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Master of Arts in Education in Teaching and Learning

CURRICULUM REQUIREMENTS  The student must complete a total of 30 credit hours as follows:

The Master of Arts in Education (MAEd) in Teaching and Learning degree program is intended to prepare educators who work in the P-12 setting as change agents who engage actively in their communities, using appropriate pedagogy and technology to foster the development of global citizens. In addition to the core course requirements, students enrolled in this degree program will complete a four course sequence designed to strengthen educators' knowledge and skills in order to work more effectively in the current classroom environment. This degree program does not lead to certification or credential endorsement.

Core Course Requirements (18 credit hours)

E6037 Improving School Decisions Through Data Driven Change (3)

The purpose of this course is to prepare educational leaders to utilize quantitative and qualitative educational research to carry out strategic data-driven inquiry for school improvement. Improving student learning and achievement can be accomplished most effectively through the use of data analysis to understand student learning needs and to make instructional decisions. Sources and types of various data will be discussed, along with research-based suggestions concerning the interpretation and use of selected data. The application of this data will include opportunities to explore examples of data directed toward increasing the scope of curriculum options and expanding the broad applicability of instructional resources, assessment, and planned professional development through data discovery.

E6100 Research in Education (3)

This course provides an introduction to the theory and practice of research in the field of education. Both design and analysis issues are discussed. The student is involved in both research review and design relevant to his/her professional level of certification. Action research will be the research design of major focus.

E6420 Multicultural Education in Contemporary Society (3)

Multicultural education in a global society examines topics that focus on understanding and accepting cultures and overcoming barriers to promote a positive classroom environment that meets the needs of all students. It also addresses the importance of equitable student access to curriculum and the significance of community collaboration.

E6434 Community Relations and Collaboration (3)

This course focuses on developing skills and strategies for working collaboratively with various constituencies in the P-12 arena. Emphasis is placed on partnerships and opportunities that address the whole child at a local, national, and global level.

E6501 Current Trends in School Curriculum (3)

This course provides a critical analysis of current curricular theory, research and practices in education within a rapidly changing environment. Candidates will learn how to evaluate data-driven curriculum solutions with respect to meeting the learning needs of each student. Candidates also explore the benefits of technology to enable student learning within the context of given curricula.

E6840 Reflections in Practice (3)

Candidates engage in learning activities related to reflective pedagogy, self-assessment, and professional development that enhance student learning. The course is designed to involve candidates in critical reflection of: varied and appropriate curricular approaches, effective instructional strategies and assessment, classroom environment facilitation, and collaboration with the community.
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Concentration Requirements
Students in the MAEd in Teaching and Learning degree program are required to choose a concentration below:


Integrated Concentration Requirements (12 Credits - Students Are Required to Take the Following:


E6361 Foundations of Exceptional Student Education (3)

This course is designed to present an overview of special education for the general education classroom teacher. It provides an overview of the identification, classification, eligibility, continuum of services, and unique characteristics of individuals with disabilities across all areas of exceptionalities and will demonstrate the role of families in the education process. This course also examines special education laws, regulations, and processes that impact the student and teacher as well as a variety of learning approaches that will enable the general education teacher to work effectively with exceptional students.

E6443 Assessments and the ELL/ESL Student (3)

This course examines formal and informal assessments, with a focus on authentic assessments for English learners. Students examine, create, and modify various methods and tools for assessing language proficiency and content knowledge. Cultural considerations of standardized assessments as well as variable that affect reliability and validity of assessments are explored.

E6530 Reading Strategies and Learning Theories for the P-16 Classroom (3)

This course provides an examination of multiple learning theories and instructional strategies related to the reading process and the teaching of reading through research, methods, curricula, and materials. There will be a focus on reading methods that capitalize on the spoken language, comprehension, and literacy in both content and context as related to a variety of classroom settings and diverse student populations.

E6536 - Teaching Literacy to ELL Students (3)

This course explores optimal instructional strategies to meet the needs of diverse nonnative English learners. Theoretical foundations of first and second language acquisition, both oral and written, and assessment strategies are examined.

ELL/ESL Requirements (12 Credits) - Students Are Required to Take the Following:


E6441 Linguistics for ELL/ESL Educators (3)

This course focuses on the scientific study of English and other languages and concepts related to teaching English as a second language. Topics addressed include: pronunciation; grammar; vocabulary; language variation; and written discourse. Sound (phonetics and phonology), structure (morphology and syntax), and meaning (semantic and pragmatics) are examined.

E6443 Assessments and the ELL/ESL Student (3)

This course examines formal and informal assessments, with a focus on authentic assessments for English learners. Students examine, create, and modify various methods and tools for assessing language proficiency and content knowledge. Cultural considerations of standardized assessments as well as variable that affect reliability and validity of assessments are explored.

E6536 Teaching Literacy to ELL Students (3)

This course explores optimal instructional strategies to meet the needs of diverse nonnative English learners. Theoretical foundations of first and second language acquisition, both oral and written, and assessment strategies are examined.

E6440 ELL/ESL Methods and Curriculum Development (3)

This course offers teachers the theories, tools, and techniques for using methods and developing curricula that meet both the language and content learning needs of their English Learners (ELs).

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GRADUATION REQUIREMENTS
  • A student is eligible for graduation from the MAEd in Teaching and Learning degree program when the following requirements are met:
  • Satisfactory completion of 30 semester credit hours in the program of study that includes
    • 18 credit hours of core course requirements
    • 12 credit hours of concentration course requirements
  • A grade point average of 3.0 or higher (on a scale of 4.0) and a grade of B- or better in all required courses.
  • A completed Petition to Graduate submitted to campus administration.

The Master of Arts in Education in Teaching and Learning program DOES NOT lead to teacher or administrator certification, licensure, or endorsement in any state in the United States. This program is designed to enhance the skills and knowledge of students who are already certified, licensed or endorsed and for students who are interested in pursuing these degrees for reasons other than obtaining teacher or administrator certification, licensure, or endorsement. Additionally, the credits earned through participating in this program offered by Argosy University are unlikely to be transferable to any other similar program that is approved for teacher or administrator certification, licensure or endorsement in any State.


Courses in the MAEd in Teaching and Learning program contain a fieldwork component. Public (and some non-public) schools may be required by state law or local policy to conduct criminal background investigations on individuals who are in contact with students. Before doing fieldwork in a state approved public or non-public school outside of their district of employment, candidates must complete any required background checks or clearances. Failure to complete and pass clearances will result in the ineligibility to complete fieldwork. The inability to complete any on-site requirements for a course will result in the failure of that course.