Administration
Master of Education (MEd)
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.

Designed For You

The California Coast University online Master of Education in Administration program was designed for complete flexibility for the student. All courses are self-paced and completed 100% online.

View Program Outcomes:

Upon successful completion of the program, students will be able to:

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Explore The Program

The Master of Education in Administration degree program consists of 13 total courses, followed by a final Comprehensive Examination.
The required courses are comprised of: 13  Core Courses .
There are 39 total semester units in this program.

13 Core Courses

For the online Master of Education in Administration (M.Ed.) degree program, the following 13 courses must be fulfilled. Click on course title to expand and read more.

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ID Course Name Units
EDU 501 Integrating Technology into Teaching  3

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 and social studies.
EDU 507 Cultural Issues in Education  3

Cultural Issues in Education focuses on essential questions and theoretical concepts about becoming a multicultural educator. Specifically, this course will address the impact of diversity in education that goes beyond race to include gender, sexual orientation, poverty, class, and religion.

Course Objectives

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

  • Examine the term multicultural education and its objectives.
  • Determine characteristics and strategies needed to be an effective multicultural educator.
  • Explore the impact of historical events and legislations on education; specifically, examine critical laws regarding education that have affected diverse groups of people.
  • Acquire an understanding of cultural identities and their influence on teaching and learning.
  • Assess student learning in a culturally responsible manner.
  • Propose ways to support learners on a schoolwide level.
EDU 510 Models of Teaching  3

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:

  • Examine the major trends influencing education in the 21st century.
  • Analyze some important characteristics of 21st century learners.
  • Examine the field of instructional design and the instructional design process.
  • Assess classroom-based assessment and how it supports high-quality instruction and teachers working as educational designers.
  • Compare and contrast the three types of classroom-based assessment—pre-assessment, formative assessment, and summative assessment—and their benefits for teachers and students.
  • Evaluate how technology supports and poses challenges when used for assessment.
EDU 520 Leadership and Organizational Behavior  3

Leadership and Organizational Behavior examines 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.

Course Objectives

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

  • Evaluate theories that form the foundation upon which leadership for the 21st century is built.
  • Examine contemporary leadership theories and practices as they relate to school leadership and evaluate the relationship between contemporary leadership theories and the Professional Standards for Educational Leaders.
  • Assess how models of leadership can help future and current leaders become more effective.
  • Evaluate the purpose of educator evaluation systems for the organization and the individual.
  • Explain how collaborative leadership persuades followers to go over and above routine policies, procedures, and directives, replacing compliance and conformity with commitment.
EDU 523 Strategic Issues Management  3

Strategic Issues Management focuses on the process of change. It provides methods for administrators to identify the needs of society and their implications for schooling. This course 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 the 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

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:

  • Define and examine instructional supervision and the prerequisite knowledge for supervision.
  • Evaluate the interpersonal skills necessary for effective supervision.
  • Describe the technical skills and technical tasks required for effective supervision.
  • Examine cultural tasks of supervision.
  • Demonstrate proficiency with academic writing including the ability to use appropriate style, grammar, original content, and follow APA format.
EDU 529 Educational Personnel Management  3

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

School-Community Relations explores how various social and political forces impact effective interactions 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 explored.

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 536 Ethics in Education  3

Ethics in Education provides tools and concepts for understanding and dealing with significant ethical issues within education and society. Students will learn how to evaluate the philosophical ideas of others, as well as develop their own way of approaching ethical issues within educational leadership. The following are overarching concepts of this course: ethical leaders, ethical practices, equity issues, and human communication

Course Objectives

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

  • Examine the role and use of power in schools and school districts.
  • Compare and contrast the psychodynamic, humanistic, and cognitive-behavioral approaches to the ethics of human relations.
  • Determine the common stages in a lawsuit and the ethical implications for educational leaders.
  • Analyze how the phenomenological approach to analyzing culture is an ethical approach to understanding human communication.
EDU 545 Leadership and Technology  3

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, and descriptions of technology tools and apps useful to the teacher-leader.

Course Objectives

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

  • Discuss the role of 21st century teachers and how they incorporate technology in the classroom.
  • Examine issues, developments, and trends in the field of educational technology.
  • Describe ways to support individualized and group learning utilizing educational technology.
  • Demonstrate proficiency with academic writing including the ability to use appropriate style, grammar, original content, and follow APA format.
EDU 546 Public Policy  3

Public Policy addresses the broader public policy environment in which educational policy functions. The course examines the larger governmental context in order to provide a holistic approach to understanding not just the policy process, but also the use of policy analysis. The course offers a concise review of institutions, policy actors, and major theoretical models, and explains the nature of policy analysis and its practice through evaluative criteria in key policy areas.

Course Objectives

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

  • Define public policy and examine the importance of understanding public policy.
  • Examine the process for analyzing public policy and assessing policy alternatives.
  • Discuss major areas, issues, and controversies in public policy.
  • Evaluate best practices for policy analysis, citizen participation, and policy change.
  • Demonstrate proficiency with academic writing related to public policy.
EDU 547 Legal Aspects of Education  3

Legal Aspects of Education details the principles underlying school law and provides essential guidelines for school personnel to follow in their everyday work. Descriptive scenarios of landmark cases and concepts aid in understanding the context of legal principles as they apply to a range of school issues. This course explores how basic legal principles apply to educational questions and emerging legal issues, policies, and judicial decisions that affect classroom teachers, leaders, and students.

Course Objectives

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

  • Distinguish between the federal, state, and local role in education.
  • Examine the judicial tests used to assess Establishment Clause and Free Exercise Clause claims and the different remedies for violations of the two clauses.
  • Identify what legal grounds can be used to challenge student classifications based on race, ethnicity, national origin, sexual orientation, gender identity, age, and ability.
  • Analyze the differences among the federal laws and constitutional provisions that are most relied upon in employment discrimination cases.
  • Examine the rationale for establishing charter schools and the controversial issues involving these schools.
GRM 597 The Research Process  3

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:

  • Define research, analyze its importance, and examine the different types of research.
  • Examine the role of ethics and informed consent in research.
  • Evaluate the relationship between reliability and validity, and explain its importance in the research process.
  • Demonstrate an understanding of the process of writing a research proposal and a manuscript.
  • Demonstrate proficiency with academic writing related to the research process.
EDU 597 Final Comprehensive Examination  0

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.

Prerequisites to Admission:

An applicant must have earned a Bachelor’s Degree in Education. A Bachelor’s Degree in another field may be considered if the Admission Committee evaluation indicates that the applicant has the necessary foundation to succeed in the program.

FAQ About Coursework

Required units may be satisfied in the following ways: