Online Master of Science in Education: Graduate Degree Program in Education

Today's K-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, full or part time, from anywhere you have access to the Internet. Whether you are preparing to enter this exciting field for the first time, or 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.

Emphasis Areas | Curriculum | Tuition and Fees

Program Highlights

Our Master of Science in Education curriculum is designed to prepare you for a teaching career 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. 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

Prepare for Licensure

Master of Science in Education degree candidates are expected, but not required, to hold a valid state teaching license. The Master of Science in Education does not lead to initial teacher certification. 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.

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.^†

Emphasis Areas for the Master of Science in Education

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 six emphasis areas to help you achieve the academic competencies required in a specific area of teaching.

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.

Explore how technology can be integrated into your classroom and how the Internet can support teaching and learning in accordance with the National Educational Technology Standards for teachers. Examine the most effective software applications available to educators and how special education can benefit from high-tech teaching methods.

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.

Develop proficiencies for teaching mathematics to students in grades 6-12 in accordance with the National Council of Teachers of Mathematics (NCTM) standards. Focus on instructional strategies that emphasize equity, curriculum, teaching, learning, assessment, and technology for teaching middle and high school mathematics, including numbers and operations, and algebra.

Examine the National Science Education Standards for teaching inquiry-based science using scientific reasoning and critical thinking. Explore historical and contemporary perspectives on science and technology, physical and life science, and earth and space science. Focus on how to make science investigations meaningful and engaging.

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.

Teaching Literacy and Language
Teaching with Technology
Teaching Students with Special Needs
Teaching Mathematics-Middle and Secondary
Teaching Science- Grades 6–12
Educational Leadership

Curriculum for the Master of Science in Education Standard Emphasis Area Track

Course #	Course Title	Credits
ED 502	TRANSFORMING TEACHING PRACTICE	4 TRANSFORMING TEACHING PRACTICE This course explores the knowledge, skills, and dispositions associated with the highest standards of teaching practice and guides students in the transformation of their classroom performance through research and reflection on best practices, assessment strategies, and teacher skills that lead to improved student achievement.
ED 512	ACTION RESEARCH I	5 ACTION RESEARCH I 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 conduct a literature review and draft methods sections of an action research plan. 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.
ED 522	CLASSROOM MANAGEMENT	5 CLASSROOM MANAGEMENT Educators will examine several classroom management theorists in order to provide a comprehensive overview of models and ideas on which to base their own philosophy and practice. Through a case-based approach, students will gain a clear understanding of the philosophical underpinnings of classroom management and its effect on student behavior and achievement. Students will examine classroom management and discipline in contemporary schools, the effects of classroom management problems, and the need to consider student diversity.
ED 532	CURRICULUM DESIGN	5 CURRICULUM DESIGN This course examines current theories of curriculum design in K-12 education, with an emphasis on both the application and evaluation of best practices in the context of local and national standards-based education.
ED 552	EDUCATIONAL LEADERSHIP	5 EDUCATIONAL LEADERSHIP In this course, students are introduced to the concept of instructional leaders and explore strategies for managing change in educational settings, including best practices for collaborative decision-making in schools. Students critically examine their current knowledge base, skill sets, and leadership abilities with the goal of improvement and increased self-awareness and reflection. Students explore the importance of the instructional leader in school cultures, the instructional leader’s impact on student learning, and how they can help facilitate effective change in school culture and student achievement.
ED 562	STUDENT ASSESSMENT	5 STUDENT ASSESSMENT This course examines various assessment tools and their relationship to student achievement. Multiple measures for use in assessing student growth, including data gathering to document class practice and building greater teacher self-awareness, will be explored as strategies for effecting change in student learning.
ED 572	ACTION RESEARCH II	5 ACTION RESEARCH II Action Research II is the capstone course in the degree candidate’s program. Candidates will continue to explore appropriate research and methods of teacher inquiry to answer questions about teaching practices and instructional problems within the classroom. This course includes further examination of quantitative and qualitative studies and evaluation of related research designs and methods. Candidates will create an action research plan that reflects attention to a broad range of approaches to and tools for teacher inquiry.
	EMPHASIS AREA COURSES	12 EMPHASIS AREA COURSES

Course #	Course Title	Credits

LT 504	READING DIAGNOSIS AND REMEDIATION	4 READING DIAGNOSIS AND REMEDIATION 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.
LT 516	READING AND WRITING ACROSS THE CURRICULUM	4 READING AND WRITING ACROSS THE CURRICULUM 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 reading 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.
LT 520	APPROACHES TO LITERACY	4 APPROACHES TO LITERACY 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.

Course #	Course Title	Credits

ET 501	USING TECHNOLOGY—FUNDAMENTALS OF INTEGRATION	4 USING TECHNOLOGY—FUNDAMENTALS OF INTEGRATION Degree candidates are introduced to effective strategies for integrating technology into classroom instruction. Candidates use learning theory and best practices to evaluate sample lesson plans and also to develop activities that integrate educational technology. Specific emphasis is given to aligning activities with relevant national standards.
ET 502	USING TECHNOLOGY—PRACTICAL APPLICATIONS	4 USING TECHNOLOGY—PRACTICAL APPLICATIONS This course provides Master of Science in Education candidates with opportunities to explore and use a variety of Web-based tools and basic computer applications: word processing, PowerPoint, spreadsheet, and database programs. Through reading, class discussion, and hands-on experiences, candidates will gain technology skills and knowledge to integrate these tools into teaching and learning. Course topics are aligned with the International Society for Technology in Education and the National Educational Technology Standards for Teachers, specifically Standard 1: Technology Operations and Concepts; Standard 3: Teaching, Learning, and the Curriculum; and Standard 5: Productivity and Professional Practice.
ET 503	USING TECHNOLOGY—APPLICATIONS IN THE CONTENT AREAS	4 USING TECHNOLOGY—APPLICATIONS IN THE CONTENT AREAS In this course, students explore a variety of current and emerging instructional technologies. Through course readings, class discussion, and hands-on experiences using various technologies, students develop the knowledge and skills needed to integrate technology effectively into lesson plans and instructional materials to meet the needs of diverse learners and satisfy the requirements of unique learning environments.

Course #	Course Title	Credits

SN 501	TEACHING EXCEPTIONAL STUDENTS IN INCLUSIVE SETTINGS	4 TEACHING EXCEPTIONAL STUDENTS IN INCLUSIVE SETTINGS This course explores the challenge of meeting the various learning needs of students from diverse backgrounds in an inclusive setting. Best practices are examined, including curriculum adaptations in the content areas, instructional strategies, and behavior management in the school setting.
SN 502	TEACHING STUDENTS WITH LEARNING DISABILITIES	4 TEACHING STUDENTS WITH LEARNING DISABILITIES 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.
SN 503	TEACHING STUDENTS WITH BEHAVIOR DISORDERS	4 TEACHING STUDENTS WITH BEHAVIOR DISORDERS This course provides an overview of emotional and behavioral disorders that have an impact on academic achievement in educational settings. Emphasis is placed on the federal, state, and local requirements for diagnosis and interventions in public and private educational environments, as well as alternative educational placements.

Course #	Course Title	Credits

MH 521	PRINCIPLES, PEDAGOGY, AND STANDARDS FOR MATHEMATICS	4 PRINCIPLES, PEDAGOGY, AND STANDARDS FOR MATHEMATICS This course focuses on the development of teachers prepared to offer mathematics instruction for middle and high school students. The focus is on instructional strategies that help students gain the mathematics skills they will need for personal, academic, and professional life. The course gives teachers the opportunity to explore emerging knowledge and tools and new ways for communicating and teaching mathematics. Teachers will study foundational principles for school mathematics: equity, curriculum, teaching, learning, assessment, and technology. The course emphasizes congruence with national and state standards for mathematics teaching and student achievement.
MH 530	NUMBER AND OPERATIONS	4 NUMBER AND OPERATIONS This course is a study and application of strategies, techniques, materials, technology, and current research used in the teaching of mathematics at the middle school and high school levels. Learners will review and apply the National Council of Teachers of Mathematics (NCTM) standards and principles involved in teaching mathematics at the middle school and high school levels. Learners will develop an awareness of the constructivist theory, professional resources, materials, technology, and information available for educators, and prepare unit and lesson plans with related assessment procedures on a mathematical topic.
MH 531	DEVELOPING MATHEMATICAL PROFICIENCY—ALGEBRA	4 DEVELOPING MATHEMATICAL PROFICIENCY—ALGEBRA This course will provide students enrolled in the Master of Science in Education program’s teaching mathematics—grades 6–12 specialization with principles and techniques for teaching algebra at the secondary level. The study of algebra is an integral part of today’s secondary classroom. Teachers must know the content and how to teach it to their grade 6-12 students. This course will provide teachers with the knowledge and skills to teach their students in such a way that their students meet the state and national standards in algebra. The focus is on the range of research approaches typically applied to teaching algebra. The competencies students should develop upon completion of this course should allow them to design and implement effective strategies and techniques for teaching math at the secondary level.
*Subject to minimum enrollments. Check with an Admissions Advisor.

Course #	Course Title	Credits

SE 521	PLANNING AND TEACHING AN INQUIRY-BASED SCIENCE CLASS (GRADES 6–12)	4 PLANNING AND TEACHING AN INQUIRY-BASED SCIENCE CLASS (GRADES 6–12) This course will provide an active instructional environment that fosters the development of teachers effectively prepared to offer inquiry-based science instruction for middle and high school students. The course focuses on instructional strategies that help students gain an understanding of the perspectives and practices scientists use when they approach the natural world through scientific inquiry. The course addresses practices for planning, facilitating, and assessing learning activities that encourage students to actively engage in their own scientific inquiries. The course emphasizes congruence with national and state standards for science teaching, scientific literacy, and student achievement.
SE 522	SCIENCE AS INQUIRY (GRADES 6–12)	4 SCIENCE AS INQUIRY (GRADES 6–12) This course is an exploration of a new vision of science education being advocated in the National Science Education Standards. This vision states that students should acquire knowledge of unifying concepts and processes of science, and be able to use scientific reasoning and critical thinking, to apply their knowledge as independent inquirers about the natural world. The course will develop teachers' comprehension of these new expectations for science education, and ways to translate them into instructional practice. In particular, the course will focus on ways teachers can make science investigations meaningful, encourage students to reflect on the concepts that guide the inquiry, and teach skills students need to analyze evidence and data. The course emphasizes congruence with national and state standards for science inquiry.
SE 523	HISTORICAL AND SOCIAL PERSPECTIVES ON SCIENCE AND TECHNOLOGY (GRADES 6–12)	4 HISTORICAL AND SOCIAL PERSPECTIVES ON SCIENCE AND TECHNOLOGY (GRADES 6–12) This course provides a comprehensive study of the ways teachers can integrate historical and contemporary contexts of science into the secondary science curriculum. Teachers will explore ways to create engaging learning experiences on topics such as personal and community health, population growth, natural resources, environmental quality, natural and human-induced hazards, and science and technology in local, national, and global challenges. The course emphasizes congruence with national and state standards for science teaching.
*Subject to minimum enrollments. Check with an Admissions Advisor.

Total Program Requirements	46 Total Program Requirements

Standard Emphasis Area/Core
Teaching Literacy and Language
Teaching With Technology
Teaching Students With Special Needs
Teaching Mathematics - Middle and Secondary*
Teaching Science - Grades 6-12*
Total Program Requirements

Curriculum for the Master of Science in Education Educational Leadership Track

Course #	Course Title	Credits
ED 502	TRANSFORMING TEACHING PRACTICE	4 TRANSFORMING TEACHING PRACTICE This course explores the knowledge, skills, and dispositions associated with the highest standards of teaching practice and guides students in the transformation of their classroom performance through research and reflection on best practices, assessment strategies, and teacher skills that lead to improved student achievement.
ED 503	EDUCATIONAL PSYCHOLOGY	4 EDUCATIONAL PSYCHOLOGY This course introduces students to prominent research-based theories of learning and examines the impact of these theories on students, learning and motivation, teaching, and assessment. Students critically evaluate opposing sides of current issues in educational psychology and articulate and defend personal positions on these issues.
ED 512	ACTION RESEARCH I	5 ACTION RESEARCH I 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 conduct a literature review and draft methods sections of an action research plan. 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.
ED 522	CLASSROOM MANAGEMENT	5 CLASSROOM MANAGEMENT Educators will examine several classroom management theorists in order to provide a comprehensive overview of models and ideas on which to base their own philosophy and practice. Through a case-based approach, students will gain a clear understanding of the philosophical underpinnings of classroom management and its effect on student behavior and achievement. Students will examine classroom management and discipline in contemporary schools, the effects of classroom management problems, and the need to consider student diversity.
ED 532	CURRICULUM DESIGN	5 CURRICULUM DESIGN This course examines current theories of curriculum design in K-12 education, with an emphasis on both the application and evaluation of best practices in the context of local and national standards-based education.
ED 533	PERSPECTIVES ON DIVERSITY	4 PERSPECTIVES ON DIVERSITY This course explores the various issues of student diversity, and challenges degree candidates to examine and define their own educational experiences with regard to culture and ethnicity, socioeconomic class, race, gender, religion, language, learning style, and exceptionality. Particular emphasis will be placed on the practical implications of diversity issues in classroom practice.
ED 552	EDUCATIONAL LEADERSHIP	5 EDUCATIONAL LEADERSHIP In this course, students are introduced to the concept of instructional leaders and explore strategies for managing change in educational settings, including best practices for collaborative decision-making in schools. Students critically examine their current knowledge base, skill sets, and leadership abilities with the goal of improvement and increased self-awareness and reflection. Students explore the importance of the instructional leader in school cultures, the instructional leader’s impact on student learning, and how they can help facilitate effective change in school culture and student achievement.
ED 562	STUDENT ASSESSMENT	5 STUDENT ASSESSMENT This course examines various assessment tools and their relationship to student achievement. Multiple measures for use in assessing student growth, including data gathering to document class practice and building greater teacher self-awareness, will be explored as strategies for effecting change in student learning.
	EMPHASIS AREA COURSES	17 EMPHASIS AREA COURSES

Course #	Course Title	Credits

ER 502	THE PRINCIPALSHIP	5 THE PRINCIPALSHIP This course examines school culture, standards, community building, and leadership in the context of issues and constraints that principals routinely face. The content of the course will inform decision making that influences practice and the effects on students and teachers. Students will review research on leading change in schools, training for tomorrow's principalship, budgeting issues, discipline, students with exceptionalities and who are from diverse backgrounds, technology, professional conduct, teacher evaluation, and establishment of effective professional learning communities. Students will review case studies about schools that made significant improvements under effective leadership.
ER 504	MANAGEMENT OF RESOURCES	4 MANAGEMENT OF RESOURCES This course will examine the economics of education, funding sources, and regulations regarding the use of such funds. Students will determine major budget pressures facing schools and identify ways they are meeting daily demands to provide quality education. The role of federal and state lawmakers in funding decisions will be explored. Students will consider the implications of poorly funded education and the impact on society. They will also address administering school resources including funding.
ER 506	LEGAL ISSUES IN EDUCATION	4 LEGAL ISSUES IN EDUCATION This course will investigate legal issues through assigned readings, class discussion, collaborative exercises, class presentations, and individual written papers. Topics will include constitutional rights, such as Title VII, the First Amendment, and the Fourteenth Amendment. Students will examine the interrelationship of law and education policy, court rulings on school governance, and the federal government's funding of education.
ER 508	SUPERVISION AND INSTRUCTIONAL LEADERSHIP	4 SUPERVISION AND INSTRUCTIONAL LEADERSHIP This course will investigate major factors that influence teacher effectiveness and the impact of school leaders. Students will examine the role of leadership in building and sustaining a school vision, forming effective teacher teams, shared leadership, leading learning communities, data-driven decision making, and monitoring curriculum and instruction. The course explores models of effective leadership based on best practices. Students will create a strategic plan for instructional effectiveness. They will review the research on instructional leadership and the methods principals use to exhibit and harness leadership that enables schools to meet their goals.

Total Program Requirements	54 Total Program Requirements

Educational Leadership Emphasis Area Track/Core
Educational Leadership
Total Program Requirements

You Could Save Time and Money on Your Kaplan University Degree

Credit for Prior Learning

If you already earned course credits at another institution, you may qualify for transfer credit that can be applied toward your program requirements at Kaplan University. Qualifying transfer credit may reduce your total costs for graduate programs. Refer to the University Catalog for our transfer of credit policy.

Students in the Military

Kaplan University is proud to support our military and veterans in their educational pursuits by offering significantly reduced tuition. Undergraduate program tuition is reduced up to 55 percent for active-duty servicemembers and up to 38 percent for veterans. In addition, Kaplan University participates in the Yellow Ribbon program for all of our graduate programs, and both active-duty servicemembers and veterans are eligible for special tuition rates for these programs. A 10 percent tuition reduction is also available to spouses of active-duty servicemembers. For more information, call 866.583.4412 (Toll Free) to speak to a military Admissions Advisor or visit the Kaplan University military site.

Tuition and Fees

Cost per credit hour	$385.00
Total program requirements Master of Science in Education Standard Emphasis Area Track	46
Total cost of tuition	$17,710.00
Cost per credit hour	$385.00
Total program requirements Master of Science in Education Educational Leadership Track	54
Total cost of tuition	$20,790.00
This program requires a $100 technology fee per term. A nonrefundable application fee, depending on your program and as described in the Tuition and Fees Supplement, may be required at the time of enrollment. We encourage you to explore the availability of financial aid and scholarships. For more information, contact an Admissions Advisor.

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*Kaplan University's programs are designed to prepare graduates to pursue employment in their field of study, or in related fields. However, the University does not guarantee that graduates will be placed in any particular job, eligible for job advancement opportunities, or employed at all. Additional training or certification may be required.
^†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.

Master of Science in Education

School of Graduate Education