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Master of Education: Educational Leadership

18 Month Study Plan

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Barring any interruption to their study, the Master of Education is designed to be completed in three semester, or one-and-a-half 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.

 

Master of Education 18-Month Study Plan

Semester One
Course Code Course Title Schedule Timing
EDUC 511 (3CH) Introduction to Applied Research Full semester (16 weeks) Saturdays
EDUC 515 (3CH) Theories of Teaching and Learning Semester – A (8 weeks) Fridays/ Saturdays
EDUC 525 (3CH) Theories of Leadership and Administration Full semester (16 weeks Saturdays
EDUC 545  (3CH) Coaching, Mentoring, & Developing School Staff Semester – B (8 weeks) Fridays/ Saturdays

 

Semester Two
Course Code Course Title Schedule Timing
EDUC 620 (3CH) Supervision & Evaluation of Instruction Full semester (16 weeks Saturdays
EDUC 640 (3CH) Inclusive Leading of Diverse Groups Semester – A (8 weeks) Fridays/ Saturdays
EDUC 660 (3CH) Implementation & Evaluation of Comprehensive School Reform Semester – B (8 weeks) Fridays/ Saturdays
EDUC 680  (3CH) Applied Research I Full semester (16 weeks) Saturdays

 

Semester Three
Course Code Course Title Schedule Timing
EDUC 675 (3CH) School Governance and Community Engagement Full semester (16 weeks) Saturdays
EDUC 685 (3CH) Using Research for Educational Change Full semester (16 weeks) Saturdays
EDUC 695 (3CH) Applied Research II Full semester (16 weeks) Saturdays
Last updated: Sep 14, 2021 @ 6:53 pm

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EDUC 511 (3CH): Introduction to Applied Research

This course provides students and introduction to quantitative, qualitative, and mixed-methods research design in the educational sciences. This is a practical course designed to guide students through the development of their applied research proposals into a gap in practice.

EDUC 515 (3CH): Theories of Teaching and Learning

The course will examine major theories regarding teaching and learning such as behaviorism, constructivism, cognitivism, and postmodernism. 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.

EDUC 525 (3CH): Theories of Leadership and Administration

This course provides students with conceptual and practical knowledge in leadership theories, with an emphasis on application in real world education settings. Students will acquire skills grounded in various leadership theories and use this conceptual knowledge to create an individual, metacognitive Leadership Profile.

EDUC 545 (3CH): Coaching, Mentoring, & Developing School Staff

This course is designed to prepare leaders to coach and mentor school faculty and staff for professional development. Students will acquire the requisite skills to coach and/or mentor school staff and faculty to facilitate positive change within schools and improve student performance.

EDUC 620 (3CH): Supervision & Evaluation of Instruction

This course will examine theory, research, and practice of supervision; discuss approaches to staff development; assessment and evaluation; clinical supervision techniques.

EDUC 640 (3CH): Inclusive Leading of Diverse Groups

This leadership course is designed to prepare students to lead diverse groups and/or teams of individuals in schools and where education meets industry. Throughout the duration of this course, students will engage in meaningful dialogue centered on these authentic, real-world scenarios.

EDUC 660 (3CH): Implementation & Evaluation of Comprehensive School Reform

This course provides students with the knowledge and skills to carry out comprehensive school reform, and it includes the major steps required for determining needs, planning the reforms, understanding challenges and roadblocks to reforms, and implementing and evaluating the reforms.

EDUC 680 (3CH): Applied Research I

(Prerequisites – EDUC 511) This course, designed using a metacognitive approach, enables students to apply critical reflective practice while completing their research fieldwork. This course will draw upon specified skills acquired in previous research and leadership courses to facilitate the necessary fieldwork for students’ individual research projects.

EDUC 675 (3CH): School Governance and Community Engagement

(Prerequisite – completion of the PGDE) In this course students explore the governance of schools and the building of constructive relationships between schools and communities from socio-economical and sociological perspectives grounded in educational research.

EDUC 685 (3CH): Using Research for Educational Change

(Prerequisite – Completion of the PGDE) This course focuses on the 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; and strategies for change in education.

EDUC 695 (3CH): Applied Research II

(Prerequisite – Completion of the PDGE) This research capstone prepares students who have transitioned into the Master of Education program to finalize their original research for submission to an academic journal. This course is designed to enable students with requisite skills in disseminating research.