online maed degree

This course provides learners in College of Education programs with strategies for academic success within the University of Phoenix adult learning model. Learners will apply written and oral communication principles to their roles as educators, examine research methods for finding and evaluating resources, and develop effective skills in collaboration and critical thinking in preparation for their program and workplace.

Learners examine the ethical framework and challenges of teachers and teacher leaders in today's schools. The professional educational leader fosters ethical practices and engages in purposeful ethical decision-making. Learners will explore ethical, social, and political issues in education through case studies, discussions, and other learning activities. Ethical leadership and decision-making will be analyzed through current ethical issues and topics such as academic freedom, integrity, and accountability.

In this course, students analyze the field of education from a social and global perspective and investigate the implications of the globalization of knowledge on micro and macro educational systems. Multicultural implications, diversity, and the use of technology as a vehicle of pedagogy are explored. Emphasis is on building collaborative organizational communities and empowering teacher leaders to think strategically about school change.

This course focuses on applying curricular theory to best practices in the 21st century classroom. Learners explore current research in curriculum and instruction. In addition, learners analyze curriculum philosophy and planning as well as practical applications and innovations in curriculum design. Special attention is given to the use of technology in the development of effective learning environments and instruction in the 21st century classroom.

This course examines critical thinking theories and quality questioning strategies for all P–12 settings, levels, and academic disciplines. Preservice and current educators will individually and collaboratively apply critical thinking and quality questioning methods and strategies to expand and strengthen student learning. Educators will design student-centered critical thinking instruction, incorporate student use of technology and resources, and examine classroom culture to optimize learning and success for all students. Additionally, educators will create assessments and determine methods for providing feedback to measure students' critical thinking skills and inform instruction.

This course explores strategies and best practices for fostering student engagement and improving teaching and learning in the K-12 educational environment. Participants examine relationship building, classroom culture and climate, and the cycle of effective teaching as ways to positively affect instruction and learning outcomes for all students. Research-based instructional strategies, student supports and differentiated instruction, and ways to collaborate and work toward a culture of continuous improvement are also explored.

This course is designed to support educators in developing an increased level of competence and professional understanding of educational assessment in the K-12 setting. Participants examine how the assessment process is used to collect data, evaluate classroom and school-wide learning outcomes, and make informed decisions about curriculum and instruction. Emphasis is placed on formative, summative, and curriculum-based assessment to support student learning in a comprehensive and balanced assessment system. Benchmark assessments, progress monitoring, and accountability to increase achievement are also addressed.

Learners examine the process of conducting their own classroom-based or school-based research. The course provides practical experience with action research components in the educational setting for everyday instruction. Learners will use research and data to enhance the instructional environment and to promote lifelong learning.

This course provides an overview of instructional coaching and teacher mentoring as a way to positively affect teaching and learning outcomes in the K-12 educational environment. Participants examine coaching and mentoring models and practices, the roles and responsibilities of the coach/mentor, strategies for developing trust and rapport, and the development of communicative, nurturing relationships. Teacher development through learning communities, giving and receiving feedback, and strategies for navigating challenges and managing boundaries are also explored.

This course is designed to support educators in developing an increased level of competence and professional knowledge of the use of technology and technology integration in the K-12 educational setting. Participants examine technology tools, web-based content, instructional software, and digital resources for creation, communication, and collaboration to support teaching and learning in education. Models of blended and online learning, resources for facilitating digital learning, and school-wide technology integration are also addressed.

This course examines the use of school-based communities of practice as professional learning opportunities for teachers and a means of improving student achievement and learning outcomes. Participants examine the essential conditions and important components necessary to effectively plan, establish, and work in school-based communities of practice. Best practices of instruction and assessment as a community, approaches for evaluating effectiveness, and strategies for sustaining a school-based community of practice are also explored.

This course examines the relationship between change theories, reflective practice, and models of professional development. Participants use student achievement data to determine professional development needs, explore the components and protocols of different professional development models, and examine the process and procedures for implementing high-quality professional development. Accountability measures, sustainability parameters, and methods of evaluation for school-wide professional development are also explored.