International Education

Non-Licensure

This program is intended for practicing teachers, school administrators, and others with professional interest in education outside the United States.

Students may or may not be U.S. nationals, but the language of instruction is English. The degree in International Education is offered in quasi-modular format only in Cairo, Egypt. The degree is broadly based and requires 30 semester hours of credit for completion.

Learning Outcomes for International Education

In the classroom. In the workforce.

What You'll Learn

What You'll Learn

Learn international education goals, and how to improve the quality of education while ensuring learning needs of young people and adults such as literacy and life-skills are met.

Future Studies

Future Studies

Successful completion of International Education gives you the base knowledge necessary to pursue a teaching career outside of the United States.

Career Opportunities

Career Opportunities

The International Education program prepares you for a role outside of the United States as a school administrator or practicing teacher.

  • EDU5400: The Reflective Practitioner
  • EDU3210: Child Growth and Development
  • EDU6610: Behavior Management
  • EDU5030: Foundations of Administrative Leadership
  • EDU5624: Curriculum Design, Development and Evaluation
  • EDU6486: Diagnostic Teaching
  • EDU5410: Introduction to Special Education
  • EDU6654: Classroom Assessment
  • EDU6629/EDU6669/EDU6639: Field Based Research

Master of Education degree
Total credits: 30

Course Descriptions

Candidates for initial teacher licensure will examine the dispositions, knowledge and skills of the 21st century educator. A study of American education will explore the historical, economic, and political trends underpinning our current approaches to instruction, curriculum and assessment. Diversity in the classroom and the implications for teaching students with special needs, English Language learners, and students from low income families will be studied. A related investigation of district-based demographic and assessment data will be conducted, followed by the analysis current practices, such as, inclusion, differentiated instruction, and response to intervention. The Common Core Curriculum Frameworks (MCF) will be incorporated into instructional mini-lesson demonstrations. A concentrated ELL module will develop in-depth understanding of the demographic, cultural, language and educational characteristics of these unique learners. Lesson plan development with instructional considerations for ELLs will align with ELL case study activities. Field experience required.

This course is an introduction to the study of the child from conception to the onset of adolescence. Basic concepts of child development, especially those related to learning and social development are stressed, with special emphasis on pre-school and kindergarten age groups.

Students will engage in a survey of current practices of classroom management for regular and special needs students. Theory, materials, and practical applications will be included. Special attention is given to communication, observation, group and class management skills. Students will master terminology relative to cognitive behavioral programming and educational applications. Students will become familiar with classroom management techniques and demonstrate the ability to identify specific target behaviors, develop positively based programming strategies, establish manageable data collection methods, and analyze data using empirically based strategies. Federal and State regulatory mandates will be studied with a focus on the implementation of Functional Behavioral Assessments within the naturalistic setting. Students will become familiar with strategies that reduce or eliminate disruptiveness, aggressiveness, and defiance. They will learn practical ways of achieving better home-school relations and become familiar with services of the resource staffs as well as services provided by other (State and private agencies) in order to meet the needs of exceptional students.

The course is designed to study the philosophical, sociological, historical, and psychological domains and basic issues facing education today by applying this knowledge to such issues as regular, vocational, business, technical, compensatory, and special education. Researching a current educational issue is required. Pre-practicum exercises are embedded within the assignments. 15 hours of pre-practicum fieldwork is required.

In an era of standards-based instruction, administrators must have a sound working knowledge of the principles of curriculum design, development, and implementation. Administrators must make important decisions regarding the content of curriculum, the selection of appropriate instructional materials, and the modification of teaching strategies to accommodate the needs of ALL learners. Educational Leaders must also be skilled in the ability to disseminate that information to the stakeholders in the educational community. This course will examine curriculum content, models of design, development, and implementation. Students will critically evaluate existing curricula and develop recommendations that respond to contemporary educational needs, new developments in knowledge and information, and new trends in teaching and learning. Significant elements of the Practicum experience will be infused throughout the course.

This course will develop a basis for creating a personal theory of instruction through knowledge of brain functions, cognitive functions, learning styles, and motivation. Skill will be developed in the use of formal and informal measures for diagnosing problems, prescribing learning tasks, and generating corrective means for solving them.

The purpose of this course is to investigate developmental factors and influences that impact child growth and learning for the special needs child. The course will provide students with the necessary knowledge and skills to identify those children who have special needs and study the ways and means that may be used to aid these children. Students will explore current early identification strategies and techniques as well as Response To Intervention (RTI) procedures used to facilitate struggling learners in the educational setting. State regulations (Chapt. 766) and Federal requirements (IDEA) will be covered in depth, as well as information about services provided and/or available to students by other agencies. An analysis of local/district/state data will be included. Students will acquire knowledge of how to use technology and assistive technology with special needs students and its curriculum implications. This includes Autism and Attention Deficit Disorder (w/wo hyperactivity). Course participants will gain an understanding of the educational problems which mild, moderated or severe handicaps imposes on a special needs child or youth and how this applies to the preparation and implementation of the Individual Educational Plan (IEP).

This course will examine the substantial variety of student-centered evaluation practices and their importance in instructional planning for diverse student populations. Beyond the consideration of various standardized measures and traditional classroom testing and grading techniques, students will study 21st century assessment practices such as performance-based assessment, formative assessment strategies, open-ended questions, portfolios, and affective assessment, all of which emphasize higher-order critical thinking. The development of checklists, rubrics, and other methods of data collection will be emphasized. This technology-intensive course requires a unit plan created according to the principles of backwards design.

Students majoring in one of the above specialty areas may opt for the appropriate field experience which will satisfy the degree requirement for a culminating experience. Candidates will have the opportunity to delve into data collection and analysis, designing program for diverse populations, technology, developing 21st century skills, as examples, and/or other principles learned in their coursework to the end of increasing student achievement in the classroom. An action based research project is the central activity for this course. Employed teachers may utilize their own classrooms for this culminating experience [40 clock hours per credit]. Students who complete their degree with this culminating project are not eligible for licensure as a teacher or administrator in Massachusetts nor will they receive the NASDTEC stamp for reciprocity with other states.

Students majoring in one of the above specialty areas may opt for the appropriate field experience which will satisfy the degree requirement for a culminating experience. Candidates will have the opportunity to delve into data collection and analysis, designing program for diverse populations, technology, developing 21st century skills, as examples, and/or other principles learned in their coursework to the end of increasing student achievement in the classroom. An action based research project is the central activity for this course. Employed teachers may utilize their own classrooms for this culminating experience [40 clock hours per credit]. Students who complete their degree with this culminating project are not eligible for licensure as a teacher or administrator in Massachusetts nor will they receive the NASDTEC stamp for reciprocity with other states.

Students majoring in one of the above specialty areas may opt for the appropriate field experience which will satisfy the degree requirement for a culminating experience. Candidates will have the opportunity to delve into data collection and analysis, designing program for diverse populations, technology, developing 21st century skills, as examples, and/or other principles learned in their coursework to the end of increasing student achievement in the classroom. An action based research project is the central activity for this course. Employed teachers may utilize their own classrooms for this culminating experience [40 clock hours per credit]. Students who complete their degree with this culminating project are not eligible for licensure as a teacher or administrator in Massachusetts nor will they receive the NASDTEC stamp for reciprocity with other states.

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