Master of Education

(concentration in educational leadership)

12 courses (33 credits)

Introduction to Graduate Studies in Education (1)

In this course, students will be provided with training in the basic tools of finding resources, reading and critiquing empirical literature, and academic writing. In addition, students will be introduced to the nature and various approaches of educational literature.

Framing Questions, Global Forces, Constraining Structures (3)

This course will examine key issues surrounding the nature of a good society, the ways in which the global community affects education, and how schooling gets structured by politics and economics. It will use the faith-based frames of justice and hope in connection with shalom and the kingdom of God to investigate formal education in light of its political, economic, social, and religious contexts. Students will investigate foundational questions around teaching, learning, curriculum, and language as well as structural issues of social class, gender, ability, and race.

Educational Research and Evaluation (3)

This course engages students further in understanding and examining the theories, methods, and paradigmatic frames of educational research through a biblical lens. It prepares students to read and critique qualitative and quantitative educational research and learn how to use data appropriately to support educational and organizational decision-making.

Leading Educational Communities: Communication (3)

 

This course prepares professional educators to understand and analyze discourse as it shapes educational activity. Teaching and learning communications are shaped and made meaningful by culture, language, mode and circumstance; as well as ideology and power. The ability to analyze communication as discursive prepares participants to examine educational activity settings, assess them for equitable participation, and design them for more effective and just educational practice.

Reshaping Curriculum, Teaching, and Learning (3)

The dynamic relationship between curriculum as content and as process, between what is to be learned and the instructional practices used to organize and mediate it for students, is at the heart of educational practice. This course focuses on the theory and practice of curriculum and pedagogy, examined in terms of both the perspectives that shape them and the ways in which they serve or fail to serve all learners. Issues addressed include the concept, purpose, and social context of curriculum; the historical perspectives that influence current and future directions; the relationship between curriculum and instruction; and the issues and practices related to assessment and instructional technology.

Pathways to Inclusion: Re-examining Beliefs about Learners (3)

In any learning community, educators must be prepared to create a learning community that meets the needs of students with a variety of differences in ability, gender, sexuality, race/ethnicity, language, socioeconomic status, and more. Through this course, participants will examine the needs of learners with differences in school contexts, and re-examine commonly held beliefs and practices about identity and difference with the goal of developing inclusive learning communities. The course will specifically focus on linguistic differences, language development, and literacy as they support or impede the inclusion of all learners in educational contexts.

Specialized Literature Survey (3)

The purpose of this course is to provide students with the opportunity to deepen their understanding of their chosen area of study and to specialize their focus through an extended program of reading, guided by an instructor. Students will negotiate with their instructor a program of 2,000 pages of reading (or equivalent) in their chosen area and evidence of engagement with this literature through written and oral reports.

 

Current Issues Workshop (2)

Content and coverage vary with instructor, depending on the topics of interest at the time, or issues that pertain to particular social or cultural contexts. Past examples include “Christian Education: Teaching & Learning with Technology” and “Restorative Practices: From Conflict to Engagement.”

Introduction to School Leadership (3)

A study of leadership theory and practice relating to building school communities that promote learning for all students. This introductory course in school leadership will focus on: organizational and leadership theory, establishing a school mission, collaborative problem-solving and community building, decision-making skills and procedures, and personal leadership qualities. Special emphasis will be given to exploring biblical principles which guide Christian leaders in school settings.

Professional Development and Supervision (3)

This course focuses on ways in which school leaders can structure professional development opportunities that promote student learning and school improvement. The course includes a study of adult learning theory, collaborative learning models, mentoring and coaching, formal and informal teacher assessment, and recruitment, induction, and retention of new teachers. Special emphasis will be given to biblical principles which help shape professional communities in schools.

School Business Management (3)

In this course, students will study principles and methods of planning and fiscal management that are based on a biblical model of stewardship. Topics include the process, funding (fund raising, tuition and fees), budget (including risk management), and organization.

Seminar: Educational Leadership (3)

This is an internship that allows prospective leaders to work closely with a mentor in an educational setting for 110 hours over a period of one or two semesters during the school year. Participants will examine nine critical skills of leadership and undertake activities in nine investigative areas.

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About

Copyright © 2020 

Lumina College

Contact us
3/F, Breakthrough Centre 

191 Woosung Street

Jordan, Hong Kong

college@lumina.edu.hk

3622-1724