| September 9, 2010    

ADMISSION BACK TO MAIN	Master of Arts in Education Major in Educational Management (MAEd EDM)
	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 EDM 201  Instructional Program Management and Evaluation This course is designed to examine instructional supervision, organizational techniques and skills needed to manage and evaluate the instructional program. The course focuses on staff supervision, curriculum, development, data-driven instructional improvement, assessment of instructional standards, and staff development. Students are expected to learn that they can engage staff and community as they develop student standards and assessments to help staff evaluate learning, coach effective instruction, and promote a positive climate. 3 EDM 202  Human Resources management in Education This course is designed to provide a practical overview of human resources management in the school organizational perspective. The role of human resources department and its institutional functions in the school are discussed. Current practices of recruitment, selection, retention, collective bargaining, staff development, and evaluation of personnel and their legal implications are emphasized. 3 EDM 203  Human Relation and Organizational Behavior in Education This course examines human relations and organizational behavior concepts, strategies and theories from the public, business, and educational sectors and apply them to the educational realm. The key processes of conflict resolution and organizational change are explored and how they influence educational organizations in the areas of leadership, communication, decision making, problem solving, diversity issues and educational change. 3 EDM 204  School Governance and Control This course allows students to examine legal theory and practice in the context of the educational setting. The constitutional framework, court systems, legal issuance and issues, and their subsequent effects to schools are discussed, analyzed, and applied to current educational practices. 3 EDM 205  Critical Issues, Educational Management This course is designed to allow students to explore current educational issues in the school setting and their social and philosophical foundations. By analyzing these controversial topics and their effects on education in today's society, students utilize critical thinking techniques to make acceptable decisions and take a stand on the issues. Changing social conditions, cultural influences of issues on education are discussed in relation to schooling. 3 EDM 206  Education Finance & Budgeting This course examines the concepts and theories that form the foundation of public and private schools in the Philippines such as taxation, revenue sources, legislative issues, risk management, and other associated school finance considerations. The practical applications of these concepts in education will be experienced in the development of division/school budget planning and development. 3   EDM 207  Management Internship The internship experience provides comprehensive field-based training designed to develop competencies need by school leaders and managers. Application of all principles and techniques in managing leadership, problem-solving, organizing, community relations, program, instruction and evaluation, and budgeting will be addressed. 3 All specialization courses 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 48 For more inquiries, please contact: THE NATIONAL TEACHERS COLLEGE 629 J. Nepomuceno St. Quiapo, Manila, Philippines Telephone Nos: Tel. no. (632) 734-56-01 to 05 loc. 112 Fax: 734-18-85