| September 9, 2010    

ADMISSION BACK TO MAIN	Master of Arts in Education, major in Basic Education (MAEd-BED)
	Course # Course Title Credits Prerequisite/s A. FOUNDATION COURSE 12 Units GED 101  Educational Research and Ethical Standards This course focuses on the foundations of educational research. The purpose of research that impacts decision-making and educational practices will be explored. Students will be involved in the various elements of an action research project, including ethical standards, problems, writing style, literature review, research designs, data collection, and data analyses. The elements involved in the process of conducting research will be discussed. 3   GED 102  Inferential Statistics This course is designed to provide the knowledge necessary to understand the processes of collecting and analyzing research data, interpreting published research results, and to permit preparation and presentation of professional research papers. Students will also develop a basic knowledge and understanding of widely used statistical tests. Content to include are basic concepts of statistics, sampling and frequency distribution, descriptive statistics, and inferential statistics. Inferential Statistics includes the different parametric and nonparametric tests. 3 GED 103  History and Philosophy of Contemporary Education This course examines the historical and philosophical foundations of contemporary education in our socially and culturally diverse country. The thoughts of influential people are examined. The student is challenged to build a philosophy of education by identifying the ideologies behind educational systems, curricula and goals. Further, this course includes a variety of experiences oriented around a set of philosophical issues related to education and designed to help the students to meet the outcomes. These experiences will include reading, research, lecture, guided discussion, small group discussion, student presentations, and directed writing assignments. It is hoped that students will take the opportunity to relate these issues and experiences to the events in their own educational history and begin to develop an informed and reflective professional understanding of these events, so that they will help rather than hinder their own professional growth. 3 GED 104  Leadership in Education This course examines the roles and functions of the educational leadership and explores its principles and concepts. Research, theory, and systematic change are studied and integrated to develop principals who are collaborative instructional leaders for schools of the 21st century. It also provides students with the opportunity to evaluate and apply ethical principles in their own educational settings. Within a classroom or as the leader of a school, teachers and administrators will develop and refine the skills necessary to analyze and integrate constructive ethics into practices that support the success of educators, their students, and the community. Emphasis is placed on the ways ethics affect thinking, decision-making, professional conduct and learning. 3 B. ELECTIVE COURSE 6 Units GED 107  Psycho-Social Perspectives of Education This course is based upon the concept: the professional educator is a facilitator of growth and learning for all students under his/her care. Its two broad topics include (a) Psychological Perspectives of Education, and (b) Social Perspectives in Education. This course is designed to develop knowledge of contemporary psycho-social theories and research relevant to the analysis of psycho-social problems in education. The foundational concepts are explored through an in-depth analysis of the organization of schools and the processes of psycho-social change with special emphasis on the contemporary topic of school reform and a thorough investigation of the role of the family environment, and an exploration of social dynamics with the family environment, and other emerging social, cultural and psychological issues in education. Other social issues affecting education are, likewise, given focus. 3 GED 108  Comparative Models of Education This course offers comparative study of the best schools systems in Europe, Asia, and America, dealing primarily with their philosophy, curriculum, organization, with particular reference to public education theories underlying modern techniques in education; social are political implications of these educational innovations and thrusts. Specific focus is placed on alternative instructional delivery systems and other learning modalities for learners across all levels in education. Students will be required to make an extensive study on specific topics in the course with the Philippines as point of reference. 3 GED 109  Advanced Information Technology in Education This subject deals with the fundamental concepts of information technology. It gives emphasis in the use of e-mail, surf, chat, modes and other functions of the internet and its application. However, integration of computers as an educational technology is its main thrust. It equips students with the competencies in the preparation of technology-based learning materials in the different subject areas. 3 C. SPECIALIZATION COURSES 18 Units BED 110  Critical Reading, Diagnosis and Reading Remediation This course is designed to assist classroom teachers and reading specialists in developing critical reading, diagnosing reading difficulties as demonstrated by the students in the classroom. It examines the definition of reading, problems exhibited by students, and the use of group and individual instruction methods for remediation. The course covers a variety of remediation activities and materials to meet the problems presented by students through their learning styles, as well as a variety of assessment procedures. This course further explores methods to help students develop effective literary skills through an integrated reading approach. It focuses on the philosophy of literature-based reading program, and teaching techniques for integrated content instruction. 3 BED 120  Contemporary Mathematics for Elementary Teachers This cause is designed so that students develop and apply the fundamental skills of basic arithmetic. An introduction to algebra is incorporated. At the end of the course, a student should have reasonable mastery in the topics to be covered which include: Computation with whole numbers, fractions, decimals, ratios, proportions, and variations. Geometry topics are integrated throughout. Signed number computation, algebraic expressions, and equation solving appear regularly, thus familiarizing the students with algebraic concepts. Emphasis is on understanding of mathematical concepts and problem solving techniques. Instruction in calculator use is emphasized along with related applications. 3 BED 130  Principles, Laws and Processes in General Science This course is designed to provide a comprehensive broad treatment of the major unifying concepts and principles in biology, ecology, environmental science, geology and space science. A graduate student is required to submit film analysis, documentary reports/video on selected topics. 3 BED 140  English and Filipino Grammar This course is designed to give graduate students an intensive review of the basic English and Filipino grammar, and sentence structure which will enable them to identify and write coherent and complete sentences. Emphasis is on improving student's ability to organize and express thoughts in clear, effective writing. Scientific writing becomes the output of the coursework. 3 ENG 302  Theories of Language Teaching and Learning This coursework introduces educators to the study of the nature, structure, and acquisition of language. The course examines the first and second language acquisition process. It addresses the cultural implications of language and the relationship to classroom instruction, focusing on the integration of theory and practice. The course explores the following areas of linguistics: semantics , pragmatics, syntax, phonetics , and grammar. English grammar will be addressed to help students identify language skills and needs of ESL students and to create correspondingly techniques for incorporating grammar instruction in various educational settings. This course also expounds upon the basic premise that systematically integrated phonics instruction is a fundamentally component of effective reading programs. Students will further study the relevant research and application that support principles of sequential phonics instruction and phonological awareness and review traditional and contemporary phonics approaches. 3 SSED 702  Special Topics in Philippine Studies This course introduces students to the contemporary historical, political and cultural growth of the Philippines after the EDSA  Revolution . Students shall explore contemporary topics  in the Philippine Community, Philippine  Culture and Society, Philippine History, Philippine Humanities , Philippine Economy and Government Foreign Policy, and the Philippines in Contemporary World Affairs.           The course  treats the Philippines in an era of profound changes and transformations along with unprecedented  issues and crises in the international community. Emphasis shall be placed on the post-war era including the redirection of foreign policies, involvement and participation  in international and regional association/summit meetings and its commitment towards social development, conflict resolution, and decision trade- offs.           Moreover, the critical issues involving world powers such as international terrorism , cold-war issues and power struggle in the Middle East shall be analyzed in relation to domestic policies and politics. 3   BED 150  The Teaching of Basic Education This course will provide teachers of elementary schools general and specific knowledge, information and skills in the effective use of instructional approaches, strategies, and techniques in the teaching of reading and language, science, mathematics, social studies and Filipino. Instructional materials development and demonstration teachings are also required in this course. The 2002 Basic Education Curriculum shall be the main basis for learning competency standards. 3   D. OTHER PROGRAM REQUIREMENTS 9 Units    Comprehensive Examination - All the foundation, elective and major courses GED 105  Thesis Seminar Students may begin work on the proposal component of the thesis up to the successful completion of the outline research course. Using their outlines as a framework, students will create an implementation proposal for their research project. After the approval of their problem statements, theoretical/conceptual framework, specific problems presented in matrices by their Thesis Seminar Professor and the Dean, students may proceed working on the Thesis Proposal. The proposal contains the first two (2) chapters of the thesis, together with the data-gathering tools. The output of this course is a thesis proposal, written in formal text following the prescribed writing format and style of the Division. Upon completion of the thesis proposal, students may proceed to the colloquium phase. 3 95% of all the courses taken and satisfact- orily passed GED 106  Thesis Writing The final phase of the research is the formal report and presentation of outside proof that the researcher has really conducted the thesis. Students will analyze their results and integrate all the components of the thesis into an acceptable report form. The final two chapters for the research report include analysis and interpretation of findings and the summary, conclusions, and recommendations for change. This course further reviews various application of the research to different sectors. Students explore skills related to oral defense presentations and communicating findings to agencies and organizations. The process of using research outputs as the basis for policy formulation for further improvement is also examined. 3 Thesis Seminar and Comprehensive Exam Total Credits 45 For more inquiries, please contact: Master of Arts in Education major in Basic Education Dr. Ferdinand Lacuata (3rd floor, ADMIN Bldg.), 629 J. Nepumuceno St. Quiapo, Manila, Philippines Telephone Nos: Tel. no. (632) 734-56-01 to 05 loc. 110 Fax: 734-18-85