California Coast University - Master of Education in Administration (M.Ed.) - Online Degree Program

The Master of Education online degree program in Administration is designed to provide the educational professional with the theories, principles and best practices utilized in the educational setting.

The Master of Education degree in Administration is:

• a self-paced learning program;
• completed off-campus;
• online learning format;
• not structured in semesters, quarters or terms; and
• designed to allow students to begin their online Administration studies at any time of the year.

**Military students and some employers require students to complete courses on a per term basis.  Please contact our Admissions Department for additional information.  

The Master of Education degree in Administration degree requires students to complete a total of 39 semester units comprised of the following:

• 13 Core Courses and a Final Comprehensive Examination

**Requirements are fulfilled through coursework completed at California Coast University and coursework completed at other recognized educational institutions.  Previously completed coursework will be evaluated to determine all applicable transfer credit.  

Prerequisites to Admission:

The applicant should meet the following prerequisites in order to be admitted to the program:

An applicant must have earned a bachelor’s degree awarded by a college or university recognized by the U.S. Department of Education. The degree should be in education. A bachelor’s degree in another field may be considered if the Admissions Committee evaluation indicates that the applicant has the necessary foundation to succeed in the program.

Master of Education in Administration (M.Ed.) Core Courses

Courses required are listed below. Please click on the course to read a description.

EDU 501 Integrating Technology into Teaching

3 Semester Units

Integrating Technology into Teaching reflects the need for a new kind of teaching resource in which the perspective is not just on the electronic technologies, which change rapidly, but on the principles underlying the teaching strategies they make possible, which are more stable. The emphasis is on learning both the skills in using equipment and software, as well as on how to integrate these resources into daily classroom activities. In addition, this discussion of technology integration strategies is linked to both learning theories and effective classroom practices.

Course Objectives

Upon successful completion of this course, students will be able to:

• Analyze appropriate Internet resources to use in designing curriculum.
• Critique technology trends that will shape learning environments in the future.
• Assess popular uses for technology in the curricula for language arts, foreign language, science, math, social studies, art, music, health, and special education.

 

EDU 507 Cultural Issues in Education

3 Semester Units

Understanding cultural issues in education and the need for culturally responsive teaching in schools today is of considerable importance. Specifically, this course will focus on the impact of diversity, including race, culture, ethnicity, gender, and exceptionality. Additionally, this course will review class and socioeconomic status, sexual orientation, language, religion, geography, and age.

Course Objectives

Upon successful completion of this course, students will be able to:

• Differentiate between the concepts of ethnicity and race in the classroom.
• Examine how gender influences schooling and classrooms.
• Analyze the interaction of religion with gender, sexual orientation, and race.
• Evaluate the cultural issues influencing adolescence and young adulthood in relation to schooling.

 

EDU 510 Models of Teaching

3 Semester Units

Models of Teaching explores a variety of teaching models and curriculum theories to help increase student capacity for personal growth, social growth, and academic learning. Application of theories to classroom utilization is emphasized to help educators be able to construct vital and effective learning environments for their students.

Course Objectives

Upon successful completion of this course, students will be able to:

• Demonstrate the context in which students achieve personal growth, social growth, and academic learning.
• Explain the historical context within which various models of teaching were developed.
• Describe different models of teaching.
• Examine different models of teaching.
• Discuss the implications of individual differences and diversity on the selection of appropriate teaching models.

 

 

EDU 520 Leadership and Organizational Behavior

3 Semester Units

Leadership and Organizational Behavior will review major leadership behavior patterns and strategies that promote effectiveness in organizations. Focus will be placed on the principles of school leadership, as well as specific theories behind organizational behavior. Students will be challenged to become more self-aware of their personal leadership style and will be able to develop their abilities to influence others, whether or not they have positional or hierarchical authority over them.

Course Objectives

Upon successful completion of this course, students will be able to:

• Analyze how leadership concepts and practices have evolved over the centuries to the present day.
• Compare and contrast leadership with management and examine how the distinction is not clear-cut in schools.
• Evaluate the purpose of educator evaluation systems for the organization and the individual.
• Assess how models of leadership can help future and current leaders become more effective.
• Consider the role that meaningful work plays in an individual’s lifespan in American culture.

 

EDU 523 Strategic Issues Management

3 Semester Units

Strategic issues management and the process of change are the focus of this course.  In addition, the course provides methods for administrators to identify the needs of society and their implications for schooling. This course also incorporates the use of theoretical and research based knowledge of instruction and evaluation into practical applications.

Course Objectives

Upon successful completion of this course, students will be able to:

• Explain the recent educational initiatives proposed by the government.
• Understand the major challenges for educators in the 21st century.
• Explain that criticisms of developmentally appropriate practice.
• Describe the misconceptions about cultural diversity.
• Explain the cultural dilemmas teachers face in the 21st century.

 

EDU 526 Supervision of Instruction

3 Semester Units

Supervision of Instruction reviews ways to improve educational programs in diverse classrooms through the use of supervision and leadership. Basic concepts of curriculum development, measurement, policies of inclusion, the achievement gap, and the effects of culture are explained. Administrative skills that promote equal learning opportunities in the classroom are also reviewed.

Course Objectives

Upon successful completion of this course, students will be able to:

• Relate the knowledge, interpersonal skills, and technical skills necessary for effective supervision.
• Examine the ways of integrating organizational tasks and teacher needs in order to promote student learning.
• Analyze tasks that have a positive effect on teacher development.

 

EDU 529 Educational Personnel Management

3 Semester Units

Educational Personnel Management utilizes a management approach that examines the processes and procedures necessary for implementing effective human resources administration in an educational setting. In particular, this course will cover the essential dimensions of the human resources function from planning to performance evaluation and compensation.

Course Objectives

Upon successful completion of this course, students will be able to:

• Examine the structural framework of public education as it relates to the human resources administration function.
• Evaluate the varying methods of recruitment.
• Analyze the ethical dimensions of human resources.
• Assess the various approaches to delivering staff development for teachers, principals, and classified personnel.

 

EDU 532 School-Community Relations

3 Semester Units

School-community relations explores how various social and political forces impact effective relations between schools and the communities they serve.  With an emphasis on diversity, methods of implementing educational change with community support, and cultural pluralism and its effects on school-community dynamics are also reviewed.

Course Objectives

Upon successful completion of this course, students will be able to:

• Analyze the importance of public relations.
• Evaluate effective school-community relations.
• Assess the importance of internal communications with administrators, teachers, students and staff.
• Consider the importance of a crisis plan and a crisis management team.
• Judge the process of change and community acceptance of new ideas.

 

EDU 540 Career Development

3 Semester Units


The purpose of Career Development is to survey the field of career information, career development and career counseling. The information provided will enable the student to conceptualize the three major aspects of the field: career development, career counseling and the changing field of careers and job opportunities. This course emphasizes multicultural considerations and provides for a global perspective.

Course Objectives

Upon successful completion of this course, students will be able to:

• Analyze the role career development programs can play in the drive for social justice in the U. S.
• Differentiate among the various approaches to career development assessment.
• Compare and contrast the strengths and limitations of computers as they relate to career counseling and development.
• Analyze the problems associated with developing career development programs in post-secondary institutions.

 

EDU 545 Leadership and Technology

3 Semester Units

Leadership and Technology explores various ways in which teachers and students can utilize technology to create a more interactive, inquiry-based teaching and learning experience. This course will focus on day-to-day classroom objectives in elementary and secondary schools with thoughtful perspectives, instructional examples, description of technology tools and apps, and technology-integrated lesson plans from across the curriculum for all grade levels.

Course Objectives

Upon successful completion of this course, students will be able to:

• Determine what it means to be a 21st century teacher who uses technology for teaching and learning.
• Examine issues, developments, and trends in the field of educational technology.
• Explore ways to develop students’ inquiry-learning and problem-solving skills through using educational software, apps, and learning games.
• Discover multimedia technologies and their roles in promoting creativity among students.
• Discuss the issues and dynamics of integrating technology into teaching while creating educational change in schools.

 

EDU 546 Public Policy

3 Semester Units

Public policy reviews educational policy from a micro and macro perspective. In addition, it reviews the general concepts of public policy, and looks at the socioeconomic context of the school, as it relates to economics, demographics, politics, culture and values. It also analyzes the policy process, the key players, and the typical issues involved, as well as a historical perspective to aid in understanding the current education reform climate.

Course Objectives

Upon successful completion of this course, students will be able to:

• Examine the dimensions of educational policy in the United States.
• Analyze the politics of policy as it plays out at the local, state, and federal levels.
• Trace the progress of educational conditions and issues as they become translated into policy proposals, enacted, implemented and evaluated.
• Track the evolution of educational policy through the major periods of American educational history.

 

EDU 547 Legal Aspects of Education

3 Semester Units

Legal Aspects of Education covers the historical and contemporary legal issues affecting the organization and administration of schools in America. School safety, cyberbullying, copyright law and use of media are covered extensively. Additionally, isolation and restraining laws involving students with disabilities, landmark cases involving equal pay, strip searches, and freedom of expression, truancy and school vouchers—virtually every topic of concern to today’s educators—is covered with integrated cases.

Course Objectives

Upon successful completion of this course, you will be able to:

• Describe the legal framework in which school districts operate.
• Identify school law issues currently faced by school administrators.
• Examine the functions of school board and district administrators in policy making.
• Understand the legal implications recognizing diversity in a multi-cultural society.
• Demonstrate knowledge of the California Education Code and other related legal documents.
• Make ethically grounded administrative decisions.

 

GRM 597 The Research Process

3 Semester Units

The Research Process is a required course for all of the master’s degree programs offered at the University. This course provides an overview of the various research methods, research design, guidance in planning research strategy and documentation of research data. It also explores and analyzes examples of research from many different disciplines, the development and use of computer-aided research, writing skills, and logical argumentation techniques required in the research field.

Course Objectives

Upon successful completion of this course, students will be able to:

• Demonstrate competencies comparable to those achieved within traditional institutions of higher learning that require resident instruction and evaluation.
• Exhibit a broad comprehension of research methodologies utilized in the social sciences, health sciences, government, business, and other related fields.
• Analyze, synthesize and evaluate the knowledge acquired in this subject area and apply it in practical situations.

 

EDU 597 Final Comprehensive Examination

0 Semester Units - Pass/No Pass

Students enrolled in the Master of Education in Administration program will complete a Final Comprehensive Examination. The final examination is a combination of essay, short answer and multiple choice examination questions, requiring students to integrate knowledge acquired across the educational program. The Final Comprehensive Examination is graded on a pass/no pass basis. Students may repeat any portion until they receive a passing score.