) L&I 636 - Educational Practices for the Learning Specialist (3) *Transferable Courses – Up to 9 Credits TEC 604 - Multiple Subject Curriculum and Instruction: Math & Science (3) TEC 621 - Multiple Subject Curriculum and Instruction: Early Literacy (3) L&I 637 - Fieldwork Practicum: Teaching Diverse Groups (2) TEC 642 - Health Education (1) - Flexible - May be taken anytime during the two-year program on three successive Saturdays. Course may be waived for those who have a California Single or Multiple Subject credential within the last 7 years or prior qualifying health course. FALL | 7 CREDITS L&I 633 - Assessment in Special Education (3) L&I 631 - Curriculum & Instruction for Students with Mild/Moderate Disabilities (2) L&I 639 - Intern Teaching Seminar I (2) SPRING | 8 CREDITS L&I 676 - Behavior Management (3) L&I 622 - Instructional Uses of Technology for Learning Specialists (2) L&I 640 - Intern Teaching Seminar II (1) L&I 634 - Master's Thesis (2) Thesis or Project Development, is a directed study under the supervision of a full time faculty adviser and requires the development of a field project or thesis. MA IN SPECIAL EDUCATION (FOR NON-CREDENTIAL HOLDERS) COURSE DETAILS | 42 CREDITS FIRST YEAR SUMMER | 14 CREDITS TEC 604 - Multiple Subject Curriculum and Instruction: Math & Science (3) TEC 621 - Multiple Subject Curriculum and Instruction: Early Literacy (3) The courses above may be waived for those who have a California Single or Multiple Subject credential within the last 7 years. (Courses may be transferred from another institution.) L&I 637 - Fieldwork Practicum: Teaching Diverse Groups (2) L&I 636 - Educational Practices for the Learning Specialist (3) L&I 665 - Development of Legal and Educational Foundations for the Learning Specialist (3) FALL | 7 CREDITS L&I 631 - Curriculum & Instruction for Students with Mild/Moderate Disabilities (2) L&I 633 - Assessment in Special Education (3) L&I 639 - Intern Teaching Seminar I (2) SPRING | 6 CREDITS L&I 622 - Instructional Uses of Technology for Learning Specialists (2) L&I 676 - Behavior Management (3) L&I 640 - Intern Teaching Seminar II (1) TEC 642 - Health Education (1 credit) - Flexible - May be taken anytime during the two-year program on three successive Saturdays. Course may be waived for those who have a California Single or Multiple Subject credential within the last 7 years or prior qualifying health course. SECOND YEAR FALL | 4 CREDITS L&I 675 - Data-based Instruction (3) L&I 678 - Intern Teaching Seminar III (1) SPRING | 4 CREDITS L&I 659 - Consultation and Collaboration (3) L&I 679 - Intern Teaching Seminar IV (1) THE MASTER'S DEGREE REQUIRES TWO ADDITIONAL COURSES. The master's degree may be completed during the second year of the credential program or in an optional third year. | 6 credits L&I 641 - Research in Special Education (3) Offered in the early summer, addresses research in special education and writing the thesis. L&I 638 - Master's Thesis (3) Thesis or Project Development, is offered in fall or spring as a directed study under the supervision of a full time faculty adviser and requires the development of a field project or thesis. Learning Outcomes The MA in Special Education with the Mild/Moderate Education Specialist Credential Program Learning Outcomes: Using a variety of instructional strategies, resources, and technologies to meet students' diverse learning needs. Monitoring student learning and adjusting instruction while teaching. Creating a rigorous learning environment with high expectations and appropriate support for all students. Using knowledge of students' academic readiness, language proficiency, cultural background, and individual development to plan instruction. Planning instruction that incorporates appropriate strategies to meet the learning needs of all students. Applying knowledge of the purposes, characteristics, and uses of different types of assessments. THE MA IN SPECIAL EDUCATION WITH THE MILD/MODERATE EDUCATION SPECIALIST CREDENTIAL STUDENT LEARNING OUTCOMES: Student will be able to demonstrate advanced skill in selecting, designing, administering, and interpreting informal and formal reading assessments. Student will be able to use performance data and input from various sources to make or suggest appropriate modifications in a broad spectrum of learning environments. Student will be able to demonstrate differentiated teaching skills in his or her classrooms. Student will be able to describe a variety of instructional procedures and demonstrate the advanced ability to use appropriate instruction for students with culturally and linguistically diverse backgrounds across a variety of settings. Careers Graduates of Special Education master's program are educators who work in special education settings at public and private K-12 schools. GRADUATES OF THE MA IN SPECIAL EDUCATION INCLUDE: Adjunct Professor Special Day Class Teacher Resource Specialist Teacher Program Specialist Intervention Specialist Instructional Coach Beginning Teacher Support and Assessment Coordinator Special Education Department Head Transition Specialist Adaptive Technology Specialist Technology Consultant [-]

Master of Arts in Educational Management

ADA University
Campus Full time September 2017 Azerbaijan Baku

The Masters Degree in Educational Management is designed for change oriented educators and individuals seeking leadership roles in schools, universities or education-related agencies and organizations. Our mission is to attract ambitious learners with passions to lead, manage and mobilize high-performing organizations. Graduates of the program will be prepared to progress to principal positions in K-12 schools or to management positions in higher education departments such as admissions, registrar, student services and many others. Graduates will also be sought by non-governmental organizations or policy-related organizations that work with the education sector, including the Azerbaijan Ministry of Education. [+]

Masters of Arts (M.A) in Education. The Masters Degree in Educational Management is designed for change oriented educators and individuals seeking leadership roles in schools, universities or education-related agencies and organizations. Our mission is to attract ambitious learners with passions to lead, manage and mobilize high-performing organizations. Graduates of the program will be prepared to progress to principal positions in K-12 schools or to management positions in higher education departments such as admissions, registrar, student services and many others. Graduates will also be sought by non-governmental organizations or policy-related organizations that work with the education sector, including the Azerbaijan Ministry of Education. The program is structured to accommodate both working and non-working adults. Admitted students will join a cohort of motivated professionals for two years of continuous study. Students may enroll in a general track program or select a concentration in either K-12 education or higher education. All programs engage students in campus and online courses, internships, research seminars and supports for English and English writing Students gain knowledge and capabilities to: Understand oneself as a leader through self-awareness and reflection Lead and manage organizational change Create conditions for talent development and high performance Support organizational learning and learning communities Innovate through entrepreneurial thinking and action Use inquiry and data for continuous improvement Direct supervision and evaluation systems Manage and allocate resources The MAEM enables new career opportunities and promotions for principals and teachers, for university employees and for individuals working with non-profit and other organizations. Bachelor (BA) graduates of ADA University and other competitive programs will find the MAEM a challenging and inspiring pathway to education-related careers. Study at ADA University offers students active learning experiences in an intimate campus community of curious peers and outstanding faculty committed to excellence and innovation. It is committed to internationalizing students' experiences through student exchanges international study tours and courses taught by visiting international faculty. A partnership between the School of Education and the College of Education at Michigan State University in the U.S. promotes student and faculty exchanges, collaborative research, professional development opportunities and cultural programs. Application Process The application process for MAEM is a three-step process. Step 1: Submit all required documents Step 2: Submit all the test scores Step 3: Attend the Admission Interview (only for shortlisted candidates) List of required documents: ADA University Online Application Form Supporting Documents (can be uploaded to Online application) Statement of Purpose Resume, maximum 2 pages Bachelor diploma (translated into English, notary certified) Academic transcripts for Bachelor degree (translated into English, notary certified) National ID card (for Azerbaijanis) or passport
 (for International Students) Recent photo Official Test Scores Internet-based TOEFL (minimum 83 in IBT) or General/Academic IELTS (minimum 6.5)* State Examination Center (SEC) Master Exams (only first round, only for Azerbaijanis, minimum required score is 45) *Candidates whose IELTS score is below 6.5 ( IBT 83) but above 5.0 (IBT 47) will be required to complete pre-sessional English Program offered in summer. This program has additional cost. Click to learn more about Pre-Sessional English Program. Candidates who have studied in English outside Azerbaijan for minimum one year or have extensive work experience in an English-speaking environment can request a waiver from language exam. Please contact admissions office with such request. Candidates who will be required to take pre-sessional English program or receive waiver from English language exam will have less chances for partial tuition waiver for the first semester of studies. The Institutional TOEFL Code for ADA University is 2093. Note: Bachelor degree in related field is not required. Graduates of all specialisations may apply to this program. Shortlisted candidates are invited for an interview as the last step of the application process. Click here to view the important dates and deadlines. [-]

MA in Education: Early Childhood Studies

Bath Spa University
Campus Full time Part time 1 - 2  September 2017 United Kingdom Bath + 1 more

This course will enable you to develop expertise in this growing area of education and become a specialist in promoting high quality practice in early years settings. Early Years Education is now recognised globally as crucial for laying the foundation for lifelong learning and development. [+]

MA in Education: Early Childhood Studies

This course will enable you to develop expertise in this growing area of education and become a specialist in promoting high quality practice in early years settings.  Early Years Education is now recognised globally as crucial for laying the foundation for lifelong learning and development.  Critical aspects of social, emotional and cognitive development are established in the first five years of life emphasising the importance of this phase of education.

Why study Education: Early Childhood Studies?

You will develop your knowledge and understanding of how children develop and learn, along with the most effective ways to create an enabling learning environment. You will be introduced to different pedagogical approaches, including international perspectives, which will include a critical analysis of the role of the adult in supporting young childrens’ learning.  The course incorporates various elective modules which will enhance your skills and insights into developing quality educational provision for young children.... [-]


Master in Education (MA)

Middlesex University London
Campus Part time 3 - 3  January 2017 United Kingdom London

What constitutes good education and how can it be delivered most effectively? This flexible course, taught by tutors possessing extensive experience in educational settings, explores how education defines and contributes to the world around us. In understanding that education is much more than simply teaching and learning, you will begin to question many of the assumptions that lie beneath both policy and practice. [+]

Why study MA Education at Middlesex? The core focus of this innovative MA is exceptional education. Our part-time course meets the needs of those who wish to further their knowledge of the theory and processes of education, but cannot commit to full-time studies. The course may be undertaken on an individual or collective basis, with groups of teachers and education professionals both eligible to enrol.

Structured so that assignments can be built into your working practice, the course will maximise the effectiveness of your teaching, leadership and management. We encourage participants to evaluate existing practices, develop new approaches and become immersed in action enquiry based research. ... [-]


Masters Degree Programme Learning, Learning Environments and Educational Systems

University of Turku
Campus Full time August 2017 Finland Turku

Masters Degree Programme Learning, Learning Environments and Educational Systems trains you for various national and international tasks in the field of Education. The Programme is based on the strengths in research of the Faculty of Education: learning research, learning environments and research of educational systems. The degree studies will both enhance the students’ understanding of social functions of education and familiarise them with analyses on global and local relationships in educational policy. In addition, the Programme increases their understanding of learning and motivation in complex and multilevel learning environments. [+]

Masters Degree Programme Learning, Learning Environments and Educational Systems Get a degree in the field of education with an advanced combination of theory and practice! Masters Degree Programme Learning, Learning Environments and Educational Systems trains you for various national and international tasks in the field of Education. The Programme is based on the strengths in research of the Faculty of Education: learning research, learning environments and research of educational systems. The degree studies will both enhance the students’ understanding of social functions of education and familiarise them with analyses on global and local relationships in educational policy. In addition, the Programme increases their understanding of learning and motivation in complex and multilevel learning environments. Throughout the studies, a strong emphasis is placed on students’ research skills. The applicants also have the possibility to apply for a double degree option called the Finnish-German Master Programme in Education, where a part of the degree studies is completed at the University of Regensburg, Germany. PROGRAMME IN BRIEF Programme structure The studies are divided into different semesters and academic years as follows: Academic excellence & experience LLEES Programme is a two year Master’s degree programme which trains experts and researchers for various national and international tasks in the field of education. The Programme concentrates on the leading research of the Faculty of Education: learning research, learning environments and research of educational systems. The studies will give you an in-depth insight into education on a macro-level as well as into individual learning. On the macro-level, the studies will enhance your understanding of social functions of education and familiarise you with analyses on global and local relationships in educational policy. You will also learn to analyse and explain findings of international assessment studies. On a micro-level, you will increase your understanding of learning and motivation in complex and multilevel learning environments. Throughout the studies, strong emphasis is placed on students’ research skills. There are two research units at the Faculty which contribute to these various branches: Centre for Research on Lifelong Learning and Education (CELE) Centre for Learning Research. Students major in Education. The language of the Programme is English. The high-quality research at the Faculty of Education is internationally recognised and its scope covers the entire human life-span. The main themes of our research are learning, education policy and education systems, and teaching and teacherhood. Master's thesis & topics Students complete a Master’s thesis as part of the advanced studies in the field of educational science. A Master’s thesis should demonstrate teh student’s: ability for scientific thinking mastery of the required research methods familiarity with the topic of the thesis the ability to communicate in a scientific context. There are two key research areas for Master’s theses in the Programme: 1) research on learning and instruction, and 2) research on educational policy and sociology of education. Examples of thesis topics: Attendance Policy Moderates the Influence of Achievement Goals an Transfer of Training. Analysis of educational transfer and policy changes after PISA in Japan and Finland. Achievement goals, learning strategies and exam performance in English learning : a study among undergraduate EFL learners in China. Children with hearing problems in elementary school environments in Pakistan and in Finland. Developmental trajectories towards the concept of rational numbers : a latent transition analysis of thrid to sixth grade students. Extracurricular language activities in higher education : perspectives of teachers and students. DOUBLE DEGREE PROGRAMME The applicants also have the possibility to apply for a double degree option, the Finnish-German Master Programme in Education, where a part of the degree studies is completed at the University of Regensburg, Germany. This option leads to two Master’s degrees: Master of Arts in Education from the University of Turku, and Master of Arts Erziehungswissenschaft (educational science) from the University of Regensburg. A student who has been admitted to the double degree option studies the 2nd semester at the University of Regensburg, in the Institute of Education. ENTRY REQUIREMENTS General degree requirements In order to be accepted to the LLEES Programme, the applicant must have a Bachelor’s degree that formally qualifies them to take Master’s level studies in the country where it has been completed. The previous degree on the basis of which the applicant is seeking admission to the Master’s Degree Programme should be in a relevant field of study. Relevant fields of study for this Master’s Degree Programme are: education adult education special education other fields relevant to the Master’s Programme Also persons who: have a Bachelor’s degree from other fields of study AND an official teacher’s qualification are eligible to apply to the Programme. The degree must include at least three years of studies. have completed a polytechnic degree in a Finnish University of Applied Sciences AND have completed basic and intermediate studies (altogether min. 60 ECTS) in education, special education or adult education may also apply to the Programme. The decision for admission will be based on the relevance of: the applicant’s previous degree(s) the amount, relevance and grades of the courses in the degree(s) motivation letter Language Requirements The applicant must have a good command of English. All applicants must prove their English language skills in one of the following ways accepted by the Faculty: by passing the test of English as a Foreign Language (TOEFL) with a minimum score of 575 on the paper-based test (PBT), or a minimum overall score of 92 and no individual score below 20 on the internet-based test (IBT). by passing the International English Language Testing Service (IELTS) test (Academic) with an overall band score of 6.5 and no individual score below 6.0. by passing the PTE Academic test with a minimum overall score of 62 and no individual score below 54. by passing the Cambridge ESOL’s Certificate of Proficiency in English (CPE) with pass grade A, B or C. by passing the Cambridge ESOL’s Certificate in Advanced English (CAE) with pass grade A, B, or C. by passing the test for the National Certificate of Language Proficiency in English set by the Finnish National Board of Education with a minimum score of 5 for each subtest. with a Bachelor’s (or higher) degree conducted in English language in Australia, Canada, Ireland, New Zealand, United Kingdom or United States. with studies (min. 20 ECTS) taken in a study programme conducted in English at the University of Turku. HOW AND WHEN TO APPLY Application Form and Enclosures Applications are done in the Studyinfo portal. Search for the Master’s Degree Programme in Learning, Learning Environments and Educational Systems, University of Turku. The application period for studies starting in September 2017 is open from 1 December 2016 until 13 January 2017. STEP 1. Fill in the online application form. The online application is open only during the application period, so make sure you will finish your application by 13 January 2017 at 15:00:00 (Local time in Finland, GTM+2). Applicants have to fill all the required information concerning the previous studies on the electronic application template. The applicant should also add: an abstract (max. 200 words) and a title for a Bachelor’s thesis (if applicable) a letter of Motivation (max. 4,000 characters) If an applicant has certificates other than the Bachelor’s degree certificate on official teacher’s qualification, they are to enclose the aforementioned enclosures with attested copies of the certificates, both in the original language and an English translation of them. STEP 2. Collect the required application documents. STEP 3. Send the following application documents to University Admissions Finland office by mail. The application documents have to arrive by the application deadline: a copy of a Bachelor’s (or higher) degree certificate in the original language or a copy of a temporary degree certificate in the original language or a statement from the applicant’s home institution in English, Finnish or Swedish stating the expected date of graduation a translation of a Bachelor’s (or higher) degree certificate or a temporary degree certificate (if the original document is not written in English, Finnish or Swedish, a translation to one of the languages is required) a copy of transcript of records of the Bachelor’s (or higher) degree certificate in the original language a translation of the transcript of records of the Bachelor’s (or higher) degree certificate (if the original document is not written in English, Finnish or Swedish, a translation to one of the languages is required) certification of the language skills (please see ‘Language Requirements’ below) a Curriculum Vitae in English (to find out how to create your own Curriculum Vitae, you can visit for instance the Europass website. If an applicant has certificates other than the Bachelor’s degree certificate on official teacher’s qualification, they have to enclose the aforementioned enclosures with attested copies of the certificates, both in the original language and an English translation. Applicants applying for the double degree option, Finnish-German Master Programme in Education, must also provide the following enclosures: a copy of an upper secondary school graduation certificate in the original language a translation of an upper secondary school graduation certificate (if the original document is not written in English, Finnish or Swedish, a translation to one of the languages is also required) Please see the country specific requirements for certifying the copies and submitting the documents. Address of the University Admissions Finland: University Admissions Finland Unioninkatu 40 C FI-00170 Helsinki FINLAND Applications arriving after the application deadline are not considered. Postmark dates on the applications will not be taken into account; the applications must arrive at the University Admissions Finland before the above deadline. In addition to submitting officially attested copies of educational certificates, the admitted applicant will have to show the originals of their educational documents (degree certificate and transcript of study records) at the Faculty of Education in order to be able to register with the University after arriving in Finland. Additional information The applicants can choose an option that leads to two Master’s degrees. This double degree option is called the Finnish-German Master Programme in Education and it leads to the following degrees: Master of Arts in Education from the University of Turku, and Master of Arts Erziehungswissenschaft (Educational Science) from the University of Regensburg, Germany. The studies take two years to complete (120 ECTS credits). A student who has been admitted to the double degree option studies the 2nd semester at the University of Regensburg, Institute of Education. The number of students admitted to the LLEES programme is 20 at the most: a maximum of 20 students to the single degree option and, among the 20 best scoring applicants, a maximum of 5 students will be admitted to the double degree option. If the required degree and studies are not completed by the application period deadline, applicants should enclose a statement from their home university stating the expected date of graduation. The general and country specific requirements concerning the way of certifying and submitting the documents must be followed also after the application period has expired. In general, the application documents required as officially certified copies must bear the official stamp and signature of an authorised university official from the degree awarding institution or a notary public. All translations must be made by an authorised translator. If copies of translations are submitted, those must also be officially certified. The following documentation is optional and does not affect the application in any way. It is simply asked for identification purposes when handling the applicant’s documents, which sometimes contain the applicant’s name in different forms: copy of information page of the passport or identification card containing the applicant’s name, date of birth and photo. An applicant should enroll to a language test early enough, e.g., 1-2 months before a test day. This is important because the test results are needed at the end of the application period and the tests might be already full for a late application. Application documents will not be returned to the applicant nor is it possible to apply with the same submitted documents in later application periods. Applications sent by e-mail or fax are not accepted. Incomplete applications will not be processed. ©City of Turku and University of Turku Communications [-]

MA Cultural Leadership (research master)

University of Groningen
Campus Full time 24  September 2017 Netherlands Groningen

The Master's track Cultural Leadership equips students with the knowledge and skills needed to develop an inspiring, responsible, and realistic vision on how culture can be carried forward into the future. The Master's track is innovative and prepares master students for a cultural field which quickly changes due to technological, pedagogical, political, and societal developments. It offers new methods and tools to help rethink and restructure the cultural field. It has a dual character and combines theoretical, object- oriented course modules and a thesis with a six months research trainee-ship with a cultural institutions. [+]

Masters of Arts (M.A) in Education. Would you like to contribute to setting the agenda on how to carry culture into the future and to safeguard our cultural legacy for future generations? Then the Cultural Leadership Research Master's track may be for you. Culture defines humanity. Managing the valuation and transmission of culture through policy, entrepreneurship, and education in the public realm as well as across generations is therefore a key responsibility for a sustainable society. Nowadays culture has to be negotiated in a society shaped by digitisation and new media, ethnic and cultural diversity, changing audiences and economic circumstances, dwindling public funds, and a loss of shared historical awareness. The mission of this new Master's track is to educate future leaders in the cultural domain, both national and international, to equip them with essential scholarly expertise and analytical and strategic skills, thereby enabling them to carry culture forward in a critical, sustainable, and creative manner. The Master's track: is innovative: it prepares master students for a cultural field which quickly changes due to technological, pedagogical, political, and societal developments; it offers new methods and tools (e.g., hands-on history, digital curating) to help rethink and restructure the cultural field; has a dual character: it combines theoretical and object- oriented course modules and a thesis with a six months research trainee-ship with a cultural institutions; has a well-defined aim: this Master's track equips students with the knowledge and skills needed to develop an inspiring, responsible, and realistic vision on how culture can be carried forward into the future. 1st year In their first year students do course work. In the first semester they choose two disciplinary electives (depending on their BA-degree) and follow the Introduction to Cultural Leadership I and II courses. The second semester is a joint semester together with students from Roma Tre University. The first block (approximately January-March) is taught in Groningen, the second block (approximately April-June) in Rome, and includes a ten-day Spring School at the Royal Netherlands Institute in Rome (KNIR). 2nd year In their second year students do a research trainee-ship and write their thesis. In the third semester students design their thesis research and start their six-month research trainee-ship with a cultural institution (in the Netherlands or abroad). In January they will participate in a ten-day Winter School in Groningen related to their thesis research carried out at their host institution. In the fourth semester they finish their trainee-ship and write their thesis. [-]

MA in Anthropology of Education and Globalisation

Aarhus University
Campus Full time September 2017 Denmark Copenhagen

Education, learning and knowledge are widely recognised as the prime drivers in our rapidly changing world of global mobility. They are also the processes that build equal opportunity, economic development and citizenship – in the North as well as the South. The MA in Anthropology of Education and Globalisation at Aarhus University is unique in offering an in-depth understanding of the ways in which education, learning and knowledge are negotiated and managed in everyday life in different contexts – across national and cultural boundaries. [+]

EDUCATION, LEARNING AND KNOWLEDGE IN A RAPIDLY CHANGING WORLD Education, learning and knowledge are widely recognised as the prime drivers in our rapidly changing world of global mobility. They are also the processes that build equal opportunity, economic development and citizenship – in the North as well as the South. The MA in Anthropology of Education and Globalisation at Aarhus University is unique in offering an in-depth understanding of the ways in which education, learning and knowledge are negotiated and managed in everyday life in different contexts – across national and cultural boundaries. STUDY IN COPENHAGEN The programme, which is based at the Emdrup campus in Copenhagen, is designed for students seeking advanced training in anthropological approaches to educational practice and process in settings as varied as educational institutions, workplaces, and civil society. The teaching faculty are all active researchers, and this means that a fruitful dialogue has been developed between the anthropological and educational traditions of inquiry, leading towards new arenas of study. Using ethnographic research methods and cross-cultural comparisons, the programme analyses specific (local) practices of education and knowledge in relation to broader (global) social and cultural contexts. TRADITIONAL AND INNOVATIVE The programme provides a unique platform for exploring an array of traditional and innovative educational themes and sites across the globe. These include childhood socialisation and education, educational migration, multiculturalism and new forms of citizenship, global educational policy processes, the production and politics of knowledge, workplace learning, leadership and governance, welfare pedagogy, and religion and education. CAREERS The Master’s in Anthropology of Education and Globalisation offers an excellent foundation for a career in educational and development management, research, or consultancy within the fields of children and youth, multiculturalism, management and organisational culture, globalisation, and policy processes. Graduates of the programme will have acquired a deep understanding of practice-related research methods and ethics, and this will qualify them to participate in cross-disciplinary and cross-cultural research as well as to work in public institutions, private firms, and NGOs. “Moving 14,000 km from the sunny northern beaches of Sydney, Australia, to the cycling, ‘hyggelig’ city of Copenhagen was a bit of a shock. Everything is different! Yet the changes and differences brought new and exciting opportunities that I could never have predicted prior to departure. Never has a single year been filled with so many experiences, people and learning. Aarhus University facilitated many of these experiences, from the open and friendly classroom environment to the strong intellectual discussions with teachers. The Anthropology of Education and Globalisation course has not only deepened my knowledge regarding the content, but it has done this in an environment that, ironically, reflects part of the content we delve into – the makings and workings of a multicultural classroom, and all that this entails.” HANNAH WINCHESTER Student, MA in Anthropology of Education and Globalisation, from Australia [-]

MA in Childhood and Youth

The Open University
Online Full time Part time United Kingdom

This MA course offers an interdisciplinary approach to the study of childhood and youth underpinned by a commitment to integrated practice. This qualification is designed for graduates with a background in childhood and youth studies, sociology, health and social care, anthropology, psychology or education. It would suit those already working with children and young people and wish to enhance their knowledge as well as those who wish to enter this field. You study two... [+]

Masters of Arts (M.A) in Education. MA in Childhood and Youth This MA course offers an interdisciplinary approach to the study of childhood and youth underpinned by a commitment to integrated practice. This qualification is designed for graduates with a background in childhood and youth studies, sociology, health and social care, anthropology, psychology or education. It would suit those already working with children and young people and wish to enhance their knowledge as well as those who wish to enter this field. You study two compulsory 60-credit modules and gain the final 60 credits either from appropriate credit transfer or by taking 60 credits from a choice of optional modules. Educational aims This qualification aims to develop advanced theoretical and integrated practice knowledge about children and young people. It is designed for those working with or for children and young people in a wide range of settings, and for those with a general interest in the study of childhood and youth. The aims and outcomes are to: develop advanced critical analysis skills relevant to integrated practice provide the necessary concepts, theories, knowledge and skills base to understand the lives of children and young people and how this impacts on integrated practice develop appropriate analytical, research and conceptual skills needed to link theory, practice and experience. Teaching, learning and assessment methods The teaching, learning and assessment are linked to the Common Core of Skills and Knowledge for the Children’s Workforce. They are geared towards the development of professional skills through a critical engagement with policy, analysis of organisational structures and reflection on personal practice. Multi-agency working and inter-professional practice has a central focus. Knowledge and understanding is taught through diverse study materials including multi media. You will develop your advanced knowledge and understanding through critical, engagement with material provided in the Readers and reflection facilitated by activities in the online learning guides. You undertake a significant amount of your own enquiry-based learning, appropriate to this level of study, including an extended piece of writing. Summative assessment is through TMAs and EMAs. There is the opportunity, on some parts of the qualification, for collaborative learning through the sharing of your experiences with other students. Face-to-face tutorials, virtual learning communities (in tutor groups) and assignment feedback are designed to build on your academic study skills over the life of the course. You will have opportunities to develop your critical analysis of policy and practice. Key to this will be a developing ability to draw good practice out of theoretical frameworks. You will develop your cognitive skills through critical analysis of diverse study materials, which cover various aspects of children’s experiences at both local and global levels. You will analyse and critique the ideas that influence current practice, analyse recent changes in the organisation of services, especially moves towards greater integration, and explore what it means to be a critical, reflective practitioner. You will also learn, in some parts of the qualification, to compare familiar knowledge and concepts to less familiar experiences of children in other parts of the world. This qualification is designed for people working with children or young people as well as those with a more theoretical interest in the subject and students without access to a practice setting will not be disadvantaged in any way and will be able to use examples from the study materials for assessment tasks. Career impact The MA course will be attractive to professionals working with children and young people who are graduates and seeking to advance academically and professionally, as well as those with a related degree but not currently working with children and young people who are looking to move into the profession, and people considering moving between professions within the sector. It should also be of interest to people in a managerial or supervisory role, to senior members of the workforce, and those seeking to move into senior or managerial positions. This MA in Childhood and Youth will have a strong appeal for students who have completed the BA (Hons) in Childhood and Youth Studies or the BA/BSc (Hons) in Health and Social Care. The content of the qualification will be relevant to graduates working in early years provision, education, social work, nursing, healthcare, youth work, youth justice or the voluntary sector. You should ensure that you check entry requirements for specific professional areas before embarking on study. Case studies in Children and young people's worlds: frameworks for integrated practice (E807) are drawn from worldwide content and therefore this module is very suitable if you are based in any of our four nation states or beyond. The themes covered by Critical practice with children and young people (K802) are relevant to policy and practice worldwide, but you need to be aware that most of the examples in the study materials are drawn from the UK context. Entry requirements To register for this course you will require a bachelors degree (or equivalent) in any discipline relevant to children and young people. Applicants without this qualification, but who have professional experience of at least three years may be eligible for consideration. You should include evidence of this experience in the supplementary information we ask you to provide when you reserve a place. The research project option in E807 is only available if you are a UK resident as you will need to have successfully obtained an Enhanced Disclosure and Barring Service (DBS) clearance check (or equivalent in Scotland, Wales and Northern Ireland). Students in Scotland will also need to ensure that they meet the requirements of the Protection of Vulnerable Groups Scheme. The criminal record check must be appropriate for the setting in which you intend to carry out your research. The DBS (or equivalent) must bear the same name as given in your post-registration agreement form. You also need permission from your employer to undertake this work. If these conditions cannot be fulfilled then you must choose the E807 literature review option. Please note: it is a legal, rather than an Open University requirement, that you must obtain Enhanced DBS clearance in order to work with children. This is the responsibility of you and your employer and not The Open University. If you are in doubt about your eligibility, or to find out more, you should contact the relevant agency in your country for more information. You will also need to be proficient in English, to an IELTS standard of 6.0. If you are unsure you will be able to take a free English test as part of the registration process. Read more about this programme on the Open University website here [-]

MA in Teaching English as a Second Language

Northern Arizona University
Campus Full time 18 - 24  August 2017 USA Flagstaff

Our TESL degree combines a strong theoretical foundation in applied linguistics with practical training in the teaching of English to people who speak other native languages. [+]

Our TESL degree combines a strong theoretical foundation in applied linguistics with practical training in the teaching of English to people who speak other native languages. Program goals The principal goals of the program are to: provide the linguistic theory necessary for ESL/EFL teachers equip teachers with the practical skills needed for effective language teaching prepare students for further study in English language teaching, applied linguistics, and related fields Tracks The MA-TESL program has three tracks: Applied Linguistics NOTE: These coursework plans are for advising purposed ONLY. These are unofficial documents (Coursework Plan) Language Teaching NOTE: These coursework plans are for advising purposed ONLY. These are unofficial documents (Coursework Plan) Language Teaching for Practicing Teachers Length of program The MA-TESL program is a one-and-a-half to two-year course of study. If you have a teaching assistantship, you should plan on a two-year commitment. This program of study combines a strong theoretical foundation in applied linguistics with practical training in the teaching of English to speakers of other languages. The principal goals of the program are to provide the linguistic foundations for English as a second/foreign language teaching, equip teachers with the practical skills needed for effective language teaching, and prepare students for further study (including doctoral-level studies) in applied linguistics and related fields. This advanced degree offers students options to pursue different combinations of required and elective classes to meet their needs. What Can I Do with a Master of Arts in Teaching English as a Second Language? The MA TESL degree provides students with the theory and practical skills needed for effective language teaching and related career paths. It also prepares students for further study in applied linguistics and related fields. The degree opens up many career opportunities in the U.S. and abroad. Career opportunities that might be pursued: Teacher of English as a second language (in English speaking countries) in, for example, university intensive English programs, community colleges, adult education programs, language programs for new immigrants and refugees Teacher of English as a foreign language (in non-English speaking countries), in, for example, universities, private language schools, binational centers, English for academic purposes foundation programs Language program coordinator or administrator Test developer Teacher trainer Curriculum/materials specialist (for publishing houses) English Language Fellow, U.S. Peace Corps teacher ESL coordinator in K-12 contexts (for those who enter the program with teaching credentials) University Requirements To receive a master’s degree at Northern Arizona University, you must complete a planned group of courses from one or more subject areas, consisting of at least 30 units of graduate-level courses. (Many master’s degree programs require more than 30 units.) You must additionally complete: All requirements for your specific academic plan(s). This may include a thesis. All graduate work with a cumulative grade point average of at least 3.0. All work toward the master’s degree must be completed within six consecutive years. The six years begins with the semester and year of admission to the program. ADDITIONAL ADMISSION REQUIREMENTS Admission requirements over and above admission to NAU are required. NAU Graduate Online application is required for all programs. Details on admission requirements are included in the online application. Undergraduate degree from a regionally accredited institution Grade Point Average (GPA) of 3.00 (scale is 4.00 = "A"), or the equivalent. Admission to many graduate programs is on a competitive basis, and programs may have higher standards than those established by the Graduate College. Transcripts For details on graduate admission policies, please visit the Graduate Admissions Policy International applicants have additional admission requirements. Please see the International Graduate Admissions Policy Individual program admission requirements include: Personal Letter of Intent (2-3 pages in length) 2 letters of recommendation required only for those MA TESL applicants applying for Graduate Teaching Assistantships Student Learning Outcomes Upon completion of the MA in Teaching English as a Second Language (TESL), students will have the ability to: Apply knowledge of the social and regional diversity of English, the history of the English language, the structure and uses of the English language, English language discourse processes, and genres to English language teaching and learning Apply critical and analytical skills to effective English language use and to English language instruction Understand second language learning processes in diverse cultural and educational contexts and the implications for language teaching and assessment Integrate technology into language instruction and materials development Evaluate language program effectiveness Apply knowledge of cross-cultural communication to teacher-student interactions, materials development, lesson plans, course design, community interactions, and assessment instruments Apply knowledge of theoretical and practical issues from applied linguistics and ESL methodology to innovative and effective English language teaching practices Become active professionals in Applied Linguistics and related fields through participation in professional development seminars; local, national, and international conferences; practice teaching; research experience; and/or in doctoral programs. 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MA Education

University of Greenwich
Campus Full time September 2017 United Kingdom London

This programme extends the knowledge, understanding and skills of professionals in education who have a commitment to their continuing professional development and improved practice. It also meets the needs of participants who wish to further their study of education as an academic discipline, and is seen as a progression route to the Doctorate in Education within the School of Education. [+]

Masters of Arts (M.A) in Education. This programme extends the knowledge, understanding and skills of professionals in education who have a commitment to their continuing professional development and improved practice. It also meets the needs of participants who wish to further their study of education as an academic discipline, and is seen as a progression route to the Doctorate in Education within the School of Education. Participants build their programme by combining core courses, option courses and an educational research project. In this way, it is possible to achieve an endorsed MA which focuses on a specialist area of particular professional and/or academic relevance to an individual or institution. The programme currently offers the following endorsements: Leadership and Management, eLearning, Higher Education, Literacy, International, Special Educational Needs, Youth and Community, Early years and Childhood. ... [-]

MA, Higher Education Leadership

Concordia University Chicago Online
Campus or Online 22  Open Enrolment USA Chicago

The higher education leadership curriculum encourages students to draw and build upon knowledge and experiences related to their professional work while also requiring students to develop strong research skills and a familiarity with evidence-based decision-making. While grounded in topics related to Higher Education systems in the United States, this emphasis also provides opportunities to explore the internationalization and globalization of higher education. [+]

The higher education leadership curriculum encourages students to draw and build upon knowledge and experiences related to their professional work while also requiring students to develop strong research skills and a familiarity with evidence-based decision-making. While grounded in topics related to Higher Education systems in the United States, this emphasis also provides opportunities to explore the internationalization and globalization of higher education. Concordia University Chicago's master of arts in leadership studies program is based on the conviction that leaders must learn to lead change so that services and deliverables are effectively, ethically and efficiently delivered to an increasingly diverse population in the context of a changing economy and rapidly developing technologies. The graduate program in leadership studies focuses on practitioner needs by linking theory to the best practices of leadership. The leadership skills that students attain while pursuing a master’s in leadership are transferrable across all types of organizations—private, for profit, nonprofit and public. The Concordia-Chicago leadership curriculum was developed to prepare students to lead organizational change and innovation, while managing the challenges of continuous change and global competition. Students who pursue their master’s in leadership may be working as or want to pursue careers as information officers, strategic planners, project managers, sales directors, military officers, hospital administrators and religious leaders. The Concordia-Chicago master of arts in leadership studies is designed for people with all types of backgrounds and interests, whether they work or want to work in the government, nonprofit, for-profit, health care, higher education, military, and human services at the local, regional, national or global level. Core Qualities of a Leader While salaries vary based on industry, experience and geographic location, the following qualities are essential leadership skills that are relevant and necessary for all organizations. The MA in leadership at Concordia University Chicago is the program where you can acquire or hone your leadership and managerial skills, with special emphasis on communication, problem-solving and decision-making. Communication skills. Top executives must be able to communicate clearly and persuasively. They must effectively discuss issues and negotiate with others, direct subordinates, and explain their policies and decisions to those within and outside the organization. Decision-making skills. Top executives need decision-making skills when setting policies and managing an organization. They must assess different options and choose the best course of action, often daily. Leadership skills. Top executives must be able to lead a successful organization by coordinating policies, people, and resources. Management skills. Top executives must organize and direct the operations of an organization. For example, they must manage business plans, employees and budgets. Problem-solving skills. Top executives need problem-solving skills after identifying issues within an organization. They must be able to recognize shortcomings and effectively carry out solutions. Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2012-13 Edition, Top Executive. Why Pursue a Master's in Leadership? Are you a big-picture or a detail-oriented person? The organizational landscape is one that is global, change-oriented, and fast-paced. Leaders need to be forward thinkers, innovators, sensitive, flexible, and able to adapt to the demands and expectations of stakeholders. While an MBA will prepare you to manage, an MA in leadership will prepare you to lead. Organizations need leaders who understand that the top-down type of leadership must give way to an organic and fluid method of leading others. You will emerge with a confidence of knowing you can lead with strategic foresight. The program’s central core focuses on leadership theory and offers specializations in knowledge management, health services, servant leadership, higher education leadership and organizational leadership. Concordia University Chicago leadership students become part of a global learning community of individuals, and graduate with the essential leadership toolkit containing communication, problem-solving, critical thinking, research and analysis, and people skills. INTERNATIONAL STUDENTS: In addition to the base program curriculum, international students attending face-to-face classes on the CUC campus are required to take the Seminar in Higher Education, a 3-credit course. Admission Requirements for US and International Applicants To be considered for admission to a master's program, applicants must have earned a bachelor's degree from a regionally accredited institution and submit the following: Application for admission: Apply online. Objective Statement Provide information on your future educational goals and/or objectives and their relationship to pursuing graduate work at Concordia University Chicago. This is part of the online application. Transcripts Provide one official, sealed transcript from each institution through which a degree was earned. International Transcripts Foreign transcripts must be evaluated by a Concordia-approved international credentialing service. Concordia-Chicago accepts course-by-course evaluations fromWES (World Education Services) ECE (Educational Credential Evaluators), or AACRAO (American Association of Collegiate Registrars and Admission Officers). Two letters of recommendation Letters should be from individuals able to comment on the applicant's academic proficiency, personal character and competence and effectiveness in professional work. Prerequisite credit Prerequisite credit requirements vary by degree program. The Clinical Mental Health Counseling program and the School Counseling program require 12 earned credit hours at the undergraduate level in a discipline appropriate to each respective program, with a grade of C or above. Most other master’s degree programs do not have a prerequisite credit requirement. Program specific requirements For the Master of Arts in Teaching and the School Counseling programs, students will be required to take the Test of Academic Proficiency (TAP) and submit passing scores. A writing sample and essay are required for a student to qualify for these programs. All documents should be submitted to the Office of Graduate Admission and Student Services, Concordia University Chicago, 7400 Augusta Street, River Forest, IL 60305. The office fax number is (708) 209-3454. Additional Requirements for International Applicants Applicants who are not U.S. citizens are required to meet all admission standards listed for the program they wish to enter. In addition, the following are required to be considered for admission: English Language Proficiency International applicants who have earned an advanced degree from an accredited institution in the United States, or students from an international English-speaking university (in which the lingua franca is English) need not submit English language scores. Otherwise, applicants must demonstrate one of the following: Test of English as a Foreign Language (TOEFL) score of at least 60 (internet-based), or International English Language Testing System (IELTS) score of at least 6.0, or Michigan test score of 85, or Pearson Test of English score of at least 61, or Proof of successful completion of Level 112 at an ELS Language School or certificate of Completion of Program from an English Language Institute (ELI), along with a recommendation of the program director, or King George International College (KGIC) English for Post-Secondary Education (EPE) final proficiency test score of 75% with a passing class score of 80. Transcripts Provide official, sealed transcripts from institutions where degrees were earned showing all college/university course work with certified English translations (ECE or WES course-by-course) of all transcripts originally prepared in any other language. Foreign Transcript Evaluation Foreign transcripts must be evaluated by a Concordia approved international credentialing service. Concordia accepts course-by-course evaluations from WES (World Education Services), ECE (Educational Credential Evaluators) or AACRAO (American Association of Collegiate Registrars and Admission Officers). Professional Résumé (or Curriculum Vitae) Declaration of Finances Submit a certified document pledging financial support for the first year of study and verifying the same for the following year/s of study. Medical A physical exam, adequate medical insurance, and proof of immunization are required prior to enrollment. Regular Admission Requirements International students must qualify for regular admission to a degree program in order to enroll. International students must qualify for regular admission to a degree program prior to enrollment. All documents should be submitted at least six weeks prior to the student’s expected start date. I-20 forms will be issued after admission is granted. GPA Requirements Applicant's must show evidence of ability to achieve success in a graduate program through the following: Full Admission To be considered for Full Admission, candidates will present a cumulative grade point average above 2.85 or will have earned a master’s degree with a 3.0 GPA or higher. Probationary Admission To be considered for Probationary Admission, one or more of the following special conditions may exist: 1) a cumulative GPA between 2.25 and 2.84 (on a 4.0 scale); 2) holding a master’s degree with a cumulative GPA below 3.0; and/or 3) credentials/documents that raise cause for reservation for admission. Students admitted on probationary status must earn a 3.0 GPA in graduate course work within their first semester of enrollment to continue in the program. Provisional Admission (available only to US residents and citizens) To be considered for Provisional Admission candidates will present credentials that generally satisfy full admission requirements, but need to satisfy additional admission requirements such as special program prerequisites. All admission requirements must be satisfied by the end of the candidate’s first semester of enrollment to continue in the program. Superintendent endorsement and doctoral programs have higher GPA requirements. See requirements in their respective sections. Additional Testing Depending on program of study, students may be required to take additional tests such as the Graduate Record Exam, Miller Analogies Test and/or the Illinois Basic Skills Test. A writing sample, essay, FBI fingerprint criminal background check, valid teaching certificate and/or interview may also be required to determine what may be necessary for a student to qualify for a graduate program. Pending Status (US citizens and residents only) Students applying for admission to a master’s, post-master’s, post baccalaureate, or for a Certificate of Advanced Studies may enroll in an eligible program with Pending Status if all the required documentation has not been received at the time the student wishes to register for the course. Students admitted under Pending Status may register for courses in their initial term of admission only. To register for subsequent terms, pending students must be unconditionally admitted to the graduate program for which they have applied. Students entering with Pending Status are not eligible for any form of financial assistance from the university. Doctoral and international students are not eligible to enroll with Pending Status. [-]

M.A. in Professional Practice and Design in Education

Srishti Institute of Art, Design and Technology
Campus Full time July 2017 India Bangalore

This course conceives of a future of learning that is foregrounded in ideas and principles of systems thinking, mindfulness in practice, embodied and tacit knowledge. It is conceptualized to provide opportunities to professionals to nurture a design sensibility within their work place and their practice. [+]

Masters of Arts (M.A) in Education. M.A. in Professional Practice and Design in Education In the rapidly changing world of the 21st century, emerging worldviews of learning and education are providing an urgent impetus for professionals to re-define themselves and their practice. Today and tomorrow’s professionals face new demands and expectations in how they navigate complex realties and opportunities to spearhead both personal transformation and within the world of learning. How do we nurture within ourselves a consciousness to adapt, embrace uncertainties, become facilitators, and leaders of transformation? We envision the Professional Practice and Design in Education as a learning opportunity for professionals who want to meet the dynamic and changing needs of learning societies and seek a vehicle for supporting their critical and reflective practice. Therefore, the PPDE’s vision is to develop professionals in education and allied fields of learning who are: lifelong inquirers about their self and practice designers of new learning worlds creative innovators within emerging educational paradigms and frameworks active and networked members in communities of reflective practitioners and seekers of personal mastery. This course conceives of a future of learning that is foregrounded in ideas and principles of systems thinking, mindfulness in practice, embodied and tacit knowledge. It is conceptualized to provide opportunities to professionals to nurture a design sensibility within their work place and their practice. Disciplines This program is informed by the following learning disciplines: Design Research Digital Arts Education Game Art, Design and Development Information Technology Language Arts & Literature Mathematics and Physical Sciences Public History Service Design System Design Research and Collaboration The Professional Practice and Design in Education course offers its students opportunities to connect with artists and designers from a range of research and practice labs and centres based at Srishti. These include: (Art)ScienceBLR Center for Education, Research, Training, and Development (CERTAD) Center for Public History (CPH) Design+Environment+Law Laboratory (DEL Laboratory) designEARTH lab Grass Roots Innovation Design Studio (GRIDS) The Kabir Project Shadow Liberation Srishti Labs (Slabs) Srishti Films Students will also have opportunities to intersect with partner organizations working in areas such as environmental conservation, tangible and intangible cultural heritage, stories and place as pedagogies, oral histories and more. Launching balloons to do ariel mapping and GIS tagging of a changing landscape within a peri-urban area in Bangalore Key Values The Professional Practice and Design in Education course is rooted in the following core values: Openness and Unlearning Mindfulness and Introspection Empathy and Resilience Participation and Collaboration Slowness and Wholeness Equality and Universality Course Structure/Components Learning opportunities in the Professional Practice and Design in Education course are embedded in the following structures: Tutorials: Face to face and online master classes, workshops, seminars, online courses (MOOCs, Think Quests, Blogs, Discussion Forums, Wikis, Webinars etc), etc. Studios, Labs and Circles: Immersive spaces and forums that foster making, experimenting, conversations, thinking and a sense of being. Peer Circles: Participative opportunities for dialogue and reviews that can be facilitated and independent, face-to-face or online (such as blogs, discussion board conversations, wiki creation). Practice: Experiental, embodied, field-work including that in the workplace. Practice includes self-study and reflective documentation (for example, journaling and maintaining reflective blogs) Webinars: Forums for receiving feedback on projects undertaken and for presenting and defending a written paper and dissertation in response to a given situation, context or proposition Electives: Engagement outside the workspace that allows for extension and building connections, This can include visits to exhibitions, plays, places, talks, walks, paticipation in workshops and studios. It also includes the option to take another unit or course in a parallel course of professional practice (such as in oral history methods; design thinking etc) Portfolio: Development of a reflective and curated body of work, which represents professional practice over a time period Dissertation as Personal Mastery: Practice based research and its documentation; dissertation and viva voce. Learning Approaches The Professional Practice and Design in Education foregrounds pedagogies such as Slow Design, Play and Story, Mindfulness and Making. It is designed to cater to diverse learning styles and draws upon principles of Universal Design for Learning both in its core components and learning experiences for students. The course is designed for students to experience the potential and power of: Making, Mindfulness and Reflective Practice Compassionate, Critical and Collaborative Learning Communities Interdisciplinary and Trans-disciplinary Approaches Personal and Professional Mastery This course will provide opportunities for educators to be facilitators, designers, DIYers (do-it-yourself) and DIWOers (do-it-with-others), curators, hackers, gamers, artists, digital natives, storytellers, travellers and critical and creative thinkers. Capability Sets We are committed to supporting professionals in becoming creative and critical practitioners who develop design sensibilities. Graduates will develop their capabilities to: Expand the inner self By channelling intuition, mindfulness, openness to critique and embracing new experiences Design the mind Through observation, questioning, making, unlearning-relearning, dialogue, imagination, and critical reflection Nurture wellness and freedoms By strengthening personal resources and developing a sense of personal wellbeing, identity and agency to take decisions in all spheres such as professional, economic, social, political, and cultural Go beyond vulnerabilities and deprivations Through critical self disclosure about self, connecting people with the planet and creating humanising pedagogies of practice Opportunities Graduates of the Professional Practice and Design in Education course will be equipped to work: Within the K-12 Sector (in national and international schools) as Teachers/Institutional Leaders Curriculum Designers/ Instructional Designers Specialist/ Advisors/ Educational Consultants Innovators/ Entrepreneurs Within the Higher Education Sector as Design Educators in Design Schools Lectures/ Professors/Institutional Leaders Curriculum Designers/ Instructional Designers Within the Non-formal Education Sector (in formal and informal learning centres, art & craft collectives, environmental organizations, publishing houses etc) as Content Developers Program Developers Facilitators Corporate/for-profit education sector (publishing houses, training units, entrepreneurial ventures in the fields of digital platforms & applications) as Content Developers Institutional Designers Instructional Designers Trainers Documenting shifts in thinking. Enquiries This course is led by Dr. Manjari Singh. For further information, kindly email Manjari Singh at manjari@srishti.ac.in [-]

MA Creativity, Arts, Literacies and Learning

The University of Nottingham - Faculty of Social Sciences
Campus Part time September 2017 United Kingdom Nottingham

The MA Creativity, Arts, Literacies and Learning is a unique and innovative programme that explores creative practice, meaning-making and learning in and out of school. [+]

MA Creativity, Arts, Literacies and Learning This is a unique and innovative programme that explores creative practice, meaning-making and learning in and out of school. You will learn about the meanings of literacy and creativity in the context of an increasingly socially diverse, digitally mediated and multimodal culture. We will be examining learning in different locations, both in and out of school. We will think about what counts as text and literacy, the nature of authorship, and the kinds of cultural practices that take place in different places and spaces. The MA Creativity, Arts, Literacies and Learning is aimed at: primary and secondary teachers with interests in literacy, English studies, media, drama and creative arts arts and creative practitioners with an interest in learning and education recently qualified teachers with an M-level PGCE, who subject to approval may be able to carry over 60 M-level credits The course will be taught by a team who have recognised expertise in teaching and research into creative practice and creative pedagogies, literacies and media production. They have strong links with national and local arts organisations, educational facilities and schools and will draw on these for outside speakers and workshop leaders. Innovative features As well as developing academic and intellectual skills, the programme will develop practical skills including the promotion of creative approaches to pedagogy. The course will offer opportunities for you to develop your own creative capacities both as individuals and through collaboration, producing texts appropriate to different contexts of practice and using various media. Opportunities for practice-based placements in schools and/or community-based projects will be available. Approaches to assessment will encourage the submission of practice-based portfolios alongside more traditional, academic essay-based approaches. As well as appealing to a wider constituency, the programme is designed as a subject-based route of progression for former PGCE students in English studies and the arts holding up to 60 M-level credits. "I feel like the course was made for me! It's brilliant and I'm grateful to my tutor for encouraging me to do it. I would never have had this opportunity if I was not part of the University though Teach First. The MA is transforming my practice and enabling me to be more of the creative teacher that I aspired to be and the whole reason I joined the teaching profession in the first place. As a result, my students are receiving better teaching and their learning is more rounded and creative." Teach First graduate progressing to MA study Course details This course starts in September and is available for part-time study. The taught element takes approximately two years, followed by an eight-month dissertation period. The course comprises four 30-credit core modules, followed by a a 60-credit dissertation. There are also Postgraduate Certificate and Postgraduate Diploma exit points. You will take two modules each year, which run on a rotating basis. The dissertation module runs each year. Teaching takes place in evening sessions. If you are a PGCE graduate with 60 masters level credits, you will have the option to select two out of the four modules. Entry requirements You would normally be expected to hold an honours degree at 2:2 level or above, or its international equivalent and have had experience of working as teachers in schools, or as educators in less formal arts in community-based settings, for example, in arts organisations, community literacy projects, in the production and distribution of texts in traditional and new media or in arts-based therapies. Applicants with qualifications other than a first degree who have an approved professional qualification, or those with non-standard applications, will be considered on an individual basis. If your first language is not English, you must achieve either: an overall score on the IELTS test* of at least 7.0 with no less than 6.5 in each element a pass with Merit on a preparation course at the Centre for English Language Education, University of Nottingham *Please note IELTS test scores have a shelf life of two years. You are required to have a current and valid IELTS test score for entry to this course. How to apply Please go to the University's How to Apply webpages for further information. To ensure your application is considered in time, please note the following deadline applies: Application deadlines Mode of study Students Start date Application deadline Part-time Home/EU and international 26 September 2016 1 September Recognition of Other Learning (ROL) If you have prior learning or experience at an appropriate level, you may apply on entry for exemption for credit requirements of the course. Please visit our ROL pages for further information. Modules Modules and delivery Module Title 2016 2017 Reading, Writing, Texts and Authors Spring - evening - Literacies and Learning in and out of School Autumn - evening - Creativity, Places and Spaces - Spring - evening Dramas and Performances - Autumn - evening Portfolio/Dissertation will run through the year every year Assessment Each 30-credit module is assessed by a written assignment of 6,000 words. To complete the masters programme successfully, a pass of 50 must be achieved on each assignment. The dissertation is an original piece of work and should be of 12,000-15,000 words (or their equivalent) related to one of the selected modules on an approved topic. The modules we offer are inspired by the research interests of our staff and as a result may change for reasons of, for example, research developments or legislation changes. This list is an example of typical modules we offer, not a definitive list. Careers Career destinations for our graduates include counsellors, education advisers, language tutors, primary and secondary school teachers and vocational and industrial trainers and instructors. A number of our graduates are already in employment while undertaking part-time study and study for professional development within their chosen career. Average starting salary and career progression In 2014, 91.9% of postgraduates in the School of Education who were available for employment had secured work or further study within six months of graduation. The average starting salary was £21,833 with the highest being £39,000.* *Known destinations of full-time home and EU postgraduates, 2013/14. Career prospects and employability The acquisition of a masters degree demonstrates a high level of knowledge in a specific field. Whether you are using it to enhance your employability, as preparation for further academic research or as a means of vocational training, you may benefit from careers advice as to how you can use your new found skills to their full potential. Our Careers and Employability Service will help you do this, working with you to explore your options and inviting you to attend recruitment events where you can meet potential employers, as well as suggesting further development opportunities, such as relevant work experience placements and skills workshops. Entry requirements Candidates should normally hold an approved first degree with at least lower second-class honours (or equivalent) and/or an approved professional qualification deemed to be equivalent to a lower second-class honours degree. Other requirements Candidates will normally be expected to have had experience of working as teachers in schools, or as educators in less formal arts of community-based settings, for example, in arts organisations, community literacy projects, in the production and distribution of texts in traditional and new media or in arts-based therapies. IELTS 7.0 (with at least 6.5 in all elements) If these grades are not met, English preparatory courses are available [-]

Master of Arts in Education (School Counseling)

University of North Alabama
Campus or Online Full time September 2017 USA Florence

The Clinical Mental Health Counseling Program qualifies students for a variety of counseling positions in the community and meets the coursework requirements for Licensed Professional Counselor status in Alabama. The School Counseling Program prepares students to serve effectively as elementary and secondary school counselors and meets the requirements for School Counselor certification/licensure in Alabama and/or other states. [+]

Masters of Arts (M.A) in Education. The Department of Counselor Education offers master's degree programs for students who have completed bachelor's degrees and are preparing themselves for employment as school or clinical mental health counselors. The School Counseling (M.A.Ed.) graduate program in the Department of Counselor Education is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) under the 2001 standards and listed on the International Registry of Counselor Education Programs. The Clinical Mental Health Counseling (M.A.) program is accredited by CACREP under the 2009 standards. The Clinical Mental Health Counseling Program qualifies students for a variety of counseling positions in the community and meets the coursework requirements for Licensed Professional Counselor status in Alabama. The School Counseling Program prepares students to serve effectively as elementary and secondary school counselors and meets the requirements for School Counselor certification/licensure in Alabama and/or other states. Please consult the UNA Graduate Catalog or the Department of Counselor Education for additional information regarding the degree programs in counseling. Career Options: Graduates of the Counseling program are employed in numerous settings, including the following: Colleges and Universities Department of Human Resources Hospice Mental Health Centers Nursing Homes Rehabilitation Services Substance Abuse Programs Private Practice Elementary Schools Secondary Schools [-]