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Where Can I Get Help Writing My Thesis Online?
You’ve spent years preparing for your master’s degree or PhD. You’ve read, studied and spent hours of time and energy writing papers. Now you’ve arrived at the culmination of all this effort: writing your thesis. There are plenty of compelling stories about the time and energy that students have spent drafting their dissertations and theses.
The good news is that you’re not alone. While you certainly don’t want to hire someone to write your thesis for you, which goes against most institution policies and puts your academic integrity at risk, you can get plenty of help with certain aspects of your thesis online. Whether you’re looking for a little guidance or extensive assistance, various services can make writing or editing your thesis go smoothly.
One of the greatest challenges of writing your thesis can be juggling your family or job responsibilities with your studies. The time that writing takes can add another layer of obligation to your already-packed schedule. Dissertation Editor is a company whose founder is a PhD-educated writer and professor, and it promises to help you complete your thesis or dissertation on time and in compliance with your university’s rules and regulations.
Dissertation Editor’s primary function is to guide you along in the writing process and provide a helping hand in understanding everything you need to take care of. It places you with a writer who specializes in your area of study, and this individual can help you organize and analyze your research while making sure that your thesis fits your writing style and personality. This company also specializes in helping with any statistical analysis that you use in your thesis.
If you’re concerned about using a service to help you write your thesis because you think it’ll be obvious that you hired help, don’t worry. Thesis Helpers puts its team of experienced writers to work for you to help you craft a thesis that finishes your degree on a high note. No matter what level of help you need, from narrowing down a topic to advanced editing and proofreading, they’re available to help.
The writers have advanced degrees in their areas of expertise, and one of the best things about Thesis Helpers is that it gives you ultimate say in the final product of your thesis. This company can help you with revisions and additional research, and you can rest assured that your thesis will meet anti-plagiarism standards.
Sometimes when you’re writing a thesis or dissertation, you can get stuck on one section or chapter. You may not need assistance writing the whole thing, but getting some help with the exact portion you’re struggling with can come in handy. That’s one of the strengths of using Best Dissertation . You don’t have to rely on it for help with your entire thesis if it’s not what you need.
Like most of the top thesis-assistance services, Best Dissertation employs writers with advanced degrees who specialize in various fields of study. What truly sets this company apart is the live support that it offers any time of the day or night. It claims to take the stress and strain out of writing your dissertation or thesis.
While some companies place a premium on helping you get your thesis written, others emphasize the editing and proofreading process. If you don’t need help with writing but need a hand with proofreading and editing, Scribbr is a good option for you. Its editors can help you get a grasp on the grammar and tone that are appropriate for academic writing.
Scribbr doesn’t just provide boilerplate feedback that you can find anywhere. It offers personalized feedback aimed at helping you become a better writer in the long run. You can even see examples of how its editors work by looking at the company’s website.
My Assignment Help
Writing a thesis has its own challenges that other academic writing simply doesn’t, which is why the team at My Assignment Help offers its particular brand of expertise. If you need assistance with a dissertation or thesis at the PhD or master’s level, its writers have the level of education and experience to help you write an expertly crafted and edited thesis.
My Assignment Help prides itself on hiring subject matter experts, meaning you can pair up with a helper who already has an advanced degree in your field. They understand the nuances of academic writing that are specific to your area of study, and they can provide advice on everything from making your abstract more unique to crafting a thought-provoking conclusion.
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- Master in Learning and Teaching (Non-Thesis Program)
- Br. Andrew Gonzalez FSC College of Education
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Master in Learning and Teaching
(non-thesis program, malt).
The Master in Learning and Teaching Program is designed for teachers and educational practitioners who already have adequate levels of content knowledge in their subjects or courses, but would like to develop a deeper and more principled understanding of the learning and teaching processes. Graduates of this program can take on positions as masters teachers, curriculum developers, academic coordinators, learning specialists, and instructional leaders with a focus on learner-centered education.
- A Bachelor’s degree in an area that is relevant to the applicant’s area of teaching;
- A college grade-point average equivalent to 2.5 or 85%;
- Passing the admissions test administered by the ITEO;
- Teaching experience or professional experience related to education, training, child and/or adolescent development
- An interview with the department chairperson;
- For non- English speaking applicants, enrollment in an English language course at the Center for English Language Learning (CELL) prior the first trimester of the program.
An additional six (6) units of Advanced Technical Reading and Writing 1&2 will be required for applicants with a low score in the essay part of the entrance examination.
Written comprehensive examination.
The WCE is the final check on the student’s competency in both pedagogy and his/her major field. Hence, the student takes the WCE in two tranches: the first part is on pedagogical knowledge and the second part is on the content knowledge.
Oral Comprehensive Examination (capstone project evaluation)
The student presents and defends his/her research work to a panel. The research, or the capstone project for the program, is done during enrollment in the Graduate Seminar course. A manuscript of the completed work must be submitted to the panel members prior to defense.
Core courses (12 units).
MLT411M Principles of Learner-Centered Teaching (3 units) A course on principles and premises of learner-centered teaching, covering the range of strategies and approaches that teachers can use to facilitate effective student learning. The course shall emphasize hand-on or experiential learning of these approaches to teaching, and use of a wide range of educational technologies.
MLT412M Learner-Centered Educational Assessment (3 units) The course focuses on normative and standards-based perspectives, on the relationships between assessment and learning, with emphasis on the important function of assessment in facilitating student learning.
MLT413M Curriculum Design for Learner-Centered Education (3 units) A course on various models and principles of curriculum design and innovation, with particular emphasis on curricular approaches and elements that emphasize learner-centered educational approaches. The course will require students to design and produce curricular modules that exemplify learner-centered educational principles.
MLT420M Seminar in Learner-Centered Education (3 units) Seminar on current research, theory, and practice on particular topics in learner-centered education. Each seminar will focus on a specific topic to be chosen by the professor.
MAJOR COURSES (15 units)
MLT421M Managing the Classroom Learning Environment (3 units) Principles and practice of classroom management with emphasis on the management of learner-centered classroom learning environments
MLT422M Technology-Supported Learning Environments (3 units) Principles and practice on the effective application of technology in education. Course will cover the application of basic design principles in the development of technology-mediated instructional materials.
MLT423M Integration of Values in Learner-Centered Education (3 units) Principles and practice in the integration of values in a learner-centered educational environment. The course will focus on issues in the curriculum of values education, and how values can be developed across the curriculum.
SPECIALIZATION COURSES (12 units)
MLT431M Teaching Diverse Learners (3 units) A seminar course on current approaches to designing learning environments that address diversity among the learners. Contemporary approaches will be contrasted with traditional individual different approaches and shall emphasize using dimensions of student diversity to improve student learning.
MLT432M Instructional Leadership (3 units) A course on the principles of educational management as applied to the development of school learning environment that support teaching and learning practices consistent with the learner-centered educational approaches.
MLT446M Directed Action Research for Learner-Centered Education (3 units) Directed Research course for students in non-thesis track. Course will be a praxis course where students shall design, implement, and report an action research project on a topic of their choice.
COMPREHENSIVE EXAMINATIONS (0 units)
MALTCEW Written Comprehensive Examination
MALT-OCE Oral Comprehensive Examination (capstone project evaluation)
ENG501M Advanced Technical Reading and Writing 1 (3 units) The first part of an intensive English academic reading and writing course focuses on the review of basic reading and writing skills and their application in the preparation of short academic papers such as definitions and descriptions, and non-prose forms. It emphasizes the mastery of active reading strategies, the effective use of rhetorical and organizational features of academic writing and proper documentation.
ENG502M Advanced Technical Reading and Writing 2 (3 units ) The second part of an intensive English academic reading and writing course, focuses on the writing of data commentary and the various parts of a research report, with emphasis on the different rhetorical moves and the linguistic features that realize these moves. The course continues to emphasize the observance of integrity in writing and research.
Best Master's in Education
Reviews and rankings of the best master's in education programs, do i have to complete a thesis for a master’s in education.
If you are embarking upon a formal degree program to get your Master’s in Education , it is important to prepare yourself for thesis requirements. To earn a Bachelor’s degree in the field, you must complete general education courses, core courses, and the appropriate electives. You may be required to write essays, complete research projects, and pass mid-terms or final exams, but in the end there is no requirement for undergraduate students to write theses before they graduate. This is not set until you complete advanced graduate-level coursework entirely focused on education. Read on, and find out more about the paper requirement and if there are non-thesis alternatives.
What is a Graduate Thesis?
Theses papers, which are also more commonly called dissertations at a doctoral level, are a type of grey literature that is used to demonstrate your understanding and application of the materials covered throughout the course of the degree program. Since you study for a master’s degree for mastery of content in a subject area, you will need to demonstrate that you have achieved mastery by completing a final project.
The assignment is essentially a long research paper with your original analysis of educational studies conducted by others. You will incorporate information from courses you have learned throughout the course of the program to show that you have grasped the content and can apply it. For example, if you were writing your paper for a Master’s degree in Education, you might focus on the affect technology has on learning or effective teaching methods for students with ADHD.
What is the Benefit of Writing a Research Paper?
If you are gravitating towards a non-thesis program, you should consider the importance of completing this final project first. One of the reasons why this requirement has been around for so long is because it is proof that a student has gained knowledge in education. You pay a great deal of money to study for a master’s so you should be able to have original and meaningful thoughts once you complete the curriculum. If you can demonstrate your thoughts in a clear and concise way, you are ready for a professional job in education in an academic setting.
What are the Requirements for a Non-thesis Degree?
Not all Master’s degree programs have the same graduation requirements. They are all designed to present to your advanced curriculum, but the way in which you are assessed may be different from school to school. Some departments at grad schools prefer to have a higher credit requirement and to forego the final paper. When you take a program like this, it may take you longer to graduate. Other departments may require a graduated student to pass an intensive comprehensive exam that will cover all of the material learned throughout the 2-year span. If you are comfortable with exams in high pressure situations, this could be an alternative for you.
If you intend to continue your education to eventually earn a doctorate in education, it would benefit you to choose a thesis program. This will give you experience you an apply to a future dissertation. If, however, you prefer tests and are seeking a terminal Master’s degree, there are other options to the thesis requirements. For this reason, it is important to ask the question about thesis requirements when evaluating Master’s in Education programs.
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MASTERS DEGREE (NO THESIS)
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Masters Degree (No Thesis)
Master's Degree is the name given to the education that continues after the completion of the undergraduate education and is an academic study aimed at revealing the results of research. A master's degree is completed by specializing in a specific in which a student studies and proves the result of the study with a successfully written thesis. In a master's degree study, the student knows general research techniques. While the researcher looks more methodologically at the discipline in which s/he studies, s/he determines her/his basic field of further study.
Master's degree is divided into Master's degree with and without thesis. ALES is not required for the Master's education without a thesis.
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Master of Arts (M.A.) in Teaching and Learning (Non-Thesis): Science and Technology Option (60 credits)
The M.A. in Teaching and Learning Program is a 60-credit, post-graduate degree leading to teacher certification. It is comprised 45 credits of coursework, coupled with 15 credits (minimum of 735 hours) of internship. This professional program leads to teacher certification to those already holding an undergraduate degree in a teachable subject area identified by the Quebec Ministry of Education. The program, which targets those with formal and/or non-formal teaching experience, begins with mandatory courses in the Summer term. The specific course sequence and progression leads students to complete the program in five consecutive terms on a full-time basis. The program must be completed within three years. Alternatively, the program can be followed on a part-time basis, in which case all program requirements must be completed within five years. Throughout the MATL, emphasis will be on the demonstration of mastery of the Québec Ministry of Education professional competencies. Upon completion, students are recommended to the Quebec Ministry of Education for certification.
Note: The Quebec Ministry of Education requires that all students pass the English Exam for Teacher Certification (EETC) prior to taking EDIN 610 Internship 1.
Required Courses (54 credits)
Offered by: Integrated Studies in Ed ( Faculty of Education )
Administered by: Graduate Studies
Curriculum and Instruction : This course addresses emerging theories, pedagogies, and practices related to youth learning through digital media and online participatory cultures. Through direct engagement with multiple forms of digital media and youth, students will consider implications for teaching and learning within and beyond schools.
Terms: Fall 2023, Winter 2024
Instructors: Rosenberg, Aron (Fall) Lipset, Michael (Winter)
**Due to the intensive nature of this course, the standard add/drop and withdrawal deadlines do not apply. Add/drop is the second lecture day and withdrawal is the fifth lecture day.
Please note: students taking this course as part of a Teacher Education Program leading to certification will also integrate e-portfolios.
Admin & Policy Studies in Ed : Overview of the epistemological foundations of a range of research methods, including but not limited to quantitative, philosophical, qualitative, arts-based, and mixed methods. Students will learn techniques to conduct research and to develop a research proposal.
Terms: Fall 2023
Instructors: Zhao, Pengfei (Fall)
**Due to the intensive nature of this course, the standard add/drop and withdrawal deadlines do not apply. Add/drop is the second lecture day and withdrawal is the fourth lecture day.
EDIN : Mentored student teaching in a school requiring a gradual increase in teaching and related duties.
Instructors: Zein, Yasmine (Winter)
Prerequisite(s): EDTL 601 , EDTL 515
Corequisite(s): EDPS 610
Restriction(s): Not open to students who have taken EDIN 601 .
Students are expected to apprise themselves of internship dates, workload percentages, and responsibilities at www.mcgill.ca/isa . Normally students must pass both EDIN 610 and EDPS 610 , failure in a course may necessitate repeating both courses.
EDIN : Mentored student teaching in a school requiring full responsibilities for lesson planning, student learning, classroom management, and evaluation.
Instructors: Zein, Yasmine (Fall) Zein, Yasmine (Winter)
Prerequisite(s): EDIN 610 and EDTL 604 and EDTL 640
Corequisite(s): EDTL 612 or EDTL 626 or EDTL 628 or EDTL 630 or EDTL 634 or EDTL 636
Restriction(s): Not open to students who have taken EDIN 602 .
Students are expected to apprise themselves of internship dates, workload percentages and responsibilities at www.mcgill.ca/isa . Normally students must pass both EDIN 620 and EDPS 620 , failure in a course may necessitate repeating both courses.
EDPS : Designed to foster deep thinking about the complex educational endeavour of becoming a teacher. Considers what shapes the development of theoretical and empirical work on teachers’ roles, identities and professionalism. Introduces Teacher Inquiry as a framework for the study of teaching and learning. The capstone research project and professional e-portfolio are introduced. Professional Competencies are addressed, developed and assessed.
Terms: This course is not scheduled for the 2023-2024 academic year.
Instructors: There are no professors associated with this course for the 2023-2024 academic year.
Due to the intensive nature of this course, the standard add/drop and withdrawal deadlines do not apply. Add/drop is the first lecture day and withdrawal is the second lecture day.
EDPS : Provides support to student teaching in EDIN 610. Develops reflexive thinking, examining classroom situations with a view to improving practice, including classroom management, and developing teacher collaboration and community-building. Practical implications of capstone research projects are developed. Artefacts are selected/contextualized for inclusion in e-portfolios. Professional Competencies are addressed, developed, and assessed.
Terms: Winter 2024
Instructors: JAFRALIE, SABRINA; Bourassa, Nicole (Winter)
Prerequisite(s): EDTL 515 and EDTL 601
Corequisite(s): EDIN 610
Normally students must pass both EDIN 610 and EDPS 610 , failure in a course may necessitate repeating both courses.
EDPS : Primary goal is to finalize students’ Capstone Research Projects (CRPs) culminating in student CRP presentations at the Capstone Research Symposium. Provides support to student teaching in EDIN 620 through discussion of professional and ethical considerations during internship and as novice teachers. E-portfolios are completed. Professional Competencies are developed and assessed.
Instructors: Mueller, Caroline; JAFRALIE, SABRINA (Fall)
Corequisite(s): EDIN 620
Prerequisite(s): EDIN 610 , EDPS 610 , EDTL 640
Students must pass both 'mentored student teaching' and 'professional seminar' components, including CRP presentation, to pass the course. Normally students must pass both EDIN 620 and EDPS 620 , failure in a course may necessitate repeating both courses.
EDTL : Selected contemporary theories of human learning and development and their evidence base, including models of individual difference, learning styles, independence and motivation. Implications of selected theoretical models and evidence for educational practice, planning and professional reflection in inclusive classrooms. The role of parents, families/guardians and the complementary role of ancillary educational services in relation to classroom applications of theories. All addressed through the development of professional competencies.
Instructors: Benoit, Brian (Fall)
Offered by: Educational and Counselling Psychology
EDTL : Two hour exam designed to assess teacher candidates' competency in the language of instruction - MELS requirement for teacher certification in the Quebec school system. Students are permitted 4 attempts to pass this exam; it must be passed before commencing the First Internship (EDIN 601). Any student unsuccessful after 4 attempts must withdraw from the program.
Instructors: Brook, Jill (Fall)
Restriction: Open to Graduate students in the M.A. In Teaching and Learning, seeking teacher certification by MELS.
EDTL : This course will build prospective teachersâ•Ž pedagogical knowledge and practices to teach principles of engineering and technical design, analysis of technical objects, and problem-based learning approaches to solve developmentally appropriate problems. Application of scientific concepts to technological solutions will also be emphasized to effectively integrate science and technology education.
Instructors: Drever, Riley (Winter)
Prerequisite(s): EDES 335 Teaching Secondary Science for B.Ed. Students only.
EDTL : Emphasis on pedagogical knowledge in planning and carrying out instruction that meets curriculum goals, is relevant to learners, and is based upon principles of effective instruction. Addressed through the development of professional competencies.
Instructors: McPherson, Heather; Bourassa, Nicole (Fall)
Prerequisite: EDPS 600
Corequisites: EDTL 625 or EDTL 627 or EDTL 629 or EDTL 633 or EDTL 635
EDTL : Exploring the role of assessment in teaching and learning with attention to the Quebec context. Topics include the QEP competencies, kinds of information needed, techniques for collection and ways of interpretation in order to make educational decisions. Principles and methods for assessment with and without tests are discussed and practiced. Addressed through the development of professional competencies.
Prerequisite: EDTL 601 and EDTL 504
**Due to the intensive nature of this course, the standard add/drop and withdrawal deadlines do not apply. Add/drop is the third lecture day and withdrawal is the sixth lecture day.
EDTL : Structure and organization of education in Quebec considered from historical, political, language, social, administrative and legal perspectives. Enables students to contribute to the educational system in their roles as leaders of educational thought and change. All addressed through the development of professional competencies.
EDTL : Current research and practice in educating students who have a variety of individual needs and strengths. The complex interplay between individual and contextual factors that impact learning in the modern classroom. Examination of abilities/disabilities, school and classroom dynamics, and teachers' roles in promoting an inclusive environment. Focus on applicable, practical skills such as curriculum design and modification, formal/informal assessment procedures, universal design for instruction, home-school collaborations, and differentiated instruction.
Prerequisite: EDTL 500
Students will practice applying principles of inclusive education to academic, emotional, behavioral, social, physical, and other relevant realms of diverse classrooms with the goal of developing professional competencies applicable to multi-dimensional educational environments.
EDTL : Emphasis on the organization of learning experiences in ways that support students in developing science process skills and understanding the unifying themes, issued of equity and the nature of science. Appreciation for relationships among science, technology and society. All addressed through the development of professional competencies. Parts of this course may be undertaken in school settings.
Instructors: Gonsalves, Allison (Fall)
Corequisite: EDIN 601
The course EDTL 625 includes a $15 fee covering the cost of printing for the lab manual required by all students registered for the course. The fee is refundable until the end of the add/drop period.
EDTL : Continuation of topics covered in EDTL 625. Parts of this course may be undertaken in school settings.
Instructors: Asghar, Anila (Fall)
Prerequisite: EDTL 625 ; EDIN 601 or EDIN 610
Corequisite: EDIN 602 or EDIN 620
The course EDTL 626 includes a $15 fee covering the cost of printing for the lab manual required by all students registered for the course. The fee is refundable until the end of the add/drop period.
EDTL : Furthers students' understanding of teacher inquiry and action research. Students will make connections between their theoretical understandings of research and their own emergence as practitioner researchers in educational settings. Topics include: writing a focused literature review; collaborative and spectator forms of research; ways to identify problems to investigate; data collection and analysis; reflexive praxis; and ways to draw conclusions from research. The major assignment for the course will be the completion of the final written MATL capstone project or equivalent.
Instructors: Boyle, Dale (Winter)
Prerequisite: EDIN 601 or EDIN 610
**Although this course is an online course, there will be 5 meeting times between the start and end of course. See department for details.
Complementary Courses (6 credits)
3 credits selected from:
Curriculum and Instruction : This course presents historical, philosophical and sociocultural perspectives on construction of knowledge in the natural sciences. A particular emphasis will be placed on how social, cultural, and political forces shape the products of scientific practices, the importance of scientific literacy, and the relevance this bears for science education and science education research.
Instructors: Asghar, Anila (Winter)
Prerequisite(s): Students must have completed, with a grade of C or higher, a minimum of 24 credits in Science courses. We will also consider enrollment from students with experience teaching secondary science.
Restriction(s): MATL Science and Technology Students, PhD or MA Science Education Students or by permission from the instructor.
EDTL : A variety of perspectives on construction of knowledge in mathematics and science and how the products of scientific and mathematical practices are shaped by broader social, cultural, and political forces.
Prerequisite: Students must have completed, with a grade of C or higher, a minimum of 24 credits in Mathematics and/or Science courses.
Restriction: Restricted to MATL Science & Technology, MATL Mathematics, B.Ed. Secondary Science & Technololgy and B.Ed. Secondary Mathematics students or by permission of instructor.
Not open to students who have taken EDEC 646 or EDEC 647 .
Religious Studies : An analysis of the educational implications of various philosophical positions concerning the nature of reality and the nature of knowledge.
Instructors: McDonough, Kevin (Fall) McDonough, Kevin (Winter)
Religious Studies : Explores questions, aims, debates and modes of inquiry that characterize philosophical approaches to studying educational questions. Introduces philosophy of education as a distinctive field of educational research and may focus on figures or themes of contemporary interest.
EDTL : An exploration of philosophical underpinnings of educational theories as they inform professional practice. Reflections on aims of education, knowledge and values, nature of schooling and curriculum, roles and responsibilities of professional educators. All addressed through the development of professional competencies.
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There are several options for a Masters degree besides the thesis route. We offer course-based masters degrees, as well as masters degrees that require students to complete a project or report rather than a thesis. In some areas such as Media, Art, and Performance (MAP), the masters of fine arts program is based in an art practice which culminates in an exhibition, recital, performance, film screening, digital media project, installation, or curation, among others. More applied areas have a master practicum or internship route .
Students choosing the routes listed below must submit either a comprehensive paper or report.
- Exhibition/Recital or Performance/Event Options: Visual Arts, Music, Film, Theatre, Interdisciplinary Studies
- Project/Report Options: Business Administration, Computer Science, Education, Engineering, Social Work
- Practica/Internship Options
As the credit assigned to these options is significantly less than that for a thesis, the length of the document should reflect this distinction. Students in these routes must follow the same registration regulations as thesis-based students. For example, they must be registered in the term that they defend, and they have until the end of the following semester to submit their final corrected paper or report.
Individual Departments offering an non-thesis route have more details about their programs.
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English Language Teaching Master's Program (without Thesis) (M.A., 1 - 1.5 Years)
- Department of Foreign Language Education
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- English Language Teaching (without Thesis)
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- Apply Online
The ELT Department has well-established programs of postgraduate study. Over the past decades the department has served as an academic advisory and training centre for English language teachers at EMU as well as in the local education system. The MA graduate program in ELT is designed to provide candidates with academic background and thorough training in the theory and practice in English language teaching. MA candidates are required to take 10 courses, and submit a Project in order to complete their MA studies in ELT.
Candidates for admission to the ELT graduate programs should have a B.A. degree in a relevant discipline. All candidates must meet the admission requirements of the Institute of Graduate studies and Research of the university.
Action Research, Borrowings, Classroom Research, Corpus Analysis, Discourse Analysis, English Language Teaching Methodology, Individual Learner Characteristics, Language Anxiety, Language and Culture, Language and Globalization, Language and Identity, Language and Society, Language Planning, Language Policy, Language Programme Evaluation and Design, Language Testing and Evaluation, Learner Beliefs, Linguistic Landscape, Materials Development, Motivation, Multiple Intelligences in ELT, Psycholinguistics, Sociolinguistics, Sociology of Language, Strategic Language Learning, Teacher Education, Teaching English to Young Learners, Teaching Language Skills and Lexico-Grammar.
Tel: +90 392 630 1467 Fax: +90 392 630 4038 E-mail: [email protected] Web: http://fedu.emu.edu.tr
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Education & Human Development
Teaching, learning & culture, how to apply.
The Department of Teaching, Learning & Culture
Teaching, Learning and Culture (TLAC) encompasses students, faculty and staff whose efforts and interests center on the many different aspects of academics, teaching and classroom education. TLAC’s mission is to create experiences that advance teaching, research and service through the application of knowledge in the preparation and development of quality educators; placing high value on collaboration, critical thinking, creativity, democratic governance and global leadership.
- Undergraduate Programs in Education
- Graduate Programs in Curriculum & Instruction
- Online Graduate Programs in Curriculum & Instruction
Having two highly-ranked graduate programs within one department serves as an index of the world-class academic programs and faculty who are committed to a culture of excellence in research and discovery, and the scholarship of teaching.
-Dr. Michael de Miranda, Dean of The School of Education and Human Development
Former Student Highlight
First-generation student Merari Boffill ’18 hopes to become a teacher and share the importance of education.
From Our Former Students
“One of the things that set this program apart is that it is located within the Teaching, Learning & Culture Department at Texas A&M. There’s more to teaching than just delivering a curriculum or instructional strategy; we have to consider the influence that culture has one what we do.”
Dr. Byron William
Online Ed.D in Curriculum & Instruction
TLAC offers a Bachelor of Science (B.S.) in Education, with one of three focuses.
The Culture and Curriculum program offers students the opportunity to learn and grow in many areas.
GLOBAL ONLINE EDUCATION
Providing greater opportunities and flexibility for students, TLAC offers online degree programs, in addition to many individual Web-based classes.
TLAC offers several types of certificates for students as well as Texas Teacher Certifications
Online M.Ed. in:
Curriculum and instruction.
Online M.Ed. in Curriculum and Instruction: Generalist Emphasis
About the program.
This Master of Education (M.Ed.) in Curriculum and Instruction degree, distance education option (also known as the Generalist program) provides a sound combination of theory, methodology and a substantive content area, with some flexibility within the program emphasis, supporting areas.
This 36 hour non-thesis graduate degree option in Curriculum and Instruction is designed to develop effective teaching and research tools that increase educational opportunity and workplace access.
The Master of Education (MEd) degree is rooted in evidence-based research to promote the agentive development of teach practitioners in PK-12 settings. The practical framing of coursework yields transformative curricular teacher leaders prepared to impact a variety of local and global contexts. Program experiences equip master’s students with translational tools to hone classroom practices from the local classroom setting to the larger educational settings.
To be admitted to the M.Ed. in Curriculum & Instruction program, you must apply to the Department of Teaching, Learning and Culture and to Texas A&M University.
The program incorporates the following content elements:
- Research-supported, effective instructional techniques for high rates of student academic learning;
- Research-supported, effective instructional techniques for efficient and successful classrooms;
- Techniques for developing, enhancing and evaluating curricula and lessons for K–12 learners;
- Classroom research techniques for evaluating and documenting student and program success and
- Techniques for enhancing student success on high-stake, state-wide assessments.
Social Climate and Emotional Well-Being
- Techniques for enhancing learner self-efficacy and student general self-concept and
- Techniques for ensuring school-wide respect for the linguistic/cultural diversity of students and their families.
- Skillful participation in school improvement efforts, including needs assessments, goal setting, developing an action plan and evaluating improvement results. School improvement efforts should target academic learning of students.
Family and Community Partnerships
- Techniques for developing inclusive partnerships with families and
- Techniques for working with the broader community and other social service agencies (interagency partnerships and collaboration)
The primary delivery system is online. Online formats vary by class, dependent on material presented, but will include eCampus, PowerPoint presentations, video lectures, assignments, group projects, chat rooms, reading assignments and additional course materials.
Note: This is not a teacher certification program.
M.Ed. Degree Plan
M.Ed. Electives by Category
TLAC Graduate Student Handbook
Prior to 2019 Online M.Ed. Curriculum
An additional 24 hours of elective coursework is required to complete this degree. Up to two elective courses can be taken outside the department with faculty advisor’s permission and prior approval.
Degrees Offered : Master of Education, M.Ed. Program Delivery : Online Credit Hours : 36, non-thesis
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Frequently Asked Questions
- Online M.Ed. 2
Can you guide me through the application process.
Please visit our web page at https://tlac.tamu.edu/admissions/masters-admissions or https://tlac.tamu.edu/admissions/doctoral-admissions for step-by-step information about applying for our master’s and doctoral programs.
How to Apply: Master’s Application Information | Doctoral Application Information
I still have further questions—who can I contact to help me answer those?
Please feel free to contact our Graduate Advising Office with any questions you may have. Our office information can be found at https://tlac.tamu.edu/student-services/graduate-advising .
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