| September 9, 2010    

ADMISSION BACK TO MAIN	Master of Arts in Education, major in Guidance and Counselling (MAEd-GC)
	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 GC 501  Theories and Techniques of Counseling This course is designed for graduate students to become more adept school counsellors. This coursework leads them to explore effective behavioral, cognitive and systems theory which can be used as a counselling technique in their comprehensive practice of cognitive-behavioral interventions, motivational interviewing and other brief evidence-based treatments. Stages of change theory will provide a theoretical background for their assessment and formulation of intervention programs. This course also focuses on basic helping-relationship practices based on individual intervention and guidance. Techniques and skills are investigated and applied to situations commonly faced by students within a school setting. 3 GC 502  Psychometrics This course for graduate students deals with the use of various theories and practice of psychological test. It trains students of guidance and psychology in the selection, administration and interpretation of tests. It also enhances the ability of the students to understand individuals through the use of psychological tests, a skill which would differentiate guidance personnel from other mental health disciplines. With the use of manuals of directions, one gets himself familiar with the scoring, profiling of test results as well as the preparation of summaries and reports. 3 GC 503  Projective Techniques This course is designed as an introduction to diagnostic projective psychological testing. Progression through this course will acquaint students with subjects like intelligence, memory, learning, motivation, development, abnormal psychology and stress as an integrated part of interpreting projective tests. The relevance to treatment plans will be emphasized. This course pertains to the full range of human thoughts, feelings and behaviors. 3 GC 504  Mental Hygiene This course for graduate students, deals with the adoption and application of a set of principles directed towards the prevention of serious maladjustments and the maintenance and promotion of sound mental health. It is aimed primarily equip the graduate students with a broad knowledge on how to maintain the health and efficiency of the mind as the prevention of mental disorders and maladjustments. A critical consideration of the literature on mental health and personal adjustment is important. Emphasis is placed on the maintenance of wholesome personal-social relations and the prevention of serious mental disturbances. 3 GC 505  Career Counseling and Development The course in career counselling and development is designed to provide prospective a school counsellor theoretical frameworks and basic counselling skills for the career counselling process. It includes a review of theories of career development, individual and programmed techniques for assessment, decision making and career search/advancement. It also deals with the analysis of various occupations; the effective use to test; particularly, trade tests, interest inventories, aptitude and mental ability tests. It also provides the students with competencies of occupational variations as a result of socio-economic changes and in matching occupational and vocations with the capacity, ability and interest of the students. 3 GC 506  Counselor Practicum This coursework requires students to complete a practicum in conjunction with their counselling curriculum. Each student will plan his or her practicum with an academic advisor. A formal practicum proposal must be submitted to the advisor before a student can register for the practicum, and the practicum should constitute the last course hours of the student's program. Students who are taking this practicum must have completed the core courses and have the approval of the Professor. An approved practicum plan (proposal) must be submitted to the Dean. 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 Guidance & Counseling 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