M.A. in Education K-12 Courses

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The M.A. in Education K-12 is a 32 or 33 semester credit degree program that can be completed online. It requires completion of all core courses (23 semester credits) and one concentration (9 or 10 semester credits).  For course sequence, request a program calendar. Credits are listed in parentheses.

Core Courses (online)

EDUC606 • Teacher as Leader (3)
Focus is on the centrality of the teacher in the educational process. Examination of a variety of informal and formal ways in which teachers are leaders. Provision of a framework for thoughtful interaction with the changing image of teachers and the challenges of teacher leadership. The format for examining teaching in this light incorporates encounters with autobiography, critical reflection, and large and small group conversation.

EDUC614 • Educational Research (1)
Focus is on understanding and reporting educational and psychological research. Learners will conduct online computer searches, appraise the quality of professional literature, cite research using APA style, and understand the options of writing a master’s thesis or conducting an action research project. Course is required of all master's degree-seeking learners and is strongly recommended for learners seeking only a license. Graded on an S/U basis.

EDUC616 • Improving Instruction (4)
Emphasis is on teaching strategies that will build on the experience of practicing teachers. Examination of a rich variety of approaches to instruction, along with supporting research. Provision of tools to analyze and incorporate the best of the newly emerging teaching methodologies. Particular attention is paid to the characteristics of an effective learning environment, as well as the understanding that how teaching is conducted has an enormous impact on students’ ability to educate themselves. Models of teaching are really models of learning. The intent is to impart a renewed sense of the intellectual zest inherent in the craft of teaching and to make each model a potential part of a teacher’s repertoire.

EDUC623 • Managing the Classroom (3)
Survey of a variety of approaches to classroom management, with in-depth examination of ways teachers can foster pupil self-discipline. Participants will answer the following questions with respect to their personal philosophies and particular educational settings. What expectations do I have for pupil conduct? How will I communicate expectations? What will I do when expectations are not met? How can students share responsibility for determining and monitoring the classroom learning environment in ways appropriate for their developmental levels?

EDUC633 • Designing the Curriculum (3)
Examination of the history of the field of curriculum, fundamentals of curriculum design, effective curriculum development and implementation, and forces currently affecting curriculum. Focus is on synthesizing knowledge learned about curriculum with knowledge gained from professional experience.

EDUC645 • Portfolio Development (2)
Professional portfolios are collections of authentic, learner-specific documents that provide evidence of growth and professional development. Provision of ongoing assistance in the portfolio development process. Each learner will craft a portfolio that addresses the National Board for Professional Teaching Standards and selected Bethel Graduate Program Goals and Outcomes. Some artifacts will be created specifically for the portfolio, and others will have been created in earlier courses. Opportunity will be provided for peer and instructor feedback on each portfolio.

EDUC755 • Preparing the Thesis/Action Writing Project (1)
Assists learners in preparing their master’s thesis or conducting an action research project. Focus is on the design process and includes the following topics: information on the nature and scope of the master’s thesis/action research project; selection and refinement of topic; APA style; and the oral examination process. Graded on an S/U basis. Prerequisite: EDUC614.

EDUC790 • Writing the Thesis/Action Research Project (3)
Exploration of a significant educational issue relevant to the learner’s professional involvement through an independent, individually supervised thesis or project. Graded on an S/U basis. Prerequisites: EDUC614, EDUC755.

PSYC635 • Measurement and Assessment in Education (3)
Opportunity for students to develop their knowledge and understanding of the uses, misuses, and limitations of educational assessment techniques and tools. Focus is on the practices and principles involved in the assessment process for teacher-made tests, including: 1) psychometric theory, 2) test construction, and 3) standards for teacher-made tests. Emphasis on alternatives to traditional forms of assessment, particularly authentic assessment. Emphasis also on ethical issues in assessment and factors that influence test performance. Learners will be required to investigate and discuss current scholarly research on a specific issue in the field of educational measurement and assessment.

Concentrations (Select one concentration)

Recommended: Differentiation Concentration (online)

EDUC730 • Principles of Differentiation and Responsive Teaching (3)
Overview of the theory and research of differentiated instruction as a model for acquiring content, processing ideas, and developing products to effectively address varying student needs in the K-12 classroom. Focus is on instructional strategies and the practical application of differentiation in the teacher-learner's classroom. Meeting the needs of students with disabilities will be emphasized.

EDUC731 • Principles of Differentiation for English Language Learners (3)
Overview of second language acquisition theories as the foundation for understanding learning processes of a second language learner. Focus is on differentiation for language proficiency levels and levels of former schooling while keeping the rigor of grade-level content. Crucial factors that influence the acquisition of the second language, such as linguistic and cultural identity negotiation, will also be addressed.

EDUC732 • Culturally Responsive Instruction (3)
Through stories, learners will examine multicultural research, theory, and practice. Learners will explore their role as teacher in a culturally changing learning environment as they develop instructional strategies based on research-based best practice to become culturally responsive practitioners. 

Six Additional Concentrations

1. Autism Spectrum Disorders Certificate (face-to-face)

EDUC720 • Autism Spectrum Disorders: Introduction and Overview (3)

Examination of autism and Asperger’s syndrome. Information will be accessed regarding theories, research, medical and legal requirements of autism. Personal viewpoints and ethics from a biblical perspective will be examined regarding educational approaches to autism. Introduction to educational criteria, identification and assessment, teaching strategies, and family issues. Introduction to behavior management: behavior management philosophy, practical strategies, and skills related to children identified with autism spectrum disorders (ASD).

EDUC721 • Autism Spectrum Disorders: Communication, Assessment, and Intervention Strategies (3)

Examination and communication characteristics and challenges often associated with autism spectrum disorders. Current tools and strategies used to assess speech, language, and interaction skills. Ethical and moral issues from a biblical perspective will be discussed. Use of assessment results to identify needs and develop intervention plans. Creation of an Autism Tool Kit (defined in the assessment section), including techniques and interventions for building receptive and expressive language, as well as social communication skills of children with ASD.

EDUC723 • Autism Spectrum Disorders: Identification, Evaluation, Planning, and Consulting (3)

Focus is on the process of identification, assessment, and educational planning for students with autism and Asperger’s syndrome. Using appropriate tools for evaluation of autism spectrum disorders, effective utilization, and reporting results. Examine and/or design critical elements of consulting in an educational and family environment specifically for students identified with autism spectrum disorders.

EDUC725 • Autism Spectrum Disorders: Field Experience (1)

Complete required competencies within an educational setting for learners with ASD. IEP goals and objectives, assessments, behavior plans, communication strategies, and classroom strategies will be completed and included in a portfolio.

2. Educational Administration Concentration (hybrid)

EDUC800 • Historical, Cultural, and Philosophical Issues Impacting School Administration (3)

Today’s educational and intellectual leaders must understand the historical, cultural, and philosophical roots and trends that have contributed to educational practices today. Current and emerging roles of the administrator are examined in light of these roots and trends in the establishment of policy and practice, both in the school and the community at large. In addition, learners develop an understanding of the currently prevailing cultural and philosophical “drivers” in learners’ home districts.

EDUC805 • Principles of Organizational Leadership (3)

Examination of the theory and practice of leadership applied to K-12 school district operations. Leading organizational leadership theories, both educational and managerial, as well as change theory are analyzed and critiqued, with emphasis on their implementation in practical school district settings. Content emphasis is on the implications of a Christian worldview when incorporated with these theories and practices. Specific foci of content include philosophical and values anchors, vision casting, developing shared priorities and commitments, and implementing vision through policy and programs.

EDUC810 • Curriculum and Instructional Management and Student Development (3)

Examination of the fundamentals of curriculum design, effective curriculum planning and implementation, as well as trends, issues, forces, and ideas affecting today’s curriculum. Focus is on synthesizing knowledge gained from the curriculum with knowledge gained from professional experience. Overview of cognitive and behavioral issues and theories of learning as they affect student performance. Examination and practice of effective techniques for working with culturally and academically diverse student populations as well as techniques for managing varied types of student behavior. Implications for staff development are surveyed.

3. International Baccalaureate* Educational Level 1 Award Certificate (face-to-face)

EDUC771 • Curriculum Processes (3)

First in a series of four integrated courses that, when completed successfully, participants will be eligible to register for an IB Teacher Award. The focus of IB Curriculum Processes will be on these four essential questions. 1) What is international mindedness and how does the International Baccalaureate’s mission and philosophy promote it? 2) What are the principles of learning that underpin International Baccalaureate curriculum? 3) What are the curriculum and instructional designs that make the Primary Years Program, Middle Years Program, and the Diploma Program unique? 4) What implications does the International Baccalaureate mission and philosophy have for matters of worldview?

EDUC772 • Assessment and Learning (3)

Second in a series of four integrated courses that, when completed successfully, participants will be eligible to register for an IB Teacher Award. The focus of IB Assessment and Learning will be on these four essential questions. 1) What is the role of assessment in International Baccalaureate? 2) What assessment strategies and assessment tools are emphasized in all three programs? 3) What assessment strategies and assessment tools make the three programs unique? 4) How is assessment connected to faith and international mindedness? Prerequisite: EDUC771

EDUC773 • Teaching and Learning (3)

Third in a series of four integrated courses that, when completed successfully, participants will be eligible to register for an IB Teacher Award. The focus of IB Teaching and Learning will be on these five essential questions. 1) What are the learning strategies that are appropriate to effectively implement the IB programs? 2) What teaching strategies, learning activities, and learning resources support the learner outcomes of the three IB programs? 3) How do the three IB programs support the learning needs of all students? 4) What resources support the learner outcomes of the three IB programs? 5) How can worldview and international-mindedness be integrated into teaching and learning? Prerequisites: EDUC771, EDUC772

EDUC774 • Capstone (1)

Fourth in a series of four integrated courses that, when completed successfully, participants will be eligible to register for an IB Teacher Award. The focus of the Capstone will be on two essential questions: 1) How does reflective practice and collaborative work support International Baccalaureate standards and practice? 2) What experiences can contribute to the learning of others for the purpose of becoming better members of the global community? Prerequisites: EDUC771, EDUC772, EDUC773.

*International Baccalaureate is a registered trademark of the International Baccalaureate Organization

4. Reading Concentration (face-to-face)

Select 9 credits from:

EDUC600 • Explorations in K-12 Literature (3)
Overview of the fields of children’s and adolescent literature with an emphasis on the use of tradebooks in the classroom. Learners will read and critically review a wide variety of genres across a span of age groups as well as develop a bibliography for future curriculum development in EDUC602, EDUC607, and EDUC612.

EDUC601 • Foundations of Reading (2)
Introduction to the historical and pedagogical issues related to the field of reading instruction. Examination of the reading process from both a psychological and socio-cultural perspective. Emphasis on current educational principles as they relate to the cognitive, linguistic development of children, preadolescents, and adolescents. Review of current research as well as national initiatives in reading instruction.

EDUC602 • Reading Instruction in Primary Grades (2)
Focus on the development of reading proficiency in young children, grades K-2. Best practices in literacy that foster phonemic awareness, alphabet recognition, phonology, and word study. Design and implementation of a developmentally appropriate curriculum and instructional strategies for a wide range of abilities in literacy for young students. Prerequisites: EDUC600, EDUC601.

EDUC607 • Reading Instruction in Intermediate Grades (2)
Development of skills and understandings to teach reading in the intermediate grades (3-6). Emphasis on the development of comprehension in a wide range of reading contexts, including fiction and expository text in a context that develops engagement in reading for pleasure and learning. Examination of methods to strengthen decoding, reading fluency, vocabulary, and concept development. Application of research and theory to evaluate and design curriculum. Prerequisites: EDUC600, EDUC601, EDUC602.

EDUC612 • Strategy Instruction in Content Areas (1)
Exploration of comprehension strategies that assist textbook understanding. A variety of expository texts found across content areas will be examined. Examination of behaviors of adolescent readers and instructional strategies to increase comprehension and understanding of texts. Prerequisites: EDUC600, EDUC601, EDUC602, EDUC607.

EDUC622 • Assessment and Evaluation in Reading (3)
Focus on best practices in formal and informal assessments. Engagement in assessing, measuring, evaluating, and reporting individual and group performance in reading. Evaluation of data to make informed decisions for instructional and curricular purposes. Participation in data analysis teams and development of expertise in reporting assessment results to a wide variety of audiences. Prerequisites: EDUC600, EDUC601, EDUC602, EDUC607, EDUC612.

EDUC626 • Leadership and Supervision in Reading (2)
Examination of the role of a reading specialist in assisting and directing district and school-wide programs in reading. Examination of ways to align district and school goals as they relate to state and federal initiatives. Exploration of fiscal, budgetary, and purchasing practices for operating a comprehensive reading program. Learners will develop expertise in planning and providing effective professional development programs. Prerequisites: EDUC600, EDUC601, EDUC602, EDUC607, EDUC612, EDUC622.

EDUC642 • Advanced Diagnosis and Remediation (2)
Designed for practitioners who have the responsibility for assessing, developing, and administrating compensatory programs for students experiencing difficulties in reading. Focus is on the nature and causes of reading difficulties. Considerations in addressing the instructional needs of students experiencing reading difficulties. Exploration of assessment instruments; and focus on effective remediation practices.

EDUC652 • Writing Instruction and Literacy Practices (3)
Review of current and historical research and theory on K-12 writing instruction practices, as well as methods, strategies, assessments, and materials for implementing research-based writing instruction practices. In addition, weaving writing instruction into the languages arts curriculum (and other content areas) will be covered.

EDUC657 • Language, Literacy, and Cultural Diversity (3)
Examination of issues related to literacy acquisition in English Language Learners (ELLs) and their instructional implications. Topics include first and second language acquisition (SLA), bilingualism, language and identity, social and cultural factors in SLA, reading and writing in a second language, and content reading.

5. Special Education Concentration (hybrid)

Select 9 credits from:

EDUC605 • Special Education: Historical and Legal Issues (2)
Examination of historical and legal issues of special education. State and federal laws, due process, data privacy requirements, and exclusionary rules will be discussed. Historical and philosophical background of special education and attitudes toward the exceptional child will also be discussed. A thorough examination of the Individuals with Disabilities Education Act, and a review of significant litigation related to the education of special education students.

EDUC613 • Social Issues and Alternative Methods in Special Education (2)
Focus is on current social issues affecting student academic and social progress, and alternative methods and strategies to address students’ complex needs. Issues such as child abuse, domestic violence, poverty, addictions, and multicultural considerations are researched and discussed. Alternative methods are explored and practiced, such as cognitive behavior therapy, prayer, art and play techniques, biofeedback, nutrition, stress management, therapeutic holding, and others.

EDUC615 • Teaching Exceptional Students (3)
Provision for teacher-learners of a framework for designing, implementing, and evaluating instructional methods to teach exceptional students. Learners will examine and apply effective teaching principles and theories while making instructional modifications. Designed to prepare teachers to meet the academic needs of students with learning and behavior problems.

EDUC620 • Intervention Techniques (3)
Introduction to the role of the special education teacher as an implementer of the social/emotional and behavioral interventions designed to meet individual student needs. Special attention will be paid to developing the skills necessary to help design and implement, with other multidisciplinary team members, a student behavior management program. Both individual and group intervention techniques, incorporating an emphasis on social skills training. Discussion of the importance of the observation, assessment, and intervention sequence.

EDUC631 • Basic Concepts of Learning Disabilities (3)
Intensive study of the field of learning disabilities to provide basic information and foundation skills for understanding and working with students having learning disabilities. Emphasis is on definition, etiology, characteristics, and impact on an individual’s cognitive, academic, social, and behavioral development and achievement. Consideration of the multidisciplinary nature of services for students with learning disabilities, including identification, service delivery, and transitional needs. Exploration of various theoretical approaches related to cognition, instruction, and behavior.

EDUC632 • Strategies for Teaching Students with Learning Disabilities (3)
Development and evaluation of remedial strategies for students with learning disabilities. Examination of specific techniques to address deficits in conceptual and organizational skills, problem solving, study skills, and learning strategies, along with curricular approaches to address the social/affective needs of students with learning disabilities. Strategies will be considered within a clinical teaching model. Prerequisite: EDUC631.

PSYC600 • Child and Adolescent Psychopathology (3)
Survey of major clinical perspectives, psychological disorders, terminology, and issues important to the field of child and adolescent psychopathology with emphasis given to areas of special relevance to the educational setting. Provides learners with the background to be informed communicators with mental health professionals with whom they will collaborate in serving students having emotional/behavioral disorders. Improves learner’s proficiency at distinguishing between problems falling in the normal and clinical ranges.

6. Teacher Coordinator of Work-Based Learning License (online)

EDUC705 • History and Advancement of Work-Based Learning (2)
Study of the history and progress of work-based learning. Examination of the federal and state legislation that applies to the field. Knowledge and tools that teacher coordinators use to turn students’ work experiences into meaningful learning experiences. One of three courses needed for the Teacher Coordinator of Work-Based Learning License. Learners must successfully complete this course before taking EDUC709.

EDUC707 • Designing School-Based Instruction for Work-Based Learning Programs (3)
Learners design instruction for work-based programs that connect students’ school experiences to the world of work. Current employment trends. The role of human resources in an organization. Career and technical student organizations. One of three courses needed for the Teacher Coordinator of Work-Based Learning License. Learners must successfully complete this course before taking EDUC709.

EDUC709 • Implementing and Monitoring Work-Based Learning Programs (4)
Tools teacher coordinators will use to implement work-based learning. Monitoring programs. Collaborating with the community, employers, school officials, and parents. Reporting to state and other agencies. Employment laws. One of three courses needed for the Teacher Coordinator of Work-Based Learning License.  Prerequisites: EDUC705, EDUC707.