Walsh University's Traditional Master of Arts in Education Program addresses the needs of educators in their own journeys as lifelong learners. Working with faculty with expertise in the K–12 environment, candidates will extend their knowledge of providing better instruction for their students.
At Walsh University, we believe that educators are the everyday heroes in our communities. Each week you devote countless hours to your students, teaching lessons that extend beyond the textbook and will remain with them for life. The knowledge you share with your students gives them power to find their place in the world, and to make the discoveries that may make our world a better place.
*Visit Admissions Requirements page for complete enrollment information.
For dedicated K–12 educators, earning a Master of Arts in Education (MAED) can be a transformative step toward leadership positions that offer increased responsibility, higher salaries, and a broader impact on the educational system.
With an MAED, educators become eligible for administrative roles such as school principals and district administrators. These positions not only offer greater influence over educational policies and practices but also come with substantial financial benefits.
As of May 2024, elementary, middle, and high school principals earned a median annual wage of $104,070, significantly higher than the median salaries for K–12 teachers, which range from $62,310 to $64,580.
Source: U.S. Bureau of Labor Statistics: Occupational Outlook Handbook
Please contact Hannah Nagy, Admissions Recruiter for Online Programs, at hnagy@walsh.edu
*After aid is applied. Every student’s situation is different. Please contact the Office of Admissions for a detailed estimate.
An examination of theories of learning, creativity and fundamentals of human memory and cognition as related to psychology, counseling and education fields. A review of the historical development of learning theories and major learning theorists will be examined. Application of behavioral principles to student situations, evaluation of the progress of a participant in learning, demonstration of an ability to communicate using the specific language of learning and differentiate the various approaches across schools of learning. Offered every fall and summer.
Course is designed to provide students an overview of various exceptionalities/disabilities and educational implications. Issues such as inclusion, IDEA legislation, writing and implementing IEPs, positive behavioral supports, assessment, and teaching strategies are examined. 10 hours of field experience required for LEAD students. Offered every fall and May.
This course provides candidates with the background and mandates related to No Child Left Behind, HB1, special populations of students, the requirements for educating all children, and an analysis of current issues and trends. Offered every May and summer.
An in-depth study of the rationale, dynamics, tools and techniques of research. Course includes skills in reviewing the literature, designing studies, and analyzing data. Offered every spring.
Course examines research pertinent to effective teaching and learning. Selection of appropriate instructional behavior for specific learning settings and actual application of this knowledge are essentials of the course. Phenomena such as classroom climate, lesson planning, curriculum organization, and the need for creativity are studied and strategies devised to address these issues. Offered every fall and spring.
In this course, legal and ethical issues are explored using case studies and topic-centered approaches. The responsibilities and rights of all parties involved in the educational process - teachers, students, parents, school board members, administrators, and others - are addressed. Using consequentialist and non-consequentialist ethical theories as well as the concepts of ordered liberty, class members. Offered every fall and summer.
The goal of this course is to make educational philosophy relevant and meaningful to teachers who view philosophical concepts as too abstract, theoretical, and complex. Teachers will examine themselves, their beliefs and practices, district philosophies, and other educators' actions according to the different schools of philosophical thought. At the end of this course, teachers will be able to state why they do what they do in their professional lives. Offered every fall and summer.
