Ivy Bridge College’s Master's in Education program helps you develop a comprehensive understanding of the elements necessary to create high-quality classroom instruction aligned with the current academic content standards in PreK–12 education. You’ll gain practical knowledge about how to refine teaching practices and improve student achievement, as well as an understanding of the education theory and philosophy that leads to better educational experiences.
Important Note: This program is not designed to lead to licensure or a teaching certificate.
Join an online program that fits your professional goals.
|Course No.||Course Title||Credit Hours|
|EDU 536||Philosophy of Education||2|
|EDU 538||Information Literacy for Educators||2|
|EDU 542||Multicultural Education||2|
|EDU 548||Advanced Technology for Teachers||2|
|EDU 550||Special Needs Learners||2|
|EDU 552||Educational Leadership||2|
|EDU 572||World History of Education||2|
|EDU 611||Psychology and Sociology of Learning||2|
|EDU 613||Current Trends in Curriculum and Instruction||2|
|EDU 615||Ethical and Legal Issues in Education||2|
|EDU 617||Current Practices in Classroom Behavior and Management||2|
|EDU 641||Educational Research||2|
|EDU 643||Educational Measurements||2|
|EDU 654||Analysis of Core State Standards||2|
|EDU 655||Analysis of State Standards||2|
|EDU 680||ePortfolio Capstone Project||2|
This course examines philosophical issues in educational theory and practice while considering influential work by classical and contemporary educational theorists.
This course is an introduction to information literacy—the ability to locate, evaluate, and use information. Students learn techniques to improve their own and their students’ research skills and methods of infusing information literacy into their curricula. Information issues and their effects on society and education are also discussed.
Prerequisite: Six hours of writing or composition.
This course provides students with an understanding of cultural, ethnic, economic, gender, and racial differences and similarities in American society and focuses on preparing educators for working successfully with America’s multicultural school population.
This course extends students’ competence with advanced technology applications commonly found in educational settings. It emphasizes the evaluation, utilization, and integration of microcomputer hardware and software CAI, and database and word processing uses across the curriculum, and the use of tools such as lesson planning and grade book management.
This course develops rationale, philosophy, and skills in curriculum analysis. Students review selection, development, and adaptation of curricula, instructional plans, and materials that fit the goals of the school and the needs of exceptional learners in special and mainstream classrooms. The course emphasizes the psychological, sociological, educational, philosophical, and ethical aspects affecting children and families with special needs (including gifted and talented). It covers topics such as legislative, assessment, and programming issues; risk indicators and risk assessment; tools and instruments for informal assessment; and interpreting standardized observational measures.
This course emphasizes the philosophical, social, and political aspects of educational leadership; examines research on best practices in developing and adapting curriculum to positively impact students with disabilities; and examines the varying models that support curriculum and instructional approaches with the aim of preparing educators for curricular leadership roles within their own school settings.
This course surveys education from ancient Judaic schools to major contemporary educational developments; emphasizes institutional developments and cultural events that have accompanied them; reviews historical background of contemporary theory, practice, and reform.
This course presents students with differing concepts of the nature of the individual and society, considers psychological and sociological development of these concepts, and evaluates basic premises and implicit assumptions. It examines the psychological and social development of the ways in which the family, school, and community affect adolescent development, including effects on cognitive processes, identity formation, and peer relationships.
This course debates major curricular movements, principles of curriculum development, and recent trends including content area and national and state standards.It considers recent theoretical and research developments related to classroom instruction, current practices, and innovations in educative process, and classroom tools including the use of the internet.
This course develops the knowledge, skills, and attitudes essential for making responsible professional decisions based on legal and ethical principles relevant to curriculum, pupils, liability, and finance. There is an emphasis on case studies related to curriculum and instruction.
This course analyzes and interprets data, design, and evaluation of behavioral treatment interventions related to the principles of applied behavior analysis; examines ways in which the classroom environment and set-up impact behavior; and examines ways in which special needs students may be better integrated into the inclusion setting.
This course introduces methods of research in education; emphasizes research strategies and analysis of descriptive and judgmental information for selecting, planning, and evaluating research problems; uses library resources, data gathering, and writing research reports.
This course refines test construction, item analysis, and statistics for test scores. It introduces sampling and probability; linear correlation and regression; tests of significance and effect size; reliability, validity, and measures of central tendency.
This course examines current research and trends in teaching and learning according to common standards set forth by the State Department of Education. Assignments and projects can be individualized allowing students to focus on particular licensure grade levels.
Examines current research and trends in teaching and learning relevant to the area recertification requirements of candidate’s home state; provides basic information and tailors assignments and projects allowing students to focus on particular licensure grade levels.
Throughout their MEd program, students contribute work to an ePortfolio representing their progress. Various course materials are periodically integrated into the ePortfolio. During this course, students complete and refine an electronic media capstone project representing successful completion of all coursework in the MEd pro- gram. The ePortfolio includes representative teaching artifacts such as PreK–12 student activities, lesson plans, and classroom assessments drawn from all courses in the graduate program as well as individual professional development credentials. The ePortfolio provides both students and faculty with tangible evidence of the student’s academic scholarship and professionalism.
Prerequisite: Completion of all other coursework