Experience AIIAS,
Change Your World
All Prerequisite courses must have been passed in the undergraduate level. A student who has not met these prerequisites may take courses at the graduate level with a satisfactory grade. The credit earned for graduate courses used as prerequisites, however, will not apply toward the MA Degree.
The following courses are offered as graduate level self-study modules to meet these prerequisites:Teaching experience, normally a minimum of 1 year. A letter of verification is required. Those specializing in Educational Administration are required a minimum of 2 years of teaching experience. Those specializing in TESOL must have at least 1 year of English language teaching. Those who do not meet this teaching experience requirement must do teaching practicum. For TESOL students, they must do teaching practicum in English language teaching.
The following courses are offered as graduate level self-study modules to meet theses prerequisites
Additional prerequisites for the TESOL emphasis:
Complete the following six courses:
Philosophical, technical, ethical, and practical issues in using technology in the classroom. The course
emphasizes both developing technical skills in technological areas appropriate to education, as well as exploring
the educational advantages and disadvantages of using technology. Topics include the selection, production,
utilization, and evaluation of audio, graphic, and electronic educational materials. Students develop educational
materials using technology and present them publicly.
A comprehensive view of classroom management and basic teaching/learning concepts and process which
include areas such as philosophical assumptions of learning, nature of learners, understanding student academic
and psychosocial needs, establishing positive teacher-student-parent and peer relationships, student
motivation, discipline, establishing rules and procedures, and maximizing on-task behavior. These concepts and
processes encompass all ages and all disciplines. Participants work in cooperative groups and present teaching
episodes and participate in structured coaching and focused feedback processes.
Interdisciplinary consideration of Christ-centered, Bible-based, faith-nurturing educational theory and practice. This class assists students in developing a personal, experiential faith and a balanced lifestyle in which the spiritual aspects of life blend naturally with day-to-day activities, as beliefs, values, experiences, and attitudes of their Christian worldview are integrated into the total school environment.
An exploration of the manner in which evaluative procedures contribute to the teaching/learning process and to the improvement of educational decisions. Topics include measurement theory; the alignment of evaluative procedures with teaching objectives; diagnostic, formative, and summative evaluation; the assessment of ability, achievement, aptitude, interest, and personality; alternative forms of evaluation, such as process and product assessment; the interpretation of standardized test data; the reporting of evaluative results; and trends and issues in instructional evaluation.
Introduction to the art of academic discourse to prepare graduate students for writing theoretical and research papers, thesis, and dissertation. Topics include proper use of sources, academic honesty, structure and language use, critical analysis and synthesis, organization, style and formatting, and the concept that writing is a process that is best learned through continual practice. Use of a reference management system (e.g. Zotero, Mendeley, Citavi, EndNote) will be introduced.
The course explores the foundational teaching and primary metaphors of leadership including theories, models, and concepts viewed in the context of God’s call on the covenant community in the redemptive history. Part of the course covers ethical philosophies, construction of framework for ethical decision, and application of ethical principles in one’s personal life and work place.
One of the following fields:
Complete the following four courses:
Designed to increase the teaching repertoire of teachers and other instructional leaders interested in improving
instruction. The power and usefulness of research-based teaching models are presented. The emphasis is on
developing a repertoire of complex teaching models or strategies of teaching/learning through guided practice
and feedback. Participants develop their ability to reflect on their own teaching performance and provide
effective feedback and support to others.
An exploration of the approaches that can be used by teachers for inclusion of exceptional learners, including
gifted learners, in the regular classroom setting. The characteristics of enabling conditions are analyzed and
appropriate educational programs and issues of assessment are addressed. Current trends and the impact of
legislation upon special education and inclusive practices are reviewed. Strategies and methods for dealing with
different levels of ability within the regular education classroom are examined.
A comprehensive introduction to the components of curriculum development. This course examines the process
and product aspects of curriculum for schools. Students learn the basic theory and skills of conceptualizing,
designing, constructing, implementing, and evaluating curriculum. The course includes issues of curriculum
change and the roles of curriculum participants and specialists in all curriculum activities. Students create
original curriculum documents within a limited scope.
Complete the following four courses:
An overview of the principles and processes of supervision instruction within the framework of teacher growth
and development. This course explores the rationales, assumptions, processes, and implications related to a
variety of instructional supervision practices and contexts associated with supervision of instruction and teacher
growth. The emphasis is on research-based practices to provide focused feedback designed to increase student
learning in a community of learners.
Basic concepts of accounting and reporting, analysis, and interpretation of financial statement (working capital and liquidity), variance analysis of income statements and expenditure, principles of time value of money, and budgeting, an introduction to costing principles, and issues in strengthening the financial condition of an institution or a business. (Not applicable to the MBA degree).
The study of leadership and its dynamics as it applies to the administration of elementary and secondary schools,
highlighting planning and implementing change for school improvement. The course explores the principal’s
role in providing moral, relational, instructional, and administrative leadership within the context of a school’s
culture and in the management of the school’s resources such as human resources, financial resources,
instructional resources, and others.
A study of the principles of K-12 school law. The course addresses legal issues affecting teachers and principals
including church-state issues, school board operations, teacher employment, and student welfare.
Complete the following four courses:
An overview of theories of first and second language acquisition, including comprehensible input, the monitor
hypothesis, and order of acquisition. The role of linguistics in understanding language acquisition; the
differences between learning and acquisition, EFL, ESL, and ESP, pedagogy and andragogy, integrative and
instrumental motivation; and traditional and current approaches to language teaching including
grammar/translation approaches, and communicative language teaching are discussed.
A study of the role of content courses in the development of reading and writing, grammar, vocabulary, and thinking skills. Emphasis is placed on the integration of writing and study skills in order to enhance retention in all content areas. The course includes a survey of appropriate teaching aids suitable for all learners, incorporating critical evaluation of numerical data, technology, and media literacy, including underlying issues such as bias, power, and culture. Experiences in the class include observation and teaching practice at various ages and levels of language ability.
An introduction to concepts of phonetics and phonology for language teachers. Techniques for teaching
pronunciation and assisting learners in gaining fluency and grammatical accuracy in real-time oral language
production; developing general and specific listening skills; selection of instructional materials; testing; and
individual, group, and laboratory techniques for oral skills development are included.
An overview of the cultural development and history of the English language. Effects of culture on language
learning; how language and culture overlap, interact, and influence each other; how to manage, read, and adapt
cultural indicators to language learning; directness, intensity, proper social behavior, power relations, and other
pragmatic issues that affect language learning contexts are discussed.
Introduces students to the terminology, methods, and tools of scholarly research. It explores fundamental
research concepts that address the process of both qualitative and quantitative research designs in writing a
thesis/project proposal. Specific topics include characteristics of historical, descriptive, quasi-experimental,
experimental, action research, and qualitative research; measurement considerations as related to validity,
reliability, generalizability, instrumentation, data collection and analysis; presentation and discussion of results
findings, making conclusions and recommendations; and ethical considerations. Prerequisite: RESM 520
Academic Writing.
Note: If more than 5 years have elapsed since RESM 610 Research Methods or its equivalent was taken, knowledge
of research methods must be reviewed through audit of this course or by preparation for and taking of a
proficiency examination before taking courses requiring Research Methods as a prerequisite.
An introduction to the application of descriptive and inferential statistics. Concepts covered in this course include descriptive statistics (frequency, measures of central tendency and variation, transformed scores, normal distribution), and inferential statistics (hypotheses testing, statistical power, t-tests, analysis of variance, bivariate correlation, linear regression, and selected non-parametric statistics). Use of statistical analysis software (e.g. SPSS, JASP, JAMOVI) is required. Presentation of a research project is expected.
A student may opt to take a double emphasis in the MA program. In such a case, the student must take four
additional courses (12 credits) from the second area of emphasis.
Comprehensive Examination
One of the two culminating modalities:
The thesis is a potential culminating activity for many Graduate School master’s degrees. It consists of qualitative
and/or quantitative research that validates or improves existing theory and makes a unique contribution to
knowledge in the selected area of study. Research designs could include evaluation, descriptive, or theory-
oriented studies, (see Thesis/Dissertation in the Graduate School and Departmental Guidelines.)
Students who have already taken the 3 credits of MA Culminating Project but are still working on the project
must continue enrollment by registering for continuation of project writing.
Program Structure | Credits | Credits |
|---|---|---|
Professional Track | Academic Track | |
Core | 17 | 17 |
Emphasis | 12 | 12 |
Research | 6 | 6 |
Elective | 3 | |
Culminating Phase | 3 | 6 |
TOTAL | 41 | 41 |
Field of Emphasis
One of the following fields:
Research | 6 |
|---|---|
RESM 610 Research Methods | 3 |
RESM 615 Applied Statistical Methods I | 3 |
A student may opt to take a double emphasis in the MA program. In such Double Emphasis case, the student must take four additional courses (12 credits) from second area of emphasis
Culminating Phase | 3-6 |
|---|---|
Comprehensive Examination | 0 |
One of the two culmination modalities | |
a. Academic Track - EDAD/EDCI/EDTE 698 MA Thesis | 6 |
b. Professional Track - EDAD/EDCI/EDTE 694 MA Project + any course from other education emphases in consultation with academic advisor | 3 |
Tuition, required fees, books. Not including prerequisites.
For more information, visit the online MA site.
This includes housing, utility, food & miscellaneous, refundable deposit. For a couple with 2 children in a 2-bedroom unit.
This includes housing, utility, food & miscellaneous, refundable deposit.
Monday to Thursday 8 am to 5 pm;
Friday 8 am to 12 nn
