Home / Academic Programs / Master’s Degree / Master of Science in Information Technology (MSIT)

Master of Education in Advanced Teaching (M.Ed.) Online Degree

Impact the lives of the next generation with a rewarding teaching career. A Master’s of Education in Advanced Teaching from Wexford provides a future-focused path for you to advance your teaching skills and put your professional expertise to work in the classroom.

Apply Now

Overview

Discover how to prepare the next generation for real-world success. Gain in-demand skills to watch your students thrive. This program is specifically crafted by leading educators to provide you with in-depth knowledge of curriculums, critical thinking, cultural competence and assessments geared for student support.

What You’ll Learn in the Online M.Ed. Degree Program

Gain valuable skills to take your career to the next level:

Learn More

Admission Requirements

Applicants of the M.Ed. program need to be 18 years of age or older. In addition, applicants need to have a Bachelor’s degree from a US accredited institution or an equivalent degree from an accredited international institution, and be proficient in the English language.

Learn More

Admission Requirements

Learn More

CURRICULUM/COURSES

The curriculum for the Master’s of Education in Advanced Teaching has been specially developed to help students become effective and successful teachers. Students will learn how to create an optimal learning environment, access learner abilities and meet the needs of individual learners. Our curriculum is based on a strong industry foundation and has been developed by top notch academic leadership to help students succeed.

Major Courses Required

Education in Context: History, Philosophy, and Sociology – EDUC 5010

3 Credits | Prerequisites

This course will examine the role of education across time and in different places in the world, and the social and political influences that shaped the goals and structure of today’s diverse educational systems. The contributions of classical and modern thinkers and their impact on contemporary education and on the role and function of the teacher will be explored. Analysis of globalization on education and the nature of differing educational systems and values will provide a context for reflecting on one’s own philosophy of education.

Learning Theory – EDUC 5210

3 Credits |None

This course will examine the major theories and models for understanding how students learn. Attention will be given to the cognitive, affective, sensory/psychomotor, and sociological domains and implications for learning through differing modalities. Contributions of neuroscience to understanding child and adolescent research are explored, and structural barriers to learning such as stereotype threat are discussed. Students will gain insights into the interplay of learner characteristics, prior knowledge and experiences, the medium of instruction, and cultural influences that construct learning environments, and understand that learning is contextual, with no single theory universally applying to every student in every situation.

Curriculum Design – EDUC 5220

3 Credits | None

This course introduces the major curricular models and analyzes their design and development, implementation, and evaluation. The role of technology and disciplinary and interdisciplinary approaches are considered, and teaching through inquiry and for conceptual understanding are explored. Strategies for planning, conducting and evaluating curricula are covered, and the practical problems teachers face in making curricular decisions are discussed. The course will also examine the influence of legislative, local and global socio-political forces, and the value systems of central stakeholders on planning and curriculum choices.

Creating Positive Classroom Environments – EDUC 5240

3 Credits |None

This course will focus on the role of classroom organization and behavior management in developing positive teaching and learning environments. The impact of the physical environment, transitions, procedures, norms and expectations on managing behavior will be discussed. Developing communication and social skills and fostering a collaborative relationship between the teacher and students will be examined. Alternative approaches to managing routine and disruptive discipline problems while also creating learning spaces where students are willing to take risks and learn from mistakes will be considered.

More Courses

Understanding Barriers to Learning – EDUC 5710

3 Credits | None

This course will consider the myriad of ways in which students in a single classroom can differ and how it can impede learning. The characteristics and implications of physical and sensory disabilities and health impairments; cognitive, emotional and psychological differences; and racial/ethnic, gender, cultural, socio-economic and linguistic variability will be discussed. External and internal forces driving instructional adaptation and their implications for teachers will be covered.

Assessment and Evaluation – EDUC 5440

3 Credits |None

This course will consider formal and informal classroom assessments and their use for guiding curricular decisions, differentiating instruction, fostering student achievement, and improving teacher performance. The nature and purpose of different types of assessment (e.g., classroom, diagnostic, placement, problem-solving, formative, and summative) will be discussed. Test construction and designing teacher-made assessments that are authentic and non-discriminatory are addressed, along with the importance of fair, consistent and transparent grading practices; developing and using rubrics and checklists; and providing useful student feedback. Implications of on-screen testing and the use of e-assessments for creating authentic and media-rich assessment tasks will be discussed.

Teaching for Diverse and Inclusive Classrooms – EDUC 5711

3 Credits | None

This course will focus on creating an equitable learning environment that sensitively approaches differences and embraces inclusive practices. Emphasis will be on considering decisions about curriculum, instructional materials, learning activities, and student groupings in the multicultural, multilingual classroom. The use of adaptive technology, learning analytics and personalized learning, and compensatory and remedial methods to support students with academic and/or behavioral difficulties will be discussed, and frameworks for facilitating inclusive education and teaching for variability, such as Universal Design for Learning, will be covered.

Living and Learning Globally – EDUC 5810

3 Credits | EDUC 5710

This course will focus on exploring the global competence that students need to need to thrive in today’s increasingly interconnected and rapidly-changing world. It will focus on creating learning environments and opportunities that value the world as the broadest context for learning, ensuring that students are exposed to real world questions and concerns both within and beyond their local contexts. There will be consideration of ways that teachers can foster student awareness of and engagement with global issues, develop open-mindedness to the perspectives of others, and encourage reflection on their role as active and engaged global citizens. There will also be discussion of how language acquisition and multilingualism can provide particularly rich opportunities for the development of intercultural understanding and of an appreciation of different languages, cultures and worldviews.

Capstone (All M.Ed. Students)

Research in Education – EDUC 5470

3 Credits | To be taken the term before EDUC 5910

This course is the first in the capstone series. It will focus on models of practitioner research and modes of inquiry appropriate to applied research and will provide insights into the uses and limitations of these approaches and tools. Human subject rules and regulations and the ethics of school-based research will be discussed. Students will identify a topic for investigation and develop an applied research proposal. The proposal will frame the question, discuss the rationale for the question, include a review of the literature on the topic, and describe the planned data collection and analysis activities.

Note: If a student fails to earn a grade of B- or higher they may retake the capstone course one time only. Failure to earn a B- or higher on the second attempt shall result in the student no longer being eligible for degree conferral. In such cases the student will not be permitted reinstatement to the Master in Business Administration program and must wait a full five (5) terms before being eligible to apply to any other wexford program.

BUS 5115 Business Law, Ethics and Social Responsibility Collapse

3 Credits | As this is the final course in the MEd all required courses must be completed before taking this and no other courses can be taken concurrently; Final Term of Study

During their last term of study, students conduct the planned data collection and analysis activities contained in their applied research proposal and prepare a written report that describes and interprets the results of their research. Implications for new instructional practices and further professional development are considered. Students also present their Research and Practice Portfolio demonstrating evidence of development and growth over the course of the program. If a student fails to earn a grade of B- or higher they may retake the capstone course one time only. Failure to earn a B- or higher on the second attempt shall result in the student no longer being eligible for degree conferral. In such cases the student will not be permitted reinstatement to the Master of Education program and must wait a full five (5) terms before being eligible to apply to any other Wexford program.

Electives

IB Internship – EDUC 5995

3 Credits | All Core and Specialization Requirements; Capstone Project; Final Term of Study; Approval to Register Successful Wexford

students who meet all selection requirements may be approved to do an internship in an IB school. The student works under the supervision of a master IB teacher and gains a understanding of the organizational structure and culture, management, policy and decision making approaches, resources, programs and services, professional personnel, and students of an actual IB school.

Specialization Core Courses

Instructional Techniques – EDUC 5270

3 Credits | None

This course will focus on building a repertoire of developmentally appropriate pedagogical strategies that support student learning and acknowledge the diversity of students’ prior knowledge. Relevant approaches and strategies that support and facilitate students’ efforts to engage in inquiry-based learning, actively construct meaning from the world around them, and build connections between previous learning and currently learning will be emphasized. Delivery of intellectually challenging and inclusive instruction in elementary and middle school with special attention to the development of conceptual understanding and skills is highlighted. When and how to employ teacher-led/whole group activities, small/cooperative learning groups, independent learning, and the role of technology will also be covered.

Child Development – EDUC 5410

3 Credits |None

This course will consider child development, in particular the K-8 school-aged population, from the biological/physical, cognitive, emotional, and social perspectives and their interrelatedness in children from birth to early adolescence. Major theories of development and factors that enhance growth and development will be compared and evaluated, with special emphasis on implications for educational practice. The interconnected worlds that children inhabit in school, at home and in the broader community will be examined

Instructional Techniques for the Secondary Classroom – EDUC 5280

3 Credits | None

This course will examine the intersection of curricular relevance, teaching style, and instructional techniques on academic attitudes and learning in the secondary school classroom. When and how to employ teacher-led/whole-group activities, small/cooperative learning groups, and independent learning will be covered, along with the role of technology, particularly as it relates to concept of active learning. It will focus on collaborative, inquiry-based, student-centered teaching and project-based learning, with students actively involved in their own knowledge acquisition.

Adolescent Development – EDUC 5420

3 Credits | None This course will consider adolescent development from biological/physical, psychological, emotional, cognitive and social perspectives, and provide insights into the rapid changes that occur during the adolescent period. Topics include adolescent thinking and brain development, social-emotional and moral development, gender and sexual identity, and ethnic, racial, and cultural identity. These are explored from a cross-cultural perspective and provide insights into differences seen in school settings. The multiple worlds that adolescents inhabit and the influence and importance of peers, friendships and social media are examined. The role of non-cognitive skills in school success and the fostering of academic identity are discussed.

Specialization Electives

Advanced Practices for Teaching Elementary and Middle School Literacy – EDUC 5271

3 Credits | EDUC 5270 This course covers the cognitive foundations and curricular implications for the teaching of reading and language arts in elementary grades with an emphasis on understanding the theoretical and research bases for classroom practice. The theory and practice of writing and its development are explored, and the racial, social, cultural, and linguistic implications for the development of literacy are examined. The specific genres of children’s literature are discussed, and the increasing role of technology in mediating literacy is considered.

Advanced Practices for Teaching the STEM Fields at the Elementary and Middle School Levels – EDUC 5272

3 Credits |EDUC 5270

This course focuses on the mathematical and scientific concepts taught in the elementary and middle school, with an emphasis on research on the teaching and learning of mathematics and the theoretical and empirical foundations of the teaching and learning of science. Attention will be given to how students acquire mathematical understandings and to how different groups experience mathematics instruction. Methods for teaching the scientific method, doing laboratory work as inquiry-based learning, and exploring the relationship of science, technology and society will be discussed. Use of technology in teaching discrete areas of science (life, physical, earth) as well as in an integrated science approach will be covered.

Advanced Practices for Teaching Literature and Writing at the Secondary Level – EDUC 5281

3 Credits | EDUC 5280

This course will explore adolescent literature and the variety of formats in which it exists. Attention will be given to writing across the curriculum and teaching students to write for various subject areas. How students comprehend content material and socio-cultural influences on reading, reading/writing relationships, and assessment of content reading will be addressed. Ways to teach students to critically read and create media will be discussed. Research on writing and its implications for methods of teaching writing and responding to and evaluating student writing will be explored.

Advanced Practices for Teaching STEM at the Secondary Level – EDUC 5282

3 Credits | EDUC 5280

This course will review current research in STEM education. Emphasis will be on the methods for teaching computer programming and the use of technology in the teaching of science, mathematics and pre-collegiate engineering.

18.01.2022

The Role of conflict in a account of Common Goods

18.01.2022

Why schools should continue remote study

Master’s Degree In Information Technology Careers

Where will a Master of Science in Information Technology take you? Your degree will help prepare for a job as a:

As a Wexford student, you’re never on your own—our Career Service Center provides resume feedback, networking tips, interview techniques and more.

Master of Education Costs

Wexford does not charge for tuition, books, or campus expenses. We charge only a $60 application fee, and a $400 assessment fee per course. This is a huge savings compared to U.S. public universities who charge on average $66,340 for a Master’s degree. Over the course of your studies at Wexford, you can expect to pay a total of $5,260 depending on the number of specializations you choose.

Learn More

Flexibility

Concerned about managing your studies while you work or juggle family life? Don’t be! Over half of our students are successfully studying while working, raising families, or both. You can too! Wexford is proud to be the world’s most flexible option for earning a high-quality, accredited, 100% online degree. Learn more about how our programs are specially designed to work for you:

Asynchronous Learning

At Wexford there are no live lectures, and no set class times. Instead, you can enjoy the freedom of online flexibility and study on your own schedule. Complete assignments during your commute, on your lunch break, or after the kids are in bed. As long as your course work is finished by the end of each week you’ll stay on track for graduation.

Accessible Technology

All you need to study at Wexford is a stable internet connection – whether it’s on a desktop, laptop, or even your cell phone. Courses never require heavy video files, and the Wexford Online Campus is compatible with most browsers. Students even receive a subscription to Office 365 including Microsoft Office, at no extra cost.

Transfer Credits

Have credits from another accredited university? Great! Master’s degree students can transfer up to 50% of their total credits to Wexford. There is no charge for transfer credit evaluations, and if accepted there is a small fee of only $17 for each course transferred.

Common Questions Students Are Asking Us

Questions regarding our academic programs offered at Wexford.

Does Wexford Institute accept international students?

Absolutely! wexford institute has students from over 200 countries and territories.

Is University of the People accredited?

University of the People is accredited by the WASC Senior College and University Commission (WSCUC), and the Distance Education Accrediting Commission (DEAC).

Will I get the academic support I need?

Absolutely! Classes at Wexford institute are small and highly qualified instructors are available to answer students’ questions and offer support. Additionally, each student is connected with a personal Program Advisor at the commencement of their studies, who remains with them until graduation. Program Advisors act as the students’ personal support system throughout their studies. The Program Advisor will answer any questions the student may have, offer academic advice, discuss course selection, and offer encouragement throughout the student’s studies.

What is asynchronous learning?

Asynchronous learning allows you to learn on your own schedule. You will have access via the Wexford institute Online Campus to assignments, lectures, and other learning materials. There are no live lectures or set class times at Wexford institute.