The Master of Arts in Education: Curriculum and Instruction concentration is a graduate-level academic program designed to prepare you as a current educator to deliver advanced classroom instruction for a wide range of student learning styles, motivation and abilities.
Curriculum for the program is conceptually developed around the objectives found in the National Board for Professional Teaching Standards (NBPTS). While Cornerstone University cannot offer National Teacher Certification, you can consider this possibility by working directly with the NBPTS.
Graduate studies in education with a specialization in curriculum and instruction prepare you to take the next step in equipping your students to succeed. Earn your master's degree and experience the opportunity to:
- Integrate new theories of instruction into your classroom.
- Diversify subject areas for your teaching experience.
- Be equipped to write curriculum to benefit your school or district.
Degree Program Requirements
A Master of Arts in Education in curriculum and instruction requires 35 credit hours, which includes 12 credit hours of vocationally-focused concentration classes. On average, this full-time degree program takes 24 months with 78 weeks of class to complete.
Concentration Courses: 12 credit hours, 28 weeks
- EDU-513: Student Motivation and Behavior—3 credit hours, 7 weeks
- EDU-521: Instructional Strategies for Diverse Classrooms—3 credit hours, 7 weeks
- EDU-525: Assessment for K-12 Students—3 credit hours, 7 weeks
- EDU-527: Instructional Strategies for Students for Learning Disabilities—3 credit hours, 7 weeks
Core Courses: 23 credit hours, 50 weeks
- EDU-511: Issues in Education—3 credit hours, 7 weeks
- EDU-573: Technology—3 credit hours, 7 weeks
- EDU-522: Curriculum, Assessment and Instructional Theory—3 credit hours, 7 weeks
- EDU-553: Research—3 credit hours, 7 weeks
- EDU-593: Master's Project A—2 credit hours, 4 weeks
- EDU-566: Reading Diagnostic Tools and Remediation—3 credit hours, 7 weeks
- EDU-524: Community Building and Educational Leadership—3 credit hours, 7 weeks
- EDU-595: Master's Project B—3 credit hours, 4 weeks
The course descriptions below preview the content you can expect to learn through the Master of Arts in Education program with the curriculum and instruction concentration. For information about our academic policies and graduation requirements, see the PGS Graduate Academic Catalog.
EDU-511: Issues in Education
An overview of the philosophy of education. The course introduces the Christ-centered worldview as it relates to education within the context of educational leadership, global issues, diversity and choice, technology, learning disabilities, literacy, curriculum, etc. Specific emphasis is placed on how issues impact decision making at the administrative and classroom levels.
An emphasis on providing a conceptual framework for technology and a means of using technology as a tool in the educational setting. Administrators and teachers find ways to become leaders in the use of technology within the school. Instruction is given in the areas of using technology to facilitate inquiry-based learning, finding and developing resources, using computers in the classroom, and exploring ways to use the Internet as an instructional tool.
EDU-522: Curriculum, Assessment and Instructional Theory
A review of current professional organization and governmental curriculum standards. The course also provides guidance in developing objectives, assessments and strategies in working with a variety of student populations in the inclusive classroom.
A review of current best practice methods as indicated by meta-research. The course reviews data related to student achievement (local and beyond) and provides direction on how to use teacher/administrator-developed data to improve student learning. Finally, it provides a framework to use data as a basis for professional reflection.
EDU-593: Master's Project A
An identification of an area of need in the educational system that the student would like to create and develop a solution to through a master's project in EDU-595. The master's project is generally done in the area of educational leadership, curriculum development and assessment, school management, or educational technology dependent on MAED concentration. In EDU-593, students propose a master's project and complete a literature review. Prerequisite: EDU-553.
EDU-566: Reading Diagnostic Tools and Remediation
An introduction to diagnostic tools and remediation strategies within the context of the differentiated instruction model. The course incorporates instruction in the following areas: interest inventories, English language learning, visual and auditory discrimination tools, language expression and processing screening, phonemics, phonics, vocabulary, fluency, comprehension, spelling, writing and writing assessment tools and best practice instructional strategies in all areas of literacy.
EDU-524: Community Building and Educational Leadership
An investigation of institutional structures (including technology), managing and creating change, administrative/teacher cooperation, teacher/teacher cooperation and community involvement. Ways to help teachers and administrators remain successful, such as stress management and conflict management, are explored.
EDU-595: Master's Project B
A continuation of the EDU-593 master's project that fills an area of need in the educational system. Throughout the program, the student continues to refine and develop their proposal, adding useful resources in order to complete the project. The master's project is generally done in the area of educational leadership, curriculum development and assessment, school management, or educational technology depending on MAED concentration. Prerequisite: EDU-593.
EDU-513: Student Motivation and Behavior
A review of current research and best practice in the areas of educational psychology, student motivation, brain research, multiple intelligences, learning styles and classroom management. The course also reviews developmental psychology concepts necessary to understanding children and adolescents.
EDU-521: Instructional Strategies for Diverse Classrooms
A study of issues relating to the education of diverse populations within the classroom including socioeconomic considerations, at-risk and ethnic and racial groups. Students study issues in the context of a Christ-centered world and life view, developing plans to meet the needs of all children in the classroom.
EDU-525: Assessment for K-12 Students
A study of standardized and authentic assessments used in K-12 classrooms. Students review research and interpret its contribution to the field from a Christ-centered worldview. Methods used to assess student success include consideration of educational tests and measurements, alternative assessments, portfolio assessment and performance assessments.
EDU-527: Instructional Strategies for Students with Learning Disabilities
A study of best-practices in remediation for students with learning disabilities. Students review research and interpret its contribution to the field from a Christ-centered worldview. Students learn teaching strategies and their relationship to cultural and linguistic differences, developing plans to meet the needs of all children in the classroom.