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Master of Arts

http://www.pacific.edu/Academics/Schools-and-colleges/Gladys-L-Benerd-School-of-Education/Academics/Masters
Location: Gladys L. Benerd School of Education

Degree Program

Master of Arts in Education

Concentrations are offered from the following departments:

Curriculum and Instruction

  • Curriculum and Instruction
  • Teaching (Credential Option)
  • Special Education

Educational Administration and Leadership

  • Educational Leadership (K-12) (Credential Option)
  • Educational and Organizational Leadership
  • Organizational Learning and Effectiveness
  • Student Affairs

Educational and School Psychology

  • Educational Psychology
  • Human Development
  • Counseling Psychology

Admissions Requirement

  1. A cumulative GPA of 3.0 or better for the last 60 units of college or post-baccalaureate work
  2. A Bachelor's degree from an accredited university
  3. A complete application portfolio to the Graduate School, an essay following departmental guidelines; official transcripts from all college-level coursework including official verification of the awarding of degrees; and three letters of recommendation that attests to the candidate's ability to undertake graduate studies
  4. Departmental interview, if required.
  5. Evidence of qualities and character in keeping with the philosophy and standards of this University and the School of Education

For experienced educators who desire to prepare for positions as supervisors, consultants, vice principals, principals, or district office staff, the School of Education offers programs meeting the requirements for the Preliminary and Professional Clear Administrative Services Credentials. The credential programs may be combined with the master’s degree or the doctorate in education.

Master of Arts in Education

The Master of Arts (MA) in Education requires a minimum of 32 units, of which 18 units must be in courses 200 or above and from the Benerd School of Education, with a Pacific cumulative grade point average of 3.0.  Based upon state and federal laws, additional units and requirements may be necessary for those students electing to earn a credential, certification or license along with the graduate degree (e.g., teaching credential, and administration credential).  Students interested in earning a credential, certification or license should work closely with their advisor and the credential staff.  The requirements of some concentration options may also be guided by external standards that direct completion of specified courses and achievement of specific learning outcomes.

I.  Theoretical Core:

Select one of the following:2-4
Transformational Teaching and Learning
Productive Learning Environments for Diverse Secondary Classrooms
Pluralism in American Education
Seminar: Social Class Effects in Education
Leading in Diverse Contexts
Select one of the following:2-4
Teaching and Assessment
Adolescent Development
Curriculum Theory
Nature and Conditions of Learning
Organizational Learning

II.  Field Experience and/or Research:

Select 4-6 units from the following:4-6
Research Course Options:
Techniques of Research
Statistical Thinking and Communication
Research in Second Language Acquisition
Teaching as Reflective Inquiry I
and Teaching as Reflective Inquiry II
and Teaching as Reflective Inquiry III
Action Research
Program Evaluation
Other approved research courses
Field Experience Course Options:
Professional Practice
Professional Practice Music
Directed Teaching: Mild/Moderate
and Directed Teaching: Special Education (Mild/Moderate)
Directed Teaching: Moderate/Severe
Internship: Mild/Moderate
Internship: Moderate/Severe

Note:  1.) Students will not receive credit for EDUC 170 /EDUC 270 and EDUC 171/EDUC 271.  2.)  Students will not receive credit for SPED 198M/SPED 298M  and SPED 198S/SPED 298S.

III.  Capstone Experience

Students will be required to complete a capstone experience (e.g., oral exam, portfolio, thesis, action research project and/or written comprehensive exam).  The capstone experience will be determined within each concentration.  For students who do not elect not to earn a concentration, his or her advisor will select an appropriate capstone experience.

IV.  Concentration

Students may elect to concentrate in one or more specific areas.  In order to earn a concentration, students must fulfill the general requirements listed above as well as specific concentration requirements listed below.  A single course may be used to fulfill requirements in two or more concentrations.

Core Area Concentrations

Educational Leadership (K-12) (Credential Option)
EDUC 285Educational Leadership3
Select 9 units of the following:9
Instructional Strategies and Classroom Process
Supervision of Instruction
Educational Organization and Diverse Constituencies
Education Law and Legal Processes
School Finance and Business Administration
Administration of Human Resources
Graduate Independent Study
Advanced Fieldwork
Field Experience in Administration and Supervision
Seminar: Educational Planning, Delivery, Assessment
Educational and Organizational Leadership
EDUC 285Educational Leadership3
Select 9 units of the following:9
Instructional Strategies and Classroom Process
Supervision of Instruction
Introduction to Student Affairs
Student Development Theory
Legal Issues in Higher Education Student Affairs
Assessment in Student Affairs
Diversity and Constituency in Educational Administration
Educational Organization and Diverse Constituencies
Education Law and Legal Processes
School Finance and Business Administration
Administration of Human Resources
Technology in Educational Administration
Graduate Independent Study
Field Experience in Administration and Supervision
Seminar: Educational Planning, Delivery, Assessment
Organizational Learning and Effectiveness
EDUC 235Organizational Analysis3
EDUC 236Performance Improvement3
EDUC 237Organizational Learning3
EDUC 238Organizational Change and Consulting3
Student Affairs
EDUC 240Introduction to Student Affairs3
EDUC 241Student Development Theory3
EDUC 244Assessment in Student Affairs3
EDUC 292CStudent Affairs Field Experience1-3
Select 9 units of the following:9
Legal Issues in Higher Education Student Affairs
Counseling Theories in College Student Affairs
Educational Organization and Diverse Constituencies
School Finance and Business Administration
Educational Leadership
Administration of Human Resources
Graduate Independent Study
Master's Thesis
Educational Psychology
Select 12 units of the following:12
Program Evaluation
Advanced Human Development I
Advanced Human Development II
Advanced Human Development III
Introduction to School Psychology
History and Systems in Psychology
Psychopathology and Wellness Promotion
Data-Based Decision Making I: Behavioral Assessment and Intervention
Data-Based Decision Making II: Academic Assessment and Intervention
Neuropsychology
Social Psychology
Human Development
Select 12 units of the following:12
Advanced Human Development I
Advanced Human Development II
Advanced Human Development III
Crisis Intervention
Psychopathology and Wellness Promotion
Neuropsychology
Child Abuse Assessment and Reporting
Human Sexuality
Counseling Psychology
Select 12 units of the following:12
Program Evaluation
Advanced Human Development I
Advanced Human Development II
Advanced Human Development III
Theories of Multicultural Marriage and Family Therapy
Psychotherapeutic Interventions
Group Counseling
Crisis Intervention
Consultation Methods
History and Systems in Psychology
Law and Professional Ethics for Mental Health Professionals
Psychopathology and Wellness Promotion
Data-Based Decision Making I: Behavioral Assessment and Intervention
Data-Based Decision Making II: Academic Assessment and Intervention
Neuropsychology
Social Psychology
Curriculum and Instruction
Select 12 units of the following:12
Instructional Strategies and Classroom Process
Supervision of Instruction
Research in Second Language Acquisition
Research in Second Language Acquisition
Psychology of Reading
Student Development Theory
Teaching as Reflective Inquiry I
Productive Learning Environments for Diverse Classrooms
Teaching as Reflective Inquiry II
Teaching as Reflective Inquiry III
Educational Organization and Diverse Constituencies
Advanced Curriculum and Theory in Early Childhood Education
Educational Leadership
Graduate Independent Study
Seminar: Middle School Curriculum
Seminar: Secondary Curriculum
Seminar: Teaching Reading and Writing
Seminar: Elementary Curriculum
Seminar: Crucial Issues in Special Education
Teaching (Credential Option)
Select 12 units of the following:12
Technology Enhanced Learning Environments *
Teaching Science, Technology, Engineering, and Mathematics *
Productive Learning Environments for Diverse Classrooms *
Literacy Development (Multiple Subject) *
Teaching English Learners
Teaching English Learners, Single Subject
Professional Practice Seminar
Teaching as Reflective Inquiry I
Productive Learning Environments for Diverse Secondary Classrooms
Teaching in the Content Areas I
Content and Disciplinary Literacy Development in Secondary Schools
Productive Learning Environments for Diverse Classrooms
Teaching in the Content Areas II
Teaching as Reflective Inquiry II
Understanding Adolescents in School Contexts
Teaching in Content Areas III
Teaching as Reflective Inquiry III
Music in Elementary School
Music Experiences, K-6
Music in Secondary School
Music Experiences, 7-12
The Exceptional Child
Teaching Exceptional Learners
Building Family-Professional Partnerships
Assessment of Special Education Students *
Advanced Programming for Students with Mild/Moderate Disabilities
Advanced Programming for Students with Moderate/Severe Disabilities
Evidence Based Practices in Autism Spectrum Disorder
Curriculum and Instruction for Students with Mild/Moderate Disabilities *
Curriculum and Instruction for Students with Mild/Moderate Disabilities
Seminar: Crucial Issues in Special Education
Positive Behavioral Support in the Classroom
Special Education
Select 12 units of the following:12
Building Family-Professional Partnerships
Assessment of Special Education Students
Advanced Programming for Students with Mild/Moderate Disabilities
Advanced Programming for Students with Moderate/Severe Disabilities
Evidence Based Practices in Autism Spectrum Disorder
Juvenile Biplor Disorder
Curriculum and Instruction for Students with Mild/Moderate Disabilities
Curriculum and Instruction for Students with Mild/Moderate Disabilities
Seminar: Crucial Issues in Special Education
Positive Behavioral Support in the Classroom
Directed Teaching: Special Education (Mild/Moderate)

Note:  1.) Specific courses are subject to change as per state requirements.  Students must meet all state requirements in order to earn a credential.  2.) Minimum of required 12 units with specific courses determined by state credential requirements and advisers' approval required.  Although the Master of Arts in Education requires a minimum of 12 units, credential programs may require additional units.  3.)  *If these courses were taken in the undergraduate program, then electives will be required as substitutions.

V.  Of the required 32 units a minimum of 18 units must be from the Benerd School of Education

VI.  Of the required 32 units a minimum of 18 units must be taken at the 200 or 300 level