Master of Education in Educational Leadership (MEEL)

Degree Requirements

Assuming students do not interrupt their study, the degree is designed to be completed in two years. Students who withdraw or take a leave of absence from the program must meet requirements for returning that are outlined in the American University of Ras Al Khaimah’s Catalog. Students must meet specific standards to progress and do so within the maximum time allowed to complete the program; these standards and time allotment are also detailed in the Catalog. If a degree is not completed within a period of six years all coursework in the degree may be re-evaluated for its current relevance. The Master of Education in Educational Leadership requires the completion of 33 credit hours in the following areas of study

Requirement
No. of Credit Hours
a) Program Core Course Requirements
18
b).Concentration Course Requirements
(Educational Leadership Concentration or Teaching and Learning Concentration)
Compulsory Courses
15
 TOTAL  33

 

Program Core Course Requirements
Course
Title
CR
EDUL 510 Overview of Educational Inquiry
3
EDUL 515 Assessment of Student Learning
3
EDUL 520 Theories of Teaching and Learning
3
EDUL 525 Leadership for Educational Improvement
3
EDUL 615 School Governance, Politics and Community Engagement
3
EDUL 625 Using Research for Educational Change
3
 TOTAL    18
Program Core Course Requirements
Course
Title
CR
EDUL 610 Curriculum Design and Implementation
3
EDUL 620 Supervision and Evaluation of Instruction
3
EDUL 630 Implementation and Evaluation of Comprehensive School Reform
3
EDUL 665 Internship 1: Field-Based
3
EDUL 666 Internship 2: Class-Based
3
 TOTAL    15
Teaching and Learning Concentration
Course
Title
CR
EDUL 640 Curriculum Design and Implementation
3
EDUL 650 Effective Classroom Management
3
EDUL 655 Strategies for Effective Student Learning
3
EDUL 665 Internship 1: Field-Based
3
EDUL 666 Internship 2: Class-Based
3
 TOTAL    15

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Assuming students do not interrupt their study, the degree is designed to be completed in two years. Students who withdraw or take a leave of absence from the program must meet requirements for returning that are outlined in the American University of Ras Al Khaimah’s Catalog. Students must meet specific standards to progress and do so within the maximum time allowed to complete the program; these standards and time allotment are also detailed in the Catalog. If a degree is not completed within a period of six years all coursework in the degree may be re-evaluated for its current relevance. The Master of Education in Educational Leadership requires the completion of 33 credit hours in the following areas of study

Requirement
No. of Credit Hours
a) Program Core Course Requirements
18
b).Concentration Course Requirements
(Educational Leadership Concentration or Teaching and Learning Concentration)
Compulsory Courses
15
 TOTAL  33

 

Program Core Course Requirements
Course
Title
CR
EDUL 510 Overview of Educational Inquiry
3
EDUL 515 Assessment of Student Learning
3
EDUL 520 Theories of Teaching and Learning
3
EDUL 525 Leadership for Educational Improvement
3
EDUL 615 School Governance, Politics and Community Engagement
3
EDUL 625 Using Research for Educational Change
3
 TOTAL    18
Program Core Course Requirements
Course
Title
CR
EDUL 610 Curriculum Design and Implementation
3
EDUL 620 Supervision and Evaluation of Instruction
3
EDUL 630 Implementation and Evaluation of Comprehensive School Reform
3
EDUL 665 Internship 1: Field-Based
3
EDUL 666 Internship 2: Class-Based
3
 TOTAL    15
Teaching and Learning Concentration
Course
Title
CR
EDUL 640 Curriculum Design and Implementation
3
EDUL 650 Effective Classroom Management
3
EDUL 655 Strategies for Effective Student Learning
3
EDUL 665 Internship 1: Field-Based
3
EDUL 666 Internship 2: Class-Based
3
 TOTAL    15
Last updated: Sep 18, 2019 @ 1:29 pm

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EDUL 510 - Overview of Educational Inquiry

Introduction to quantitative and qualitative educational research traditions, procedures, theories, and methods. Practical research applications to educational problems; outline of various research designs that are appropriate for examining educational issues; quantitative and qualitative strategies include statistical analyses, survey and questionnaire design, interviews, thematic analysis, case studies and narrative inquiry.

EDUL 515 - Assessment of Student Learning

Concepts, theories and ethical issues underlying assessment practices. Methods of assessing learning applied to different educational learning environments; processes and problems related to course learning assessments; evaluating programmatic outcomes; designing measures to evaluate learner and curricular outcomes. Assessment practices and ways in which they are appropriate in the UAE.

EDUL 520 - Theories of Teaching and Learning

Major theories regarding teaching and learning are examined, such as behaviorism, constructivism, cognitivism, and post-modernism. An overview of the major theorists who have contributed to the study of learning is provided in order to frame contemporary learning theories, models, and approaches. Through theoretical frameworks, students

EDUL 525 - Leadership for Educational Improvement

Exploration of the nature of leadership in educational settings; improvement strategies; application of contemporary theories of leadership; the functioning of organizations and leadership choices within organizations.

EDUL 615 - School Governance, Politics and Community Engagement

Pre-requisite(s): EDUL 510, 515, 520, and 525

Applying social science theory and research to the UAE education situation, this course explores the governance of schools from political and sociological contexts and the building of constructive relationships between schools and communities.

EDUL 625 - Using Research for Educational Change

Pre-requisite(s): EDUL 510, 515, 520, and 525

Role of research in the work of school leaders; ways leaders use research to identify opportunities for improvement and change; relationship between theory, research, and practice; role of research and benchmarking in school improvement; examination of change principles in effective educational leadership; strategies for change in education; implementing and managing effective educational change.

EDUL 640 - Curriculum Design and Implementation

Pre-requisite(s): EDUL 510, 515, 520, and 525

Theoretical and practical approaches to curriculum design, planning, implementation and evaluation; socio-political and educational factors that influence the decision making process in curriculum development.

EDUL 620 - Supervision and Evaluation of Instruction

Pre-requisite(s): EDUL 510, 515, 520, and 525

Theory, research and practice of supervision; approaches to staff development; assessment and evaluation; clinical supervision techniques.

EDUL 630 - Implementation and Evaluation of Comprehensive School Reform

Pre-requisite(s): EDUL 510, 515, 520, and 525

Comprehensive school reform; when is it needed; what is needed; how do you know it is needed; program evaluation; strategic planning for reforms; social, economic, political, and educational forces that drive reform; benefits, roles, responsibilities and challenges of reform for stakeholders (schools, teachers, students, communities); implementation of reforms; road- blocks to reforms; evaluation of reforms.

EDUL 665 - Internship 1: Field-Based

Pre-requisite(s): EDUL 510, 515, 520, 525 and at least 2 courses in the chosen concentration.

This field-based portion of the internship in educational leadership (EDUL 665) provides students with a work experience that enables them to apply concepts and theories learned in the classroom to actual practice in the workplace, to develop their skills, and to gain experience and knowledge for future employment. When followed by the class-based course (EDUL 666) the students will have completed the internship with a strong research base in developing and implementing some aspect of educational reform and improvement. Over the term of 15 weeks, the intern is required to commit from 6 to 9 hours per week of on-site time for 90 to 135 hours of on-site work to explore a problem, design an investigation, review the research literature, collect data and recommend an appropriate intervention and possible implementation approaches. The intern will commit additional personal time as required.

EDUL 666 - Internship 2: Class-Based

Pre-requisite(s): EDUL 665

Along with the field-based course (EDUL 665), the students will have completed the internship with a strong research base in developing and implementing some aspect of educational reform and improvement.

EDUL 640 - Curriculum Design and Implementation

Pre-requisite(s): EDUL 510, 515, 520, and 525

Theoretical and practical approaches to curriculum design, planning, implementation and evaluation; socio-political and educational factors that influence the decision making process in curriculum development.

EDUL 650 - Effective Classroom Management

Pre-requisite(s): EDUL 510, 515, 520, and 525

Creating positive learning situations; exploring effective classroom management strategies; understanding child learning processes; techniques to encourage students’ positive social interactions, active engagement in learning and self-motivation.

EDUL 655 - Strategies for Effective Student Learning

Pre-requisite(s): EDUL 510, 515, 520, and 525

Best practices and research based strategies to promote various learning styles and create an active learning environment that increases student success; relationship between the school and classroom settings, methodologies of teaching and student learning needs.

EDUL 665 - Internship 1: Field-Based

Pre-requisite(s): EDUL 510, 515, 520, 525 and at least 2 courses in the chosen concentration.

This field-based portion of the internship in educational leadership (EDUL 665) provides students with a work experience that enables them to apply concepts and theories learned in the classroom to actual practice in the workplace, to develop their skills, and to gain experience and knowledge for future employment. When followed by the class-based course (EDUL 666) the students will have completed the internship with a strong research base in developing and implementing some aspect of educational reform and improvement. Over the term of 15 weeks, the intern is required to commit from 6 to 9 hours per week of on-site time for 90 to 135 hours of on-site work to explore a problem, design an investigation, review the research literature, collect data and recommend an appropriate intervention and possible implementation approaches. The intern will commit additional personal time as required.

EDUL 666 - Internship 2: Class-Based

Pre-requisite(s): EDUL 665

Along with the field-based course (EDUL 665), the students will have completed the internship with a strong research base in developing and implementing some aspect of educational reform and improvement.

EDUL 510 - Overview of Educational Inquiry

Introduction to quantitative and qualitative educational research traditions, procedures, theories, and methods. Practical research applications to educational problems; outline of various research designs that are appropriate for examining educational issues; quantitative and qualitative strategies include statistical analyses, survey and questionnaire design, interviews, thematic analysis, case studies and narrative inquiry.

EDUL 515 - Assessment of Student Learning

Concepts, theories and ethical issues underlying assessment practices. Methods of assessing learning applied to different educational learning environments; processes and problems related to course learning assessments; evaluating programmatic outcomes; designing measures to evaluate learner and curricular outcomes. Assessment practices and ways in which they are appropriate in the UAE.

EDUL 520 - Theories of Teaching and Learning

Major theories regarding teaching and learning are examined, such as behaviorism, constructivism, cognitivism, and post-modernism. An overview of the major theorists who have contributed to the study of learning is provided in order to frame contemporary learning theories, models, and approaches. Through theoretical frameworks, students

EDUL 525 - Leadership for Educational Improvement

Exploration of the nature of leadership in educational settings; improvement strategies; application of contemporary theories of leadership; the functioning of organizations and leadership choices within organizations.

EDUL 615 - School Governance, Politics and Community Engagement

Pre-requisite(s): EDUL 510, 515, 520, and 525

Applying social science theory and research to the UAE education situation, this course explores the governance of schools from political and sociological contexts and the building of constructive relationships between schools and communities.

EDUL 625 - Using Research for Educational Change

Pre-requisite(s): EDUL 510, 515, 520, and 525

Role of research in the work of school leaders; ways leaders use research to identify opportunities for improvement and change; relationship between theory, research, and practice; role of research and benchmarking in school improvement; examination of change principles in effective educational leadership; strategies for change in education; implementing and managing effective educational change.

EDUL 640 - Curriculum Design and Implementation

Pre-requisite(s): EDUL 510, 515, 520, and 525

Theoretical and practical approaches to curriculum design, planning, implementation and evaluation; socio-political and educational factors that influence the decision making process in curriculum development.

EDUL 620 - Supervision and Evaluation of Instruction

Pre-requisite(s): EDUL 510, 515, 520, and 525

Theory, research and practice of supervision; approaches to staff development; assessment and evaluation; clinical supervision techniques.

EDUL 630 - Implementation and Evaluation of Comprehensive School Reform

Pre-requisite(s): EDUL 510, 515, 520, and 525

Comprehensive school reform; when is it needed; what is needed; how do you know it is needed; program evaluation; strategic planning for reforms; social, economic, political, and educational forces that drive reform; benefits, roles, responsibilities and challenges of reform for stakeholders (schools, teachers, students, communities); implementation of reforms; road- blocks to reforms; evaluation of reforms.

EDUL 665 - Internship 1: Field-Based

Pre-requisite(s): EDUL 510, 515, 520, 525 and at least 2 courses in the chosen concentration.

This field-based portion of the internship in educational leadership (EDUL 665) provides students with a work experience that enables them to apply concepts and theories learned in the classroom to actual practice in the workplace, to develop their skills, and to gain experience and knowledge for future employment. When followed by the class-based course (EDUL 666) the students will have completed the internship with a strong research base in developing and implementing some aspect of educational reform and improvement. Over the term of 15 weeks, the intern is required to commit from 6 to 9 hours per week of on-site time for 90 to 135 hours of on-site work to explore a problem, design an investigation, review the research literature, collect data and recommend an appropriate intervention and possible implementation approaches. The intern will commit additional personal time as required.

EDUL 666 - Internship 2: Class-Based

Pre-requisite(s): EDUL 665

Along with the field-based course (EDUL 665), the students will have completed the internship with a strong research base in developing and implementing some aspect of educational reform and improvement.

EDUL 640 - Curriculum Design and Implementation

Pre-requisite(s): EDUL 510, 515, 520, and 525

Theoretical and practical approaches to curriculum design, planning, implementation and evaluation; socio-political and educational factors that influence the decision making process in curriculum development.

EDUL 650 - Effective Classroom Management

Pre-requisite(s): EDUL 510, 515, 520, and 525

Creating positive learning situations; exploring effective classroom management strategies; understanding child learning processes; techniques to encourage students’ positive social interactions, active engagement in learning and self-motivation.

EDUL 655 - Strategies for Effective Student Learning

Pre-requisite(s): EDUL 510, 515, 520, and 525

Best practices and research based strategies to promote various learning styles and create an active learning environment that increases student success; relationship between the school and classroom settings, methodologies of teaching and student learning needs.

EDUL 665 - Internship 1: Field-Based

Pre-requisite(s): EDUL 510, 515, 520, 525 and at least 2 courses in the chosen concentration.

This field-based portion of the internship in educational leadership (EDUL 665) provides students with a work experience that enables them to apply concepts and theories learned in the classroom to actual practice in the workplace, to develop their skills, and to gain experience and knowledge for future employment. When followed by the class-based course (EDUL 666) the students will have completed the internship with a strong research base in developing and implementing some aspect of educational reform and improvement. Over the term of 15 weeks, the intern is required to commit from 6 to 9 hours per week of on-site time for 90 to 135 hours of on-site work to explore a problem, design an investigation, review the research literature, collect data and recommend an appropriate intervention and possible implementation approaches. The intern will commit additional personal time as required.

EDUL 666 - Internship 2: Class-Based

Pre-requisite(s): EDUL 665

Along with the field-based course (EDUL 665), the students will have completed the internship with a strong research base in developing and implementing some aspect of educational reform and improvement.