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Teaching

Online Master of Education in Teaching (M.Ed.)

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$0 Application Fee
$0 Transfer Credit Evaluation
0 Entrance Exams
No GRE/GMAT Required

About This Program

Enhance your teaching knowledge with particular attention on instruction, curriculum, and professional development with American Public University’s (APU) online Master of Education in Teaching.

It is a nonlicensure program and one of the master’s degrees for teachers designed for currently licensed classroom educators seeking a graduate degree in teaching. APU’s online teaching master’s program focuses on meeting the needs of diverse learners—considering theory, research, and evidence-based practices. There is a heavy emphasis on technology integration throughout the program. Animated assignments, case studies, advanced lesson planning, and problem-based learning enrich your studies.

Multiple concentrations are available with this master’s teaching degree online program, including STEAM (STEM + the Arts), which provides insight on teaching with, through, and about the arts. Content in other concentration options includes autism, humane education, teacher leadership, and integrated/thematic instruction.  

NOTE: This program has specific admission requirements.

What You Will Do

  1. Evaluate subjects and how to teach them to students
  2. Manage, monitor, and evaluate student learning
  3. Engage as members of learning communities
  4. Integrate problem-based inquiry into lesson planning and teaching
  5. Integrate action research to enhance student achievement and address problems in practice
  6. Discover ways to interact with program mentors, academic specialists, colleagues, parents, and community stakeholders

View Program Outcome Assessment Results

Degree at a Glance

Number of Credits
36
Cost Per Credit
$370 | $250*
Courses Start Monthly
Online

Program Requirements Printable Catalog Version

Students must choose a concentration for this degree program:

This concentration is for K-12 teachers who wish to further their studies with an advanced degree focused on elementary education curriculum and instruction for grades K-6.

Completion of the concentration does not lead to state certification or licensure. The program includes a total of 36 semester hours and is comprised of 12 online courses including a capstone action research project conducted on a school or other pre-approved professional site.

Objectives:

Upon successful completion of this concentration, the student will be able to:

  • Demonstrate an understanding of the issues that continue to influence professional practice in the field.
  • Use research, experience, and professional judgment to collaborate and work with others in the planning, implementation, and evaluation of effective instruction and services for elementary students.
  • Understand developmental characteristics, culture, and background of elementary aged, special needs learners and how the differences among them influence the learning condition.

    The program meets the needs of students with interests within the traditional public and private school arenas and includes an emphasis on the National Board for Professional Teaching Standards (NBPTS), research-based teacher leadership skills, and 21st Century professional practices in instruction

Must take all courses for this section.

Course ID: 4172

|
This course provides educators with an opportunity to critically examine major contemporary issues related to field of special education to include legal, curricular, and instructional procedures appropriate for students at the elementary, middle, and secondary school levels, or in other instructional settings. (Prerequisite: EDUC503)
Registration Dates Course Dates Session Weeks
06/28/21 - 12/03/21 12/06/21 - 01/30/22 Fall 2021 Session D 8 Week session
09/28/21 - 03/04/22 03/07/22 - 05/01/22 Winter 2022 Session D 8 Week session

Course ID: 4177

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This course emphasizes the objectives, methods, instruction, and integration of elementary school mathematics and science through a STEAM (STEM + the Arts) lens. Educators will examine research related to elementary school mathematics and science instruction with an emphasis on innovative programs and approaches. Activities include analyzing and evaluating educational trends, curricular materials, and techniques related to teaching mathematics and science to elementary school children. Additional topics include brain-based learning, technology integration, thematic/integrated instruction, and quality children’s literature as enhancements to facilitate children’s understanding of math and science/STEAM concepts and skills. (Prerequisite: EDUC503)
Registration Dates Course Dates Session Weeks
04/26/21 - 10/01/21 10/04/21 - 11/28/21 Fall 2021 Session B 8 Week session
06/28/21 - 12/03/21 12/06/21 - 01/30/22 Fall 2021 Session D 8 Week session
08/31/21 - 02/04/22 02/07/22 - 04/03/22 Winter 2022 Session I 8 Week session

Course ID: 4178

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This course explores the keys to successful integration of language arts into the elementary social studies curriculum. It will enhance understanding and appreciation of social studies content and processes and language arts skills that promote progress toward social education goals. Social studies is integrative by nature (National Council for the Social Studies, 2009). Powerful and purposeful social studies incorporates language arts skills to help young learners use context clues to suggest meaning, decipher maps and charts, and interpret primary and secondary source documents. Knowing innovative ways to integrate language arts into the social studies curriculum is extremely important. A high quality integrative social studies and language arts curriculum brings forth carefully chosen Big Ideas and Essential Understandings with authentic action to promote social understanding and civic efficacy. This course will delineate the integrative nature of elementary social studies and explore the ways in which literature adds depth and breadth. (Prerequisite: EDUC503)
Registration Dates Course Dates Session Weeks
05/21/21 - 10/29/21 11/01/21 - 12/26/21 Fall 2021 Session I 8 Week session
09/28/21 - 03/04/22 03/07/22 - 05/01/22 Winter 2022 Session D 8 Week session

This concentration is designed for K-12 teachers who wish to further their studies by achieving an advanced degree with a focus on working with students to promote elementary level reading and literacy development in grades K-6. Upon successful completion of this concentration, the student will be able to demonstrate knowledge of the foundations of best practices in elementary reading curriculum and instruction, use a range of research-based practices, methods, and materials to support curriculum development, and will use a variety of assessment practices and tools to diagnose, plan, implement, and evaluate effective literacy instruction.

The program meets the needs of candidates with interests within the traditional public and private school arena and includes an emphasis on the National Board for Professional Teaching Standards (NBPTS), International Reading Association (IRA) standards, research-based teacher leadership skills, and 21st Century professional practices in instruction.

Completion of the concentration does not lead to state certification or licensure. The program includes a total of 36 semester hours and is comprised of 12 online courses including a capstone action research project conducted on a school or other pre-approved professional site.

Objectives:

Measures the best practices in elementary reading curriculum and instruction; research-based practices, methods, and materials that support curriculum development; and a variety of assessment practices and tools to diagnose, plan, implement, and evaluate effective literacy instruction. Emphasizes the creation of environments conducive to developing your students' skills in the language arts using research-based instructional strategies.

Must take all courses for this section.

Course ID: 3953

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This course explores a variety of issues and strategies related to literacy and literacy assessment in the early and middle grades. Cases focus upon the problems and opportunities related to literacy instruction for at-risk student populations. Course participants will develop instructional and leadership skills needed for teaching emergent, beginning and instructional readers and address the education of diverse student populations. Using the cases as a launching point, teachers will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, current research, and ways to apply them to their own teaching practice. (Prerequisite: EDUC503)
Registration Dates Course Dates Session Weeks
04/26/21 - 10/01/21 10/04/21 - 11/28/21 Fall 2021 Session B 8 Week session
07/27/21 - 12/31/21 01/03/22 - 02/27/22 Winter 2022 Session B 8 Week session

Course ID: 3948

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This course is designed for general education classroom teachers and focuses on classroom reading assessment. Participants will learn how to administer formal and informal measures of reading assessment, including screening, diagnostic, and progress monitoring measures. The assessment to instruction link will be emphasized during each session. Educators will use a variety of assessment tools and practices to plan and evaluate effective reading instruction.
Registration Dates Course Dates Session Weeks
05/21/21 - 10/29/21 11/01/21 - 12/26/21 Fall 2021 Session I 8 Week session
08/31/21 - 02/04/22 02/07/22 - 04/03/22 Winter 2022 Session I 8 Week session

Course ID: 3949

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This course is designed to assist educators in the teaching of reading and language arts. The focus will be on reading, writing, listening, and speaking. The emphasis will be on creating environments conducive to developing all students’ skills in the four language arts using research-based instructional strategies. The course also focuses on differentiating instruction for students of varying literacy levels.
Registration Dates Course Dates Session Weeks
06/28/21 - 12/03/21 12/06/21 - 01/30/22 Fall 2021 Session D 8 Week session
09/28/21 - 03/04/22 03/07/22 - 05/01/22 Winter 2022 Session D 8 Week session

This concentration is designed for individuals who want to broaden their knowledge of instructional leadership in K-12 settings and includes an emphasis on research-based teacher leadership skills and 21st century professional practices in instruction.

Upon successful completion of this concentration, the student will be able to evaluate and effectively use performance-based assessments and implement assessment, instruction, evaluation, and intervention plans as appropriate for diverse learner needs. Successful candidates will demonstrate effective interpersonal communication skills to work well with school personnel, pupils, and parents, acknowledging and appreciating diversity in its many forms and being able to assess and instruct without influence of bias. Candidates will also use educational technology as an effective tool to promote student learning as well as a means to improve communication among colleagues, staff, parents, students, and the larger community. The program meets the needs of students with interests within the traditional public and private school arenas and includes an emphasis on the National Board for Professional Teaching Standards (NBPTS) and research-based teacher leadership skills.

Completion of the concentration does not lead to state certification or licensure.

The program includes a total of 36 semester hours and is comprised of 12 online courses including a capstone action research project conducted on a school or other pre-approved professional site.

Objectives:

Studies how educational professionals create instructional practices that raise levels of teaching and learning to improve outcomes in educational settings. Explores teacher leadership, professional learning communities (PLCs), reshaping school culture, and shared leadership. Looks at technology as a tool to promote learning and to improve communication, and examines contemporary issues related to special education instruction.

Must take all courses for this section.

Course ID: 2793

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This course focuses on the ways in which teachers and educational professionals incorporate instructional leadership into their organizational behavior and create instructional practices that raise levels of teaching and learning. The course focuses on teachers as leaders, the importance of teacher leadership to improve outcomes in educational settings, and Professional Learning Communities (PLCs). (Prerequisite: EDUC503).
Registration Dates Course Dates Session Weeks
05/21/21 - 10/29/21 11/01/21 - 12/26/21 Fall 2021 Session I 8 Week session
08/31/21 - 02/04/22 02/07/22 - 04/03/22 Winter 2022 Session I 8 Week session

Course ID: 4172

|
This course provides educators with an opportunity to critically examine major contemporary issues related to field of special education to include legal, curricular, and instructional procedures appropriate for students at the elementary, middle, and secondary school levels, or in other instructional settings. (Prerequisite: EDUC503)
Registration Dates Course Dates Session Weeks
06/28/21 - 12/03/21 12/06/21 - 01/30/22 Fall 2021 Session D 8 Week session
09/28/21 - 03/04/22 03/07/22 - 05/01/22 Winter 2022 Session D 8 Week session

Course ID: 2815

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This course examines a framework to address the emerging issues and trends in and supervision and instructional leadership that have the potential to influence the future direction of education. The course focuses on the teacher leader/instructional leader and ways to address evolving challenges in the field in both collaborative and leadership roles within schools. Research, study, discussion, and multifaceted assignments enable candidates in this course to analyze various issues and trends such as safety, technology integration, social justice, advocacy, school improvement, community resources, ethical leadership, and more. (Prerequisite: EDUC503)
Registration Dates Course Dates Session Weeks
04/26/21 - 10/01/21 10/04/21 - 11/28/21 Fall 2021 Session B 8 Week session
07/27/21 - 12/31/21 01/03/22 - 02/27/22 Winter 2022 Session B 8 Week session

This concentration is for K-12 teachers who wish to further their studies with an advanced degree focused on working with students whose primary language is not English. Upon successful completion of this concentration, the candidate will be able to use the knowledge of major concepts, theories, and research related to the nature and acquisition of language to construct learning environments that foster English Language Learners (ELL) language development and content area learning. The candidate will demonstrate and use knowledge of culture and identity to cultivate learning environments that support ELL language development and content area learning. Candidates will also use research-based practices to plan, manage, and implement instruction in supportive environments for ELL students, act as English language models, and incorporate standards based ELL and content curriculum in mixed-ability classrooms. The program meets the needs of students with interests within the traditional public and private school arenas and includes an emphasis on the National Board for Professional Teaching Standards (NBPTS), Teachers of English for Speakers of Other Languages (TESOL) standards, research-based teacher leadership skills, and 21st Century professional practices in instruction.

Completion of the concentration does not lead to state certification or licensure.

The program includes a total of 36 semester hours and is comprised of 12 online courses including a capstone action research project conducted on a school or other pre-approved professional site.

Objectives:

Explores major concepts, theories, and research related to the nature and acquisition of language to construct learning environments that foster the development of English Language Learners (ELL). Utilizes speech training software with pronunciation tutoring technologies and learning features that provide immediate, understandable, and actionable feedback.

Must take all courses for this section.

Course ID: 3959

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This course provides an in depth discussion of the concept of culture and helps educators and other instructional personnel recognize the influence of culture on learning, communication, belief systems and value orientations, and patterns of thinking and behaving. Opportunities for instructional application, including creating an appropriate learning environment and/or curriculum and materials for culturally diverse students, will be provided.
Registration Dates Course Dates Session Weeks
05/21/21 - 10/29/21 11/01/21 - 12/26/21 Fall 2021 Session I 8 Week session
08/31/21 - 02/04/22 02/07/22 - 04/03/22 Winter 2022 Session I 8 Week session

Course ID: 3960

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This course is intended for both general education and English Language Learner (ELL) teachers. Its focus is on developing instructional strategies for supporting ELL students in content area learning. Course participants will develop instructional and leadership skills needed for teaching ELLs. Participants will reflect upon using proven assessment and instructional practices to enhance learning in today’s diverse classroom environments. Beliefs, best practices, challenges, current research, and applications to one’s own teaching practice will be explored.
Registration Dates Course Dates Session Weeks
06/28/21 - 12/03/21 12/06/21 - 01/30/22 Fall 2021 Session D 8 Week session
09/28/21 - 03/04/22 03/07/22 - 05/01/22 Winter 2022 Session D 8 Week session

Course ID: 3962

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Through this course, participants will become knowledgeable about the nature and structure of language and how first and second languages develop. Participants will explore language teaching strategies consistent with the current understanding of the nature, structure and development of language. By developing a repertoire of effective strategies, participants will become more proficient at supporting students’ second language development. Educators will investigate best practices and current research and consider how to adapt and integrate these principles into their own educational practice.
Registration Dates Course Dates Session Weeks
04/26/21 - 10/01/21 10/04/21 - 11/28/21 Fall 2021 Session B 8 Week session
07/27/21 - 12/31/21 01/03/22 - 02/27/22 Winter 2022 Session B 8 Week session

This concentration is for K-12 teachers who wish to further their studies with an advanced degree focused on working with students with special needs. The program provides a strong, research-based background in professional teaching practices and provides development for teachers who are knowledgeable of the foundations and theoretical basis for special education, the developmental characteristics of special needs learners, and the instructional practices that best serve them. Upon successful completion of this concentration, the candidate will be able to demonstrate an understanding of the foundations of special education including the philosophy, history, legislation, and theory that continue to influence professional practice in the field.

Candidates will be able to use research, experience, and professional judgment to collaborate and work with others in the planning, implementation, and evaluation of effective instruction and services for students with disabilities.

Candidates will demonstrate knowledge of the developmental characteristics, culture, and background of special needs learners and how these differences influence the learning condition. The program meets the needs of students with interests within the traditional public and private school arenas and includes an emphasis on the National Board for Professional Teaching Standards (NBPTS), the Counsel for Exceptional Children (CEC) standards, research-based teacher leadership skills, and 21st Century professional practices in instruction.

Completion of the concentration does not lead to state certification or licensure. The program includes a total of 36 semester hours and is comprised of 12 online courses including a capstone action research project conducted on a school or other pre-approved professional site.

Objectives:

Explores the foundations of special education, including the philosophy, history, legislation, and theory that continue to influence professional practice in the field. Emphasizes the use of research, experience, and professional judgment to collaborate and work with others in the planning, implementation, and evaluation of effective instruction and services for students with disabilities.

Must take all courses for this section.

Course ID: 4173

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Course participants will develop instructional and leadership skills required for teaching students with special learning needs, as well as students at-risk for academic and social failure. The concepts of educator collaboration, least restrictive environment, accommodations and modifications, confidentiality, behavior management, identification, and giftedness will be reviewed using authentic case studies. Participants will reflect upon how these concepts drive instructional practices in today’s challenging classroom environment. Case studies will be used to facilitate online discussions regarding beliefs, best practices, challenges, current research, and applications to individuals’ own teaching practice. The cases in this course depict problems and opportunities related to classroom management, individual behavior management strategies and systems, functional behavioral assessments, developmentally appropriate behavior management goals, and zero tolerance policies. (Prerequisite: EDUC503)
Registration Dates Course Dates Session Weeks
04/26/21 - 10/01/21 10/04/21 - 11/28/21 Fall 2021 Session B 8 Week session
07/27/21 - 12/31/21 01/03/22 - 02/27/22 Winter 2022 Session B 8 Week session

Course ID: 3955

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This course addresses legal trends and issues related to the Individuals with Disabilities Education Act (IDEA), including the identification process that schools must follow: child study, assessment, eligibility, IEP development, and placement. Educators will analyze the legal requirements as defined in IDEA, specifically, the requirements for Free and Appropriate Education (FAPE), the Least Restrictive Environment (LRE), and the development of Individualized Education Plans (IEPs). Cases will be used to facilitate online discussions regarding beliefs, best practices, challenges, current research, and applications to individuals’ own teaching practice.
Registration Dates Course Dates Session Weeks
05/21/21 - 10/29/21 11/01/21 - 12/26/21 Fall 2021 Session I 8 Week session
08/31/21 - 02/04/22 02/07/22 - 04/03/22 Winter 2022 Session I 8 Week session

Course ID: 3957

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This course explores accommodations and modifications for special learners within the Least Restrictive Environment (LRE) and enhances regular and special educators’ understanding of how best to address the individual needs of special learners. Cases and readings focus on the creation of appropriate accommodations, the integration of accommodations into a general education classroom, the legal requirement for accommodations, and the roles of the general and special education educators within the LRE. Course participants will contribute to online discussions regarding beliefs, best practices, challenges, current research, and ways these affect their own teaching practice.
Registration Dates Course Dates Session Weeks
06/28/21 - 12/03/21 12/06/21 - 01/30/22 Fall 2021 Session D 8 Week session
09/28/21 - 03/04/22 03/07/22 - 05/01/22 Winter 2022 Session D 8 Week session

This concentration will provide a learning framework for potential students who wish to teach online at either the K-12 or higher education levels. The demand for teachers with in-depth knowledge of how to use technology together with curriculum design and teaching methods is growing dramatically. The online learning environment continues to expand and there is a need for experienced and knowledgeable instructors to deliver instruction in a distance learning or web-based environment. In this program, comprehensive aspects of online learning will be explored so that the graduating student will have a firm knowledge base with which to function in the online-learning instructional setting.

The concentration will present students with an overarching philosophy that raising student achievement is best achieved in instructional environments where the software, web-based, or online instruction is interactive and individualized or personalized.

Objectives:

Provides a foundation for developing problem-solving skills necessary for functioning in online, face-to-face, and hybrid instructional settings. Topics include online learning instructional formats and their impact on student achievement, personalized learning, emerging trends and issues as they relate to technology instruction, and copyright infringement’s implication for course development.

Choose 9 credit hours from this section.

Course ID: 4355

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This course examines the similarities and differences of the learning needs and abilities of adult and younger learners. The course emphasizes differentiated instruction and course development as applicable to adult and K-12 learners in traditional, virtual, and hybrid contexts. Topics include a historical perspective; diversity; andragogy versus pedagogy in the online classroom; trends and issues with technology education and online education; LMS elements; and basics of grant writing/technology grant writing. (Candidates in the M. Ed. Teaching-Concentration in Secondary Social Studies program must take the 16-week course version per the West Virginia Board of Education-no exceptions.)
Registration Dates Course Dates Session Weeks
04/26/21 - 10/01/21 10/04/21 - 11/28/21 Fall 2021 Session B 8 Week session
05/21/21 - 10/29/21 11/01/21 - 12/26/21 Fall 2021 Session I 8 Week session
06/28/21 - 12/03/21 12/06/21 - 01/30/22 Fall 2021 Session D 8 Week session
07/27/21 - 12/31/21 01/03/22 - 02/27/22 Winter 2022 Session B 8 Week session
08/31/21 - 02/04/22 02/07/22 - 04/03/22 Winter 2022 Session I 8 Week session
09/28/21 - 03/04/22 03/07/22 - 05/01/22 Winter 2022 Session D 8 Week session

Course ID: 4356

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This course will focus on the issue of ownership of certain types of intellectual property on the internet, which has become a critical issue with different technological platforms, digital tools, and apps becoming so prevalent in our schools and culture. In this course online, face-to-face, and hybrid educators, or candidates, will learn about the different types of potential copyright infringement and its implication for course development. There will be an attempt to dispel the common notion that since material is readily available on the internet, it is now public domain and is free from copyright concerns. (Candidates in the M. Ed. Teaching-Concentration in Secondary Social Studies program must take the 16-week course version per the West Virginia Board of Education-no exceptions.)
Registration Dates Course Dates Session Weeks
04/26/21 - 10/01/21 10/04/21 - 11/28/21 Fall 2021 Session B 8 Week session
06/28/21 - 12/03/21 12/06/21 - 01/30/22 Fall 2021 Session D 8 Week session
09/28/21 - 03/04/22 03/07/22 - 05/01/22 Winter 2022 Session D 8 Week session

Course ID: 4357

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In this course candidates will develop an understanding of the structure of the different types of software/genres (e. g. application, drill and practice, tutorial and simulation), and their effect on raising student achievement. Candidates will gain an appreciation for the types of online learning experiences that will enhance the online student experience. Scholarly literature that addresses student achievement gains via technology will be examined. Candidates will be introduced to a typology for software and interactive web experiences that predict the effect of student achievement based on the unique features of interactive product. (Candidates in the M. Ed. Teaching-Concentration in Secondary Social Studies program must take the 16-week course version per the West Virginia Board of Education-no exceptions.)
Registration Dates Course Dates Session Weeks
04/26/21 - 10/01/21 10/04/21 - 11/28/21 Fall 2021 Session B 8 Week session
05/21/21 - 10/29/21 11/01/21 - 12/26/21 Fall 2021 Session I 8 Week session
07/27/21 - 12/31/21 01/03/22 - 02/27/22 Winter 2022 Session B 8 Week session
08/31/21 - 02/04/22 02/07/22 - 04/03/22 Winter 2022 Session I 8 Week session
09/28/21 - 03/04/22 03/07/22 - 05/01/22 Winter 2022 Session D 8 Week session

Course ID: 4358

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In this course students will examine various approaches to the assessment of online learning. The assessment will be focused toward a specific singular online offering in that students will learn to evaluate whether the online course achieved its goals and that effective instruction has actually occurred. Comprehensive models of assessment such as Stufflebeam’s CIPP model will be applied to the evaluation of an entire program. This model will look at all aspects of instruction, such as frequent evaluation of textbooks and curriculum frameworks. (Candidates in the M. Ed. Teaching-Concentration in Secondary Social Studies program must take the 16-week course version per the West Virginia Board of Education-no exceptions.)
Registration Dates Course Dates Session Weeks
04/26/21 - 10/01/21 10/04/21 - 11/28/21 Fall 2021 Session B 8 Week session
06/28/21 - 12/03/21 12/06/21 - 01/30/22 Fall 2021 Session D 8 Week session
08/31/21 - 02/04/22 02/07/22 - 04/03/22 Winter 2022 Session I 8 Week session

Course ID: 4359

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In this course candidates will explore and evaluate the different types of online learning platforms, as well as study the different components of asynchronous and synchronous instructional delivery. Candidates will demonstrate an ability to develop a complete online course for delivery in the Blackboard, Sakai, eCollege, Moodle, or other LMS environment. (Candidates in the M. Ed. Teaching-Concentration in Secondary Social Studies program must take the 16-week course version per the West Virginia Board of Education-no exceptions.)
Registration Dates Course Dates Session Weeks
05/21/21 - 10/29/21 11/01/21 - 12/26/21 Fall 2021 Session I 8 Week session
07/27/21 - 12/31/21 01/03/22 - 02/27/22 Winter 2022 Session B 8 Week session
09/28/21 - 03/04/22 03/07/22 - 05/01/22 Winter 2022 Session D 8 Week session

Course ID: 4361

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This advanced graduate course will examine the current best practices for personalization for each individual student in our K-16 classrooms. Personalization is closely related to two additionally important terms: individualization and differentiation. All three terms require a shift from a teacher-centered approach to an authentic student-centered approach. A true student-centered focus requires tailoring of lessons to the abilities, interests, preferences, future life dreams, socio-emotional attributes, and other needs of individual students. The course examines motivation, assessment, and technological tools and how they pertain to personalization in online, face-to-face and hybrid contexts. (Candidates in the M. Ed. Teaching-Concentration in Secondary Social Studies program must take the 16-week course version per the West Virginia Board of Education-no exceptions.)
Registration Dates Course Dates Session Weeks
04/26/21 - 10/01/21 10/04/21 - 11/28/21 Fall 2021 Session B 8 Week session
07/27/21 - 12/31/21 01/03/22 - 02/27/22 Winter 2022 Session B 8 Week session

Course ID: 4984

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This course will examine the different technological platforms, digital tools, and apps that have emerged and are appropriate for online, face-to-face, and hybrid learning environments, with a focus on online learning. Candidates, or course participants, learn about the potential for using social networking sites as vehicles for effective communication that can promote as well as inform. Candidates, or students, will explore writing applications for Apple proprietary products such as iPhone and iPad and other smart phones and tablet devices. Candidates will be exposed to cloud computing, WebQuests, and collaboration tools to be better prepared to integrate technology into K-16 instruction in ways that promote learners connecting, engaging, interacting, creating, problem-solving, and experiencing immersive learning.
Registration Dates Course Dates Session Weeks
04/26/21 - 10/01/21 10/04/21 - 11/28/21 Fall 2021 Session B 8 Week session
05/21/21 - 10/29/21 11/01/21 - 12/26/21 Fall 2021 Session I 8 Week session
08/31/21 - 02/04/22 02/07/22 - 04/03/22 Winter 2022 Session I 8 Week session

This concentration will provide a framework for candidates who are practicing, licensed teachers who want to learn more about Autism Spectrum Disorder (ASD). With a rise in prevalence of ASD in the U.S. and beyond, it is becoming more critical that teachers are equipped with knowledge about ASD characteristics, laws, research, and evidence-based practices. The concentration will present candidates with historical views of ASD, perspectives on medications and side effects, instructional and intervention strategies, federal legislation, assessment instruments, and programmatic considerations.

This concentration meets the needs of candidates with interests within both public and private school contexts and includes an emphasis on the Council for Exceptional Children - Advanced Special Education Developmental Disabilities and Autism Specialist (CEC – AAS), International Society for Technology in Education for Teachers (ISTE), and the Council for Accreditation of Educator Preparation (CAEP) standards.

Completion of the program does not lead to state certification or licensure. The program includes a total of 36 semester hours and is comprised of 12 online courses including a capstone action research project conducted at a school or other pre-approved professional site.

Objectives:

Students who successfully complete this program will be able to:

  • Analyze considerations for K-12 students with ASD from a historical and legal perspective.
  • Evaluate data-based intervention and instructional considerations for K-12 students with ASD.
  • Appraise various assessment techniques that comprehensively evaluate K-12 students with ASD at a programmatic level.

Must take all courses for this section.

Course ID: 4819

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This course provides candidates with an examination of characteristics of students with Autism Spectrum Disorder (ASD) across the lifespan. Defining characteristics as outlined in the current Diagnostic and Statistical Manual of the American Psychiatric Association and multidisciplinary peer-reviewed research are examined. Prevalence rates, etiology, and co-morbid conditions are studied relative to historical progression. Ethical implications and obligations related to ASD evaluation, eligibility determination, and implications for educational programming are analyzed with attention to legislative rights and protections under the Individuals with Disabilities Act (IDEA), Americans with Disabilities Act (ADA), and Section 504 of the Rehabilitation Act of 1973 (Section 504).(Prerequisite: EDUC503)
Registration Dates Course Dates Session Weeks
04/26/21 - 10/01/21 10/04/21 - 11/28/21 Fall 2021 Session B 8 Week session
05/21/21 - 10/29/21 11/01/21 - 12/26/21 Fall 2021 Session I 8 Week session
09/28/21 - 03/04/22 03/07/22 - 05/01/22 Winter 2022 Session D 8 Week session

Course ID: 4820

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This course provides candidates with examination of the components of and process for evidence-based practice (EBP) in educational programming for students with ASD to include integration of research-validated intervention strategies with other critical factors (i.e., professional judgment and data-based decision making, family values and preferences, and capacity). Intervention strategies with the highest level of empirical support will be examined with attention to qualifying evidence, effective proven outcomes, and ages of individuals. Medication commonly prescribed to students with ASD will be explored related to target behavior and potential side effects. Laws, legislation, and litigation related to EBP for students with ASD will be examined.(Prerequisite: EDUC630)
Registration Dates Course Dates Session Weeks
05/21/21 - 10/29/21 11/01/21 - 12/26/21 Fall 2021 Session I 8 Week session
06/28/21 - 12/03/21 12/06/21 - 01/30/22 Fall 2021 Session D 8 Week session

Course ID: 4821

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This course provides candidates with examination of the components of and process for ASD program development and progress monitoring to include the leadership role. Assessment instruments and procedures specific to the development of effective programs for students with ASD will be studied to include Functional Behavior Assessment and subsequent Behavior Intervention Plans. The process for defining and detailing target skill and behavior goals will be examined in relation to the development of Individualized Education Program and Section 504 Plans. Strategies for facilitating inclusion in the general education classroom will be explored. Laws, legislation, and litigation related to educational programming for students with ASD will be analyzed. (Prerequisite: EDUC631)
Registration Dates Course Dates Session Weeks
07/27/21 - 12/31/21 01/03/22 - 02/27/22 Winter 2022 Session B 8 Week session

This concentration provides a framework for candidates who are practicing, licensed teachers to learn about integrating curriculum through the lens of Science, Technology, Engineering, and Mathematics (STEM) with the Arts (STEM + the Arts=STEAM). This concentration allows candidates to explore ways to use broader global and local resources and experts (e.g. scientists, artists, etc.) to make bridges among curricular areas so as to better prepare K-12 students to be innovative, creative thinkers. Concentration courses in this program focus on preparing candidates to teach K-12 students through interdisciplinary, problem-based, multimodal experiences. Candidates examine theory, research, and evidence-based practices; science, technology, math, and engineering concepts; and visual and performing arts content.

This concentration meets the needs of candidates with interests within both public and private school contexts and includes an emphasis on Common Core, the Next Generation Science Standards (NGSS), International Society for Technology in Education (ISTE) standards, and various fine arts national standards for education. Completion of the program does not lead to state certification or licensure.

Objectives:

Focuses on academic curriculum development and lesson plan creation by integrating the visual and performing arts with science, technology, engineering, and mathematics (STEM) content. Explores ways for teachers to use global and local resources and experts to connect curriculum areas and prepare K-12 students to be innovative, creative thinkers. Examines technological tools and their effect on student achievement.

Must take all courses for this section.

Course ID: 4647

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The course addresses visual and performing arts standards and their integration across core elementary curriculum. The course is designed to introduce elementary teacher candidates to the application of visual and performing arts content across the areas of mathematics, science, language/literature, and history/social sciences, including current events and humane topics. The course focuses on learning about, with, and through the arts.
Registration Dates Course Dates Session Weeks
04/26/21 - 10/01/21 10/04/21 - 01/23/22 Fall 2021 Session A 16 Week session
05/21/21 - 10/29/21 11/01/21 - 02/20/22 Fall 2021 Session K 16 Week session
07/27/21 - 12/31/21 01/03/22 - 04/24/22 Winter 2022 Session A 16 Week session

Course ID: 4357

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In this course candidates will develop an understanding of the structure of the different types of software/genres (e. g. application, drill and practice, tutorial and simulation), and their effect on raising student achievement. Candidates will gain an appreciation for the types of online learning experiences that will enhance the online student experience. Scholarly literature that addresses student achievement gains via technology will be examined. Candidates will be introduced to a typology for software and interactive web experiences that predict the effect of student achievement based on the unique features of interactive product. (Candidates in the M. Ed. Teaching-Concentration in Secondary Social Studies program must take the 16-week course version per the West Virginia Board of Education-no exceptions.)
Registration Dates Course Dates Session Weeks
04/26/21 - 10/01/21 10/04/21 - 11/28/21 Fall 2021 Session B 8 Week session
05/21/21 - 10/29/21 11/01/21 - 12/26/21 Fall 2021 Session I 8 Week session
07/27/21 - 12/31/21 01/03/22 - 02/27/22 Winter 2022 Session B 8 Week session
08/31/21 - 02/04/22 02/07/22 - 04/03/22 Winter 2022 Session I 8 Week session
09/28/21 - 03/04/22 03/07/22 - 05/01/22 Winter 2022 Session D 8 Week session

Course ID: 4177

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This course emphasizes the objectives, methods, instruction, and integration of elementary school mathematics and science through a STEAM (STEM + the Arts) lens. Educators will examine research related to elementary school mathematics and science instruction with an emphasis on innovative programs and approaches. Activities include analyzing and evaluating educational trends, curricular materials, and techniques related to teaching mathematics and science to elementary school children. Additional topics include brain-based learning, technology integration, thematic/integrated instruction, and quality children’s literature as enhancements to facilitate children’s understanding of math and science/STEAM concepts and skills. (Prerequisite: EDUC503)
Registration Dates Course Dates Session Weeks
04/26/21 - 10/01/21 10/04/21 - 11/28/21 Fall 2021 Session B 8 Week session
06/28/21 - 12/03/21 12/06/21 - 01/30/22 Fall 2021 Session D 8 Week session
08/31/21 - 02/04/22 02/07/22 - 04/03/22 Winter 2022 Session I 8 Week session

Must take all courses for this section.

Course ID: 2786

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This course is intended to provide individuals with the knowledge and skills needed to succeed in the Master of Education program. Students will explore what it means to develop as a professional educator and how this impacts teaching and learning. The course examines the significance of various educational theories, historical developments, philosophies, pedagogical approaches, basic research designs, and educational paradigms. Students will discover how different social, emotional, physical, and ethical issues impact various aspects of K-12 classrooms, and other instructional settings. Effective use of technology as a tool in educational situations will be emphasized, as well as how educational research can alter classroom practice.
Registration Dates Course Dates Session Weeks
04/26/21 - 10/01/21 10/04/21 - 11/28/21 Fall 2021 Session B 8 Week session
05/21/21 - 10/29/21 11/01/21 - 12/26/21 Fall 2021 Session I 8 Week session
06/28/21 - 12/03/21 12/06/21 - 01/30/22 Fall 2021 Session D 8 Week session
07/27/21 - 12/31/21 01/03/22 - 02/27/22 Winter 2022 Session B 8 Week session
08/31/21 - 02/04/22 02/07/22 - 04/03/22 Winter 2022 Session I 8 Week session
09/28/21 - 03/04/22 03/07/22 - 05/01/22 Winter 2022 Session D 8 Week session

Course ID: 4169

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This course, designed for educators, examines issues related to promoting equitable learning opportunities in the classroom, including effective approaches to encourage collaboration among colleagues, staff, parents, and students who are culturally, ethnically and socio-economically diverse. Interpersonal communication skills – to include speaking, listening, reading, and writing - and their effect on individuals, organizations, and communities will be discussed. Topics examined include ethnic, cultural, gender, class, religious, and linguistic diversity.
Registration Dates Course Dates Session Weeks
04/26/21 - 10/01/21 10/04/21 - 11/28/21 Fall 2021 Session B 8 Week session
05/21/21 - 10/29/21 11/01/21 - 12/26/21 Fall 2021 Session I 8 Week session
07/27/21 - 12/31/21 01/03/22 - 02/27/22 Winter 2022 Session B 8 Week session
09/28/21 - 03/04/22 03/07/22 - 05/01/22 Winter 2022 Session D 8 Week session

Course ID: 4646

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This course is designed for the practicing K-12 education professional and focuses on positive classroom management approaches and strategies. This course reviews models of classroom management as well as the fundamentals of behavior change. Program candidates will explore systematic approaches including Response to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS) and topics such as cultural considerations, data tools, assessment and analysis of behaviors, and fostering community and collaboration in classrooms. In this course, candidates will focus on implementing strategies for class-wide, small group, and individual intervention as well as methods for monitoring student progress. Equivalent to EDUC524. (Prerequisite: EDUC503)
Registration Dates Course Dates Session Weeks
05/21/21 - 10/29/21 11/01/21 - 12/26/21 Fall 2021 Session I 8 Week session
07/27/21 - 12/31/21 01/03/22 - 02/27/22 Winter 2022 Session B 8 Week session
09/28/21 - 03/04/22 03/07/22 - 05/01/22 Winter 2022 Session D 8 Week session

Course ID: 4171

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Educators learn the appropriate methods for selection, administration, and interpretation of assessments in K12 education, and other instructional settings. Research and statistical concepts such as reliability, validity, and standard error of measurement are reviewed. Educators also become familiar with the most frequently used personality, educational, intelligence, formative, and summative assessments. Discussions include historical perspectives regarding assessment, testing ethics, and use of instruments with diverse populations. (Prerequisite: EDUC503)
Registration Dates Course Dates Session Weeks
04/26/21 - 10/01/21 10/04/21 - 11/28/21 Fall 2021 Session B 8 Week session
06/28/21 - 12/03/21 12/06/21 - 01/30/22 Fall 2021 Session D 8 Week session
08/31/21 - 02/04/22 02/07/22 - 04/03/22 Winter 2022 Session I 8 Week session

Course ID: 4174

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This course examines the role of the educator working collaboratively with other school and instructional personnel in an inclusion model. This approach to effective instruction will focus on the classroom factors relating to the nature of the student and the essential meaning of the curriculum. Particular emphasis will be placed on classroom elements that educators can differentiate – or modify – to increase the likelihood that each student will learn as much as possible, as efficiently as possible. This would include the areas of content, process, products, affect and learning environment. The idea of differentiating instruction to accommodate the different ways that students learn often involves working with others to reach this goal. (Prerequisite: EDUC503)
Registration Dates Course Dates Session Weeks
04/26/21 - 10/01/21 10/04/21 - 11/28/21 Fall 2021 Session B 8 Week session
05/21/21 - 10/29/21 11/01/21 - 12/26/21 Fall 2021 Session I 8 Week session
08/31/21 - 02/04/22 02/07/22 - 04/03/22 Winter 2022 Session I 8 Week session

Course ID: 2811

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This course provides an overview of approaches to research; rationales for methodological choices; integrity of research processes; and tools and techniques for data collection and analyses. Additional topics include making conclusions public and ensuring that research participants are respected and valued throughout the research process. Course participation and activities provide experiences designed to equip practitioners with the knowledge and skills necessary to select, evaluate, and apply findings from extant research and conceptualize research studies related to issues at the K-12 and/or higher education levels. Candidates in the M. Ed. Teaching-Concentration in Secondary Social Studies program must take the 16-week course version per the West Virginia Board of Education-no exceptions. (Prerequisites: Either EDUC502, EDUC503, EDUC505, EDUC506, EDUC508, EDUC509, EDUC621, SAHE511, or ADHE601)
Registration Dates Course Dates Session Weeks
04/26/21 - 10/01/21 10/04/21 - 11/28/21 Fall 2021 Session B 8 Week session
05/21/21 - 10/29/21 11/01/21 - 12/26/21 Fall 2021 Session I 8 Week session
07/27/21 - 12/31/21 01/03/22 - 02/27/22 Winter 2022 Session B 8 Week session
09/28/21 - 03/04/22 03/07/22 - 05/01/22 Winter 2022 Session D 8 Week session

Course ID: 4176

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This course explores how technology may be used as a tool to facilitate changes in the ways teachers teach and students learn, and ultimately to examine how teachers can use technology more efficiently and effectively to improve student achievement. The course also examines how educators can increase their productivity by using technology for communication and collaboration among colleagues, staff, parents, students, and the larger community. This course addresses the National Educational Technology Standards for Teachers (NETS•T), developed by the International Society for Technology in Education (ISTE). (Prerequisite: EDUC503)
Registration Dates Course Dates Session Weeks
05/21/21 - 10/29/21 11/01/21 - 12/26/21 Fall 2021 Session I 8 Week session
07/27/21 - 12/31/21 01/03/22 - 02/27/22 Winter 2022 Session B 8 Week session
09/28/21 - 03/04/22 03/07/22 - 05/01/22 Winter 2022 Session D 8 Week session

Course ID: 2816

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This course explores legal, ethical, and political issues governing K-16 education in America and the legal responsibilities, powers of state, and local governing bodies that arise in elementary and secondary schools. Topics include confidentiality, testing, liability for student injury, due process, search and seizure, staff appraisal, employment discrimination, church/state conflicts, control over the curriculum, the expression of controversial views, issues related to the financing and adequacy of state school finance plans, and the schools' authority to make rules governing student and teacher conduct. Issues surrounding in-school and in-district politics will also be discussed. Contracts, dismissals, tenure, retirement, liability of personnel and district, school district boundary changes, and bonding are also explored. Emphasis is given to federal and state statutes and case law affecting due process, liability, equal protection, and the rights of teachers and students in order to better understand the risks in education management and possible strategies to reduce those risks. (Prerequisite: EDUC503)
Registration Dates Course Dates Session Weeks
04/26/21 - 10/01/21 10/04/21 - 11/28/21 Fall 2021 Session B 8 Week session
06/28/21 - 12/03/21 12/06/21 - 01/30/22 Fall 2021 Session D 8 Week session
08/31/21 - 02/04/22 02/07/22 - 04/03/22 Winter 2022 Session I 8 Week session

Must take all courses for this section.

Course ID: 3815

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Accomplished teachers have a rich understanding of the subject(s) they teach and associated content area pedagogical practices. In this course, candidates will assess their teaching practice in the context of previous coursework, observational experiences, and teaching. They will apply content area knowledge to contemporary theory through the development of artifacts and reflective pieces related to praxis. Candidates will also engage in discourse related to emerging social and philosophical issues in teaching to prepare them to be informed practitioners. This course will focus on action research in a classroom situation. Its purpose is to inform candidates with respect to ongoing pedagogical practices. All grades for any capstone attempts will appear on transcript and will be calculated in GPA
Registration Dates Course Dates Session Weeks
04/26/21 - 10/01/21 10/04/21 - 11/28/21 Fall 2021 Session B 8 Week session
05/21/21 - 10/29/21 11/01/21 - 12/26/21 Fall 2021 Session I 8 Week session
06/28/21 - 12/03/21 12/06/21 - 01/30/22 Fall 2021 Session D 8 Week session
07/27/21 - 12/31/21 01/03/22 - 02/27/22 Winter 2022 Session B 8 Week session
08/31/21 - 02/04/22 02/07/22 - 04/03/22 Winter 2022 Session I 8 Week session
09/28/21 - 03/04/22 03/07/22 - 05/01/22 Winter 2022 Session D 8 Week session

Courses Start Monthly

Next Courses Start Oct 4
Register by Oct 1

Admission Requirements

All APU master's degree and graduate certificate programs require a bachelor’s degree (or higher) from an institution whose accreditation is recognized by the Council for Higher Education Accreditation (CHEA).

In addition, the following is required for admission into this program. All documentation must be provided prior to course registration:

  • A minimum undergraduate GPA of 2.5
  • Official bachelor’s or master’s transcript showing conferral of degree
  • School of Education non-certification questionnaire
  • Graduate writing sample
  • Signed statement of understanding (SOU)

Please read all graduate admission requirements before applying to this program and be prepared to submit the required documentation including a legible copy of your valid government-issued photo ID (civilian students) or government-issued JST or CCAF transcript (military students).

If you have a non-U.S. transcript, please view our International Admissions page for more information.

There is no fee to complete the APU admission application. View steps to apply.
 

IMPORTANT NOTES

This program does not lead to state certification or licensure, nor can it be used to maintain state licensure or certification. We strongly encourage you to explore your state-specific requirements prior to applying here in order to make an informed decision. In addition, you may email our coordinator of certification and licensure at certification@apus.edu.

You are required to take EDUC503 as the first course in this degree program, but other courses may be taken in conjunction with EDUC503.

An APU admissions representative will contact you via email or phone to assist you with the enrollment process, review your documentation, and notify you when you have been admitted into the program and may register for courses.

Materials Cost

Technology fee: $65 per course | $0 for active-duty military, National Guard members, and Reservists.

Need Help?

Selecting the right program to meet your educational goals is a key step in ensuring a successful outcome. If you are unsure of which program to choose, or need more information, please contact an APU admissions representative at 877-755-2787 or info@apus.edu.

Quality Education Should Be Affordable

So you can focus on the opportunities ahead, without the financial burden of more expensive schools who are not as invested in your success. Learn more about paying for school.

Consumer Information

Department of Education and State Disclosures

For information on costs, median debt, state licensure requirements and more, view the gainful employment disclosures and the program disclosures for Maryland residents.

 

*Cost Per Credit Hour

To minimize out-of-pocket costs, U.S. active-duty servicemembers, their spouse/dependents, National Guard members, and Reservists receive a tuition grant that caps undergraduate, master's degree, and graduate certificate tuition at $250/credit hour. In addition, a university book grant provides no-cost textbooks and ebooks for all undergraduates and military-tuition-grant-eligible master’s-level students.
See all military student benefits.