Master of Science in Education

Today's P-12 classrooms come in all shapes and sizes, accommodating students in public and private schools, vocational programs, and even home schooling environments. At Kaplan University, we understand the value of nurturing students in unique teaching and learning environments. Our own virtual classrooms focus on adding a human touch to the high technology of learning online, allowing you to earn a Master of Science in Education entirely on your own schedule from anywhere you have access to the Internet. If you are already teaching and want to enhance your knowledge and advance your career, Kaplan University offers a convenient, flexible solution for earning your master's degree online. 

At this time, residents of Kentucky may not enroll in the online Master of Science in Education program.

Master of Science in Education Program Highlights

Our Master of Science in Education curriculum is designed for P-12 teachers in which you will have the power to influence, motivate, and empower future generations. Through sustained learning, job-embedded activities, collegial discussions, and engaging follow-up, you will acquire knowledge and practical teaching skills that can have a positive impact on student achievement. 

The program is an advanced teacher preparation program created for trained teachers—with a consistent group of learners —who want to improve their teaching skills, increase their professional marketability, and pursue career advancement in areas such as teacher leadership, professional development, or mentoring.

Professional instructors will guide you every step of the way as you:

  • Apply action research and other assessment theories and strategies to evaluate and improve your teaching practice and enhance student performance in the classroom
  • Explore the reflective decision-maker model and develop competencies required for effective teaching, including various approaches to classroom management and discipline
  • Focus on designing curricula for K-12 education in accordance with local and national standards
  • Complete a capstone course in which you will implement the methodologies learned in your online coursework, collect and analyze data, and write an action research report focused on improving student learning 
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You Could Save Time and Money

Applicants who received National Board Certified Teacher (NBCT) status through the National Board for Professional Teaching Standards (NBPTS) prior to enrollment may receive transfer credit for the following courses: ED 502 Transforming Teaching Practice, ED 532 Curriculum Design, and ED 562 Student Assessment.

In order to receive credit, candidates must submit, by the end of the first term, an official transcript from the American Council on Education for review and verification by the Prior Learning Assessment Center. This transcript can be obtained by visiting www.acenet.edu/transcripts. Transcripts received by the Prior Learning Assessment Center after the end of the first term may be denied eligibility for an official transfer credit evaluation.

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Master of Science in Education Concentrations

Developing expertise in a particular subject is essential, especially for middle and high school teachers who must exhibit a high level of proficiency in the subject area they teach. Kaplan University's Master of Science in Education program offers three concentrations to help you achieve the academic competencies required in a specific area of teaching.

Teaching Literacy and Language: Focus on developing curricula at the elementary and secondary levels in accordance with the National Council of Teachers of English standards. Develop skills for teaching basic reading and writing skills to elementary, middle, and high school students. Explore ways to help students overcome comprehension difficulties and how to develop courses for students with special learning challenges.

Teaching Students with Special Needs: Special education is an area of teaching in great need of qualified and caring instructors who understand the challenges faced by students with learning disabilities, behavior disorders, and physical handicaps. Examine best practices and methods for adapting curricula to accommodate children with special needs. Focus on interventions, transition planning, and complying with federal, state, and local requirements. 

Educational Leadership: Study how to improve the school environment for students, teachers, and the community; enhance student learning; and follow nationally recognized standards developed by the Interstate School Leaders Licensure Consortium (ISLLC) and the NCATE/Educational Leadership Constituent Council (ELCC). Examine best practices for educational leadership in the areas of school finance and operations, legal issues in education, curriculum development for school improvement, and supervision and staff development. In addition, focus on the special needs, diversity, and cultural concerns that face site-based administrators.

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Licensure Information

Master of Science in Education degree candidates must be current or former prekindergarten through 12th grade teachers and are expected, but not required, to hold a valid state teaching license. Candidates should also have a consistent group of learner in which they could apply theory to practice. The Master of Science in Education does not lead to initial teacher certification or teaching endorsements.

Applicants should contact their school district to ensure that a Kaplan University Master of Science in Education degree will satisfy specific state or district requirements for an increase in pay, renewal of a current license, or recertification of an expired license. Kaplan University makes no representations or warranties as to whether the degree program meets the specific requirements for any individual state or school system.

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Higher Education at the Highest Standards

Kaplan University is accredited by The Higher Learning Commission (HLC) and committed to the highest standards. Our specific programs hold additional industry-relevant approvals and accreditations.

What are the Career Opportunities?

The program is designed to help you improve your teaching skills and increase your professional marketability. Graduates may pursue career advancement in areas such as teacher leadership, professional development, curriculum development, or mentoring.* Upon successful completion of the program, you may have acquired the knowledge and credentials required to pursue further doctorate-level studies.

How Do I Get Started?

Kaplan University offers multiple start dates, giving you greater flexibility with your education, life, and work schedules.

23

Nov

Online Start Date

November 23, 2016

11

Jan

Online Start Date

January 11, 2017

01

Mar

Online Start Date

March 01, 2017

12

Apr

Online Start Date

April 12, 2017

31

May

Online Start Date

May 31, 2017

12

Jul

Online Start Date

July 12, 2017

30

Aug

Online Start Date

August 30, 2017

11

Oct

Online Start Date

October 11, 2017

Curriculum: Standard Track

Desired Track
Standard Track
  • Standard Track
  • Leadership Track
  • Core

    Total Core Credits: 34

    Total Program Credits: 46

    • ED 502: TRANSFORMING TEACHING PRACTICE Change

      This course explores the knowledge, skills, and dispositions associated with the highest standards of teaching practice and guides you in the transformation of classroom performance through research and reflection on best practices, assessment strategies, and teacher skills that lead to improved student achievement.

      Credits:

      4

      Prerequisites Required:

      None

    • ED 512: ACTION RESEARCH I Change

      In this course, degree candidates will critically analyze readings and examples of action research, apply ideas from the action research paradigm to their own teaching and learning, and gain insight into methods of conducting action research. Candidates will also identify an educational issue and find, review, analyze, and synthesize prior research on an approved topic that pertains to that issue. Candidates will construct a literature review and draft methods sections of the culminating action research project. This course will conclude with an examination of various data analysis techniques and the preparation of an action research plan, which candidates will use as a guide to conduct teacher inquiry in their classrooms or other settings.
       

      Credits:

      5

      Prerequisites Required:

      None

    • ED 522: CLASSROOM MANAGEMENT Change

      In this course you will examine several classroom management theorists in order to provide a comprehensive overview of models and ideas on which to base your own philosophy and practice. Through a case-based approach, you will gain a clear understanding of the philosophical underpinnings of classroom management and its effect on student behavior and achievement. You will examine classroom management and discipline in contemporary schools, the effects of classroom management problems, and the need to consider student diversity.

      Credits:

      5

      Prerequisites Required:

      None

    • ED 532: CURRICULUM DESIGN Change

      This course examines current theories of curriculum design in K-12 education, with an emphasis on both the application and the evaluation of best practices in the context of local and national standards-based education. Focus will be on real-world integration of course content. Students are encouraged to personalize curricular approaches and share strategies and effective techniques in order to better understand connections between grade levels and subjects.

      Credits:

      5

      Prerequisites Required:

      None

    • ED 552: EDUCATIONAL LEADERSHIP Change

      This course introduces the concept of instructional leaders and explores strategies for managing change in educational settings including best practices for collaborative decision-making in schools. You will critically examine your current knowledge base, skillsets, and leadership abilities with the goal of improvement and increased self-awareness and reflection. You will explore the importance of the instructional leader in school cultures, the instructional leader’s impact on student learning, and how you can help facilitate effective change in school culture and student achievement.

      Credits:

      5

      Prerequisites Required:

      None

    • ED 562: STUDENT ASSESSMENT Change

      This course provides students with a broad knowledge base of theory and best practices in the field of student assessment. Topics include the analysis of standard assessment objectives and tools, and their relationship to student achievement and teacher growth. The course will survey the use of formal and informal assessments, norm-referenced and criterion-referenced assessments, and formative and summative assessments. Additionally, students will examine methods of using assessment data to improve instruction and student achievement, as well as to improve teacher professional self-reflection. Students will learn how to design assessments appropriate to the instructional objectives of a school, student population, and content area. Students will also examine grade calculating and reporting software.

      Credits:

      5

      Prerequisites Required:

      None

    • ED 572: ACTION RESEARCH Change

      Action research, unlike traditional research, places action at the center of research; it is the process of systematically evaluating the consequences of educational/organizational decisions and adjusting practice to maximize effectiveness. Practitioners use action research to answer questions about their organizations, schools, and classrooms. In this course you will prepare an action research report that reflects attention to a broad range of approaches and tools for a systematic inquiry focused on improving quality of practice. You will also synthesize action research results, use findings as a basis for evidence-based decision making, and reflect on the impact these decisions may have on your practice.

      Credits:

      5

      Prerequisites Required:

      None

  • Concentration Courses

    Total Concentration Courses Credits: 12

    Total Program Credits: 46

Curriculum: Concentration

Concentration
Select a Concentration
  • Select a Concentration
  • Teaching Literacy and Language Concentration
  • Teaching Students With Special Needs Concentration
  • Please Select a Concentration Above
  • Teaching Literacy and Language Concentration

    Total Teaching Literacy and Language Concentration Credits: 12

    Total Program Credits: 46

    • LT 504: READING DIAGNOSIS AND REMEDIATION Change

      This course will focus on the development and use of diagnostic instruments and practices that help teachers discern the nature of individual differences in literacy abilities, especially among readers and writers with special learning challenges. Methods of constructing individualized, corrective treatment plans and procedures for K-12 and adult learners will be discussed.

      Credits:

      4

      Prerequisites Required:

      None

      Concentration courses are completed within the open electives requirement of the degree plan.

    • LT 516: READING AND WRITING ACROSS THE CURRICULUM Change

      This course covers methods of teaching reading and writing across the K-12 curriculum. The focus is project-based teaching that incorporates strategies for prewriting; developing writing skills; developing writing skills, which include analysis, problem solving, and critical thinking; and integrating technology into instruction. Students will align lessons with National Council of Teachers of English (NCTE) and state standards. Teachers will learn the process of designing and implementing instruction that develops their students' growth in functional and digital literacy.

      Credits:

      4

      Prerequisites Required:

      None

      Concentration courses are completed within the open electives requirement of the degree plan.

    • LT 520: APPROACHES TO LITERACY Change

      This course provides an overview of literacy instruction for the English/language arts classroom. The course covers historical trends and theoretical models for literacy instruction; the alignment of instruction with state and national standards and assessment; new digital literacies and the use of technology; and best practices in comprehensive literacy instruction. The course culminates in a comprehensive final research project that investigates an aspect of literacy instruction.

      Credits:

      4

      Prerequisites Required:

      None

      Concentration courses are completed within the open electives requirement of the degree plan.

  • Teaching Students With Special Needs Concentration

    Total Teaching Students With Special Needs Concentration Credits: 12

    Total Program Credits: 46

    • SN 501: TEACHING EXCEPTIONAL STUDENTS IN INCLUSIVE SETTINGS Change

      This course explores strategies for meeting the various learning needs of students from diverse backgrounds in an inclusive setting. Best practices are examined including curriculum accommodations and modification in the content areas, instructional approaches, and behavioral supports in the general education classroom setting.

      Credits:

      4

      Prerequisites Required:

      None

      Concentration courses are completed within the open electives requirement of the degree plan.
    • SN 502: TEACHING STUDENTS WITH LEARNING DISABILITIES Change

      This course provides an overview of learning disabilities among K-12 students and discusses theoretical issues and teaching strategies. It focuses on building strategies for effective interventions and transition planning. Additionally, the course explores various procedures for working in a collaborative setting to meet the needs of students with learning disabilities.

      Credits:

      4

      Prerequisites Required:

      None

      Concentration courses are completed within the open electives requirement of the degree plan.
    • SN 503: TEACHING STUDENTS WITH BEHAVIOR DISORDERS Change

      This course provides an overview of emotional and behavioral disorders (EBD) that have an impact on academic achievement in educational settings. Students will learn about the types of disorders and how to create an effective and supportive classroom environment. Students will review the federal, state, and local requirements for diagnosis and interventions in public and private educational environments, as well as alternative educational placements. The importance of working as a collaborative team for students with EBD will be emphasized.

      Credits:

      4

      Prerequisites Required:

      None

      Concentration courses are completed within the open electives requirement of the degree plan.

Can I Afford This?

Kaplan University is committed to helping you find more ways to save on college tuition. Our Tuition Cap, scholarships, grant, military reductions, and transfer and experiential learning credits are some of the ways we can help lower the cost of your tuition and help you graduate sooner.

Ways to Save

Here are some of the ways we can help lower the cost of your tuition and help you graduate sooner.

Helpful Information

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* Kaplan University cannot guarantee employment or career advancement.

While many of Kaplan University's degree programs are designed to prepare graduates to pursue continued bachelor-, graduate-, or doctorate-level education, the University cannot guarantee that students will be granted admission to any programs.