| September 9, 2010    

ADMISSION BACK TO MAIN	Master of Arts in Education, major in Social Science Education (MAEd-SSED)
	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 SSED 701  Qualitative Research in Social Science This course is intended to provide students with basic knowledge of qualitative research . It helps students enhance their knowledge and understanding of qualitative research methods as an additional alternative of social researches. The qualitative paradigm will be presented complimentary to qualitative method rather than contradictory and competitive. Further, this course requires students to examine the philosophical orientation and techniques of a variety of qualitative research methods, including grounded theory, phenomenology , historiography, and ethnography. Students will consider design, techniques of data collection, analysis and presentation, and issues of validation and ethical standard. 3 SSED 702  Special Topics in Philippine Studies This course introduces students to the contemporary historical, poetical 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 crisis in the international community. Emphasis shall be placed on the post war era including the redirection of foreign policies, involvement and participation on 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 issue and power struggle in the Middle East shall be analyzed in relation to domestic policies and politics. 3 SSED 703  Differential Political and Economic Theories This is a three-unit course designed for graduate students to intellectually treat the historical origin of economic and political theories from the ancient to the modern era. Emphasis shall be placed on the critical analysis of the intellectual and scholastic masterpieces of the great political thinkers. Further, the course also considers the literary and logical treatment of politico-economic theories as a disciplined investigations of political problems. Inevitably important is the creation of political institutions in a society wherein the people are the legitimate exercisers of authority. 3 SSED 704  Theories and Laws of International Relations This course comprehensively treats the theories and laws governing the agree mental relationships of states classified as unilateral, bilateral, and multilateral. The essential tools and diplomatic instruments observed and practiced by states relevant to treaty-making and protocols including diplomatic immunities and privileges shall be thoroughly discussed. The course also treats the struggle of powerful countries for political and economic superiority, world trading systems , global society as well as issues and trends on regionalism and globalism. The internet will become an important educational resources to stimulate student's interest expand classroom discussion, and enrich understanding of the course materials by bringing textbooks theories to life with pertinent real-work examples. 3 SSED 705  Philosophy of History This course leads the students to the interpretation of events through its courses in history. The course further provides students deeper understanding that a philosophy of history is an investigation of events to discover patterns or common denominator, an "angle of vision" regarding the past and an overall interpretation of history. The course also directs students to explore in particular Hegel's Philosophy of History and the Trinitarian Philosophy of History. 3 SSED 706  The Teaching of Social Science Education This course is designed to provide the graduate students with an overview of the trends in the methods, strategies, materials, curriculum, and activities used in teaching Social Science. This course is also intended to help them to examine their practices and the assumptions on which decisions about teaching are based. It focuses of the following concers: (1) the nature and origin of the subject (2) personal land professional qualities of a Social Science teachers (3) planning and orchestrating instruction (4) the context for teaching (5) the current curriculum in our educational system (6) assessing learning, and (7) demonstration teaching. 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 Social Science 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