American College of Education delivers affordable online degree programs for working educators and professionals who desire to expand their knowledge.
At American College of Education, we provide an exceptional online learning experience for graduate students, offering numerous programs specifically tailored to education.
American College of Education is committed to providing you with a meaningful student experience, with the help of our faculty dedicated to ensuring your success.
American College of Education offers a variety of high-quality, online graduate programs with affordable tuition and flexible payment options.
American College of Education offers an online Master of Education in Curriculum and Instruction that provides educators with the skills and knowledge to improve their teaching effectiveness and enhance student achievement.
Through this graduate program, candidates learn research-based strategies and best practices for developing effective instructional programs and managing safe, supportive learning environments. Candidates also develop leadership skills to engage the community in support of student learning and to advocate for the success of all students.
The program curriculum is based upon the National Board for Professional Teaching Core Propositions.
The M.Ed. in Curriculum and Instruction is intended for P-12 educators who wish to have a positive impact on student achievement, advance their career to a leadership role in teaching, and realize their vision for learning.
Graduates of American College of Education with an M.Ed. in Educational Leadership or M.Ed. in Elementary Education may continue their knowledge and development with a dual degree in Curriculum and Instruction.
The M.Ed. in Curriculum and Instruction program provides educators with the current scientific research, pedagogy, and instructional technology they need to succeed. All courses apply directly to the instructional challenges facing today’s K-12 classrooms, whether urban, suburban or rural, and are designed with the "learn-apply-assess" model to maximize effectiveness and dramatically improve student performance. Through evidence-based instruction, assessments, and comprehensive accountability measures, the College provides K-12 teachers with the tools and resources needed to improve student performance.
Through classroom application of course content, this course provides students with substantial practical experience as they master and implement preventive and positive classroom management strategies. In addition, students acquire both theoretical and practical knowledge about the relationships between school-wide systems and behavioral development, learning and achievement among students with diverse needs.
This course develops competencies in utilizing formative and summative assessment practices and data to inform and guide curriculum development and instruction. Classroom and school-based assessment tools provide teachers with the knowledge and skills required to meet the needs of diverse learners. Embracing assessment is the first step towards "data-based" decision-making in education.
How can those within the community support the established teaching and learning goals set by the school? This course provides a foundation for developing relationships among stakeholders in the school community—students, school, parents, and the community at large—for the express goal of supporting student learning. In addition to examining research findings, students will explore family engagement, mutually beneficial community relationships, and student advocacy. The course culminates with a plan for continuing school improvement and professional growth.
This course reviews data related to the effectiveness of educational initiatives emphasizing evidence-based instructional design models used to assess and instruct students with diverse learning needs. Special attention is given to inclusion of traditionally underrepresented learner populations, i.e.: special education, LEP, economically disadvantaged, and ethnic minorities.
This course enables students to become informed consumers of educational research and to develop skills that prepare them to carry out action research in their schools and classrooms. An emphasis is placed on providing students with knowledge that they can apply in determining whether particular research findings are relevant to their leadership and instructional practices and to distinguish between trustworthy and non-trustworthy research. Throughout the course, students identify the elements that scientifically-based research and action research share. Emphasis is placed on how research can become a vital and relevant tool for teachers and school leaders.
This course prepares students to implement a school-wide leadership initiative to improve a comprehensive range of literacy skills. Specific principles and theories of reading instruction are evaluated in relation to currently employed practice so teachers can immediately strengthen instruction. Students examine the scientific research base underlying different models of reading instruction. Special attention is given to curriculum mapping, alignment, and the development of an implementation plan to strengthen literacy.
This course assists students in developing rigorous, appropriate curriculum and instruction. Multiculturalism, culturally relevant pedagogy, differentiated instruction, and thematic, interdisciplinary unit planning are emphasized. Using a curricular framework, students plan, evaluate, reflect on, and adapt curricula experiences that build successful learning environments for all learners including English language learners.
This course prepares teachers to establish high expectations for all students and to effectively evaluate and implement theories of motivation and cognitive engagement in classroom learning. Emphasis will be placed on different theories of motivation and how classroom, school, work, and social environments shape and influence student motivation.
This course focuses on the major theories, strategies, and applications utilized in P-12 standards-driven learning environments. Participants review and apply current literature and educational research studies concerning standards-based curriculum, implementation strategies and tools.
This course explores the critical roles teachers play in decision-making through the perspective of multiple stakeholders. Learners engage in leadership interactions to develop problem-solving skills and the ability to become change agents for continuous school improvement.
This course prepares students to implement strategies for building a learning community. An emphasis is placed on the application of the learner-centered principles; cooperative and problem-based learning strategies; and the promotion of integrated curriculum and critical thinking.
This course examines the use of computer technology for managing 21st century classrooms and providing differentiated instructions to 21st century learners. Learners will evaluate their own use and their school district’s use of technology and develop action plans for integration and change.
The Capstone Experience is designed for candidates to demonstrate and document the impact of their knowledge and competencies gained throughout and as a result of the Curriculum and Instruction program.
Pi Irwin is the Department Chair of Curriculum and Instruction, serving as the administrator of the College's broadest range of programs and certifications.
Dr. Irwin's most recent public school administration was as Superintendent of School District 41 in Glen Ellyn, IL for 10 years. Prior to moving to Glen Ellyn, Dr. Irwin was a teacher, elementary and middle and high school principal, high school assistant principal, and assistant superintendent of instruction in Tucson Unified School District, Tucson, AZ. Her professional experience includes the role of executive coach with Coaching for Results, a non-profit organization specializing in increasing the effectiveness of educational leaders.
Dr. Irwin has experience in both online and face-to-face instruction. She has taught at Benedictine University, University of Arizona, Northern Illinois University, and Lehman College of City University in New York City. She has also served on the doctoral dissertation committees at University of Arizona and Roosevelt University, Chicago.
As a reading researcher, she was the major developer of The Richness of Retelling Assessment, most recently reprinted in Teaching Reading to Every Child. In addition, she has served on the editorial review boards of the Journal of Reading and the Reading Research Quarterly.
She is the recipient of the University of Arizona College of Education Alumna award, Illinois Those Who Excel award, and the Illinois Woman of Achievement award.
As a child, Deborah Lee Tincher loved reading about everything, which drew her to a major in Interdisciplinary Studies in college. However, the lure of reading grew even stronger during her early teaching experience, resulting in a master’s degree with a Reading Specialization. With 30 years in education and her Ph.D. from Capella University, she is able to satisfy personal curiosity and the desire to help the next generation of teachers as a professor. Though she has taught multiple grade levels and many subjects at one time, today her focus at American College of Education is online learning and the possibilities of technology.
Mamzelle V. S. Adolphine has worked as a teacher and a trainer at the elementary school level. She joined the faculty of American College of Education in 2010 as a professor in the department of Curriculum and Instruction. She received her Ph.D. from Capella University and is a New York University Honors Scholar and a returned Peace Corps Volunteer who served in Mauritania, West Africa. She is very involved in her community and facilitates an ASTDEdge Restructuring Schools group. She enjoys hiking and cycling.
George Ash holds an Ed.D. from Walden University and has taught in the prison system to adult learners, traditional k-12 students, and graduate students. He has served as an administrator for over eight years in various roles including superintendent. His research interests include rural education, opportunity analysis and mathematics. As a speaker and writer, his areas of expertise include leadership in educational administration and school finance.
Karen E. Austin currently serves as an assistant principal with Chicago Public Schools and faculty member of American College of Education. Dr. Austin’s research interests include the effects of positive behavioral support and teacher and leadership effectiveness on student achievement. Dr. Austin is most proud of her work focusing on appropriate practices for students with disabilities. She enjoys serving the community through her sorority and traveling the world. She received her Ed.D. from Argosy-Chicago, her M.A. from National-Louis University and her B.A. from Chicago State University.
Sarah Becerra received her Ph.D. from Texas Woman’s University and published her dissertation entitled "Death of a Parent in Childhood and Resilience in Adulthood." She also earned her M.A. in Family Therapy from TWU and holds a B.A. in Psychology from University of Wisconsin-Eau Claire. An advocate of online teaching, Dr. Becerra is also a licensed marriage and family therapist who provides mental health and substance abuse assessments for hospitals. She enjoys playing the guitar.
Ellen Brewer holds an Ed.D. in Curriculum and Instruction/Curriculum Development from Nova Southeastern University, an M.A. in Secondary English Education and a B.S. in Secondary Education from the University of Alabama in Tuscaloosa. She is certified in educational leadership and library information services from Jacksonville State University. Dr. Brewer has taught English, college composition and literature courses in grades 5-12, and secondary education courses in ELA teaching methodologies. She works as a literacy coach in grades 9-12, was twice selected as a teacher-fellow with the National Writing Project and currently serves on the JSU Writing Project Advisory Board.
Bridgette Davis earned a Ph.D. in Secondary Education with an emphasis in literacy and science from Southern Mississippi University. As a former 7th and 8th grade science teacher, Dr. Davis developed a passion for preparing teachers to reach middle and high school students. She is committed to high expectations with purposeful literacy integration to meet the needs of culturally diverse students while making meaningful instructional connections to real-life applications. Her research interests include adolescent literacy and STEM integration into content areas across the secondary school curriculum, developing low-cost tools to teach science, e-learning, authentic assessments, and classroom climate. Dr. Davis is a world traveler.
Rita Deyoe-Chiullán earned her bachelor’s degree from Kansas State University where she was the first exchange ESL instructor to a university in Colombia. She later taught ESL/linguistics in universities and a bi-national British/Colombian school. Returning to KSU for both her M.A. and her Ph.D., she taught English for International Students, returning to Colombia to teach ESL and prepare ESL teachers. She was KSU’s first Title VII USOE Bilingual/Multicultural doctoral fellow, earning a degree in Curriculum & Instruction (Bilingual/Multicultural). Dr. Deyoe-Chiullán taught bilingual/ESL teachers and administrators and was an alternative certification bilingual specialist at Dallas ISD. Currently, she teaches bilingual/ESL education courses at American College of Education.
Deborah Gilbert was a South Carolina State Department of Education Curriculum Specialist for many years. She is a National Board Certified Teacher in ELA and has developed many workshops and seminars involving professional learning communities, curriculum mapping and unwrapping standards, teacher as leader, program evaluation, and using data to drive school decisions. Dr. Gilbert has taught middle school and high school English and Spanish, college business communications, and online leadership, curriculum, and doctoral education courses for several schools. She holds an Ed.D. in Education Leadership from Nova Southeastern, an M.Ed. in Curriculum and Technology from the University of Phoenix and a bachelor's degree in Spanish literature from SUNY Oswego. In addition to serving on the faculty at American College of Education, she is exploring the use of virtual schools for K-12.
Rebecca Good has been a teacher, campus administrator, central office administrator, school superintendent, and graduate-level university professor in both Educational Administration and Bilingual/ESL courses. She has published journal articles and books on current educational topics and has expertise in helping assistant principals become stronger instructional leaders before becoming principals. She began presenting at national, state, and local conferences in 1994 and has made more than a thousand presentations on a variety of educational topics. Dr. Good’s current interest is in early childhood, since she now has a toddler granddaughter who can easily operate an iPad.
Tiffany Hamlett has a background in early childhood development and education with an emphasis on developmentally appropriate practice. She has served as a mentor to student teachers and supervised field experience in lab and classroom settings. Her publications include the subjects of analyzing aggression in television programs for preschoolers, caregivers’ roles in the development of babies’ brains and cross-gendered play in preschool. Dr. Hamlett holds a Ph.D. from Texas Woman's University.
Therese Kanai has been involved in the field of education for more than 20 years. After graduating from the University of Hawaii, she moved to Kailua-Kona and worked as a substitute teacher. After discovering her passion for teaching and children, she attended UH Hilo and earned her secondary teaching certification in mathematics. Subsequently, she received her M.A. in Education from Heritage College and earned a Ph.D. in Education from Walden University.
Katrina Landa has been in education for more than a decade, teaching elementary and high school and supervising adult education programs. She received her master's degree in Early Childhood Education and ESOL from the University of Miami and her Doctorate in Special Education (with a minor in Educational Leadership) from Florida International University. Dr. Landa loves to travel and spend time with her family.
David Mapp, Jr., is a social studies instructor in Pinellas County, Florida. Dr. Mapp, colloquially called "Dr. M," was a 2008 Teacher of the Year Award recipient in the category of Creativity and Innovation. He frequently makes presentations at conferences on technology and PowerPoint use in the classroom. With roots in the Caribbean island of St. Croix, he is an advocate for ESOL students. He holds an Ed.D. from Argosy University in Instructional Leadership and is certified in Educational Leadership and K-12 social science certification.
Marsha Moore has been an educator for 20 years. She earned an undergraduate degree from Georgia State University in Early Childhood Education, a master's degree in Child Development and the doctorate degree in Child Development and Education from Texas Woman's University. Her research interests include constructivist teacher training/staff development, child guidance, play and diversity. Dr. Moore has four young children who influence her growth as a teacher and as a person. She enjoys running and reading Mental Floss magazine.
Joyce Myers, a graduate of the University of North Texas with an Ed.D. in Early Childhood Education also studied at Mercer University, Dallas Baptist University and Southern Baptist Theological Seminary. Currently she teaches university courses in early childhood and elementary education. She is a former elementary school principal and classroom teacher, and she is also the author of an instructor's manual for a textbook on early childhood education. She and her family lived in countries outside the U.S. for more than 10 years.
Jose Arturo Puga is currently a vice principal at Stillman Middle School in Brownsville, Texas, and a retired U.S Army officer. His career in education, which spans nearly two decades, includes experience as a bilingual elementary teacher, guidance counselor and administrator at the elementary, middle school and high school levels. Dr. Puga was awarded the Ed.D. in Curriculum and Instruction with a concentration in Bilingual Education at Texas A&M - Kingsville. He has earned a bachelor's degree in Spanish Literature, master's degree in Guidance and Counseling from the University of Texas System and most recently a master's degree in Sociology from Texas Tech University.
Denita B. Scott, Ed.D. has served as an educator for 24 years. Her current role is the Assistant Superintendent of Student Learning and Programs for Dolton School District 149. Previously, she was a Director of Student Learning, Assistant principal for an elementary and middle school, a reading coach, a Title I teacher, a Reading Recovery teacher, and a classroom teacher. Throughout her tenure in Dolton School District 149, Dr. Scott has displayed a strong passion for improvement of student achievement and has advocated for children's success. During the summer of 2011, she chaired a committee to update the reading and math curriculum and established the Curriculum Planning Council.
Dr. Scott has earned a bachelor’s degree and a master’s degree with a concentration in reading from Governors State University in University Park, Illinois, and a doctorate in educational leadership from Roosevelt University in Chicago. Dr. Scott has served as an adjunct professor at Chicago State University in Chicago for three years and taught Foundations of Reading and Content Area Reading for Middle School. She was a presenter for the Illinois Principals Association and the Superintendents Commission for the Study of Demographics and Diversity Conference. In addition, she is a member of the Association for Supervision and Curriculum Development, the Illinois Principals Association, International Reading Association, Illinois Reading Council, South Suburban Reading Council, and the Data for School Innovation Advisory Board (DSI).
Rosita Tormala-Nita began her career in higher education about 15 years ago in the interdisciplinary field of International Studies and Business Administration. Her international projects focused on improving language policies to expand access to higher learning and use technology to create world-wide classrooms. As Dr. Tormala-Nita studied the role of higher learning in creating access and the importance of scientific philanthropy, her career moved toward research administration. In 2003, she earned a Ph.D. in educational policy studies from Marquette University and served as an educational foundations faculty member at a public R1 university. As her interest in the work of educators grew, she spent time in schools as a substitute teacher and completed an additional master's degree in secondary education. In the last five years, she has fully transitioned into the field of education. In 2010, she joined the American College of Education (ACE) faculty. In teaching for ACE, she realized her goal of working for a single-purpose institution within the concept of world-wide classrooms. Dr. Tormala-Nita is now a core faculty member. Her areas of research interest include helping educators worldwide find solutions to educational issues through action research. In her free time, she enjoys spending time with her family as well as running 5K/10K and half-marathons.
Deborah VanOurkerk is a veteran educator with more than 35 teaching experience in K-8. Presently, she is the science department chair at a middle school. She is a Gifted and Talented Education (GATE) certified teacher and her site's district representative. She is a member of her school site team that analyses and determines the appropriateness of proposed curriculum. She holds an Ed.D. from Fielding Graduate University, Santa Barbara.
Gordon Vessels taught in public schools for several years in addition to being a teaching assistant for undergraduate education students at the University of Georgia. He completed degree programs in Education, Sociology, and School Psychology as well as a leadership-training program at Georgia State University. He worked 25 years as a school psychologist in urban, rural, and suburban schools. His doctoral dissertation was on nonbiased assessment. He authored and directed U.S. DOE grant projects in multiple schools and published a book in 1998, titled Character and Community Development.
Rebecca Wiehe has been a Spanish teacher for 18 years and has taught at levels ranging from preschool to university. She currently teaches at the high school level. Her undergraduate degrees are in Spanish and Spanish Education from Miami University (Ohio). She holds a master’s degree in Spanish from the University of Cincinnati, and a Ph.D. in Curriculum and Instruction from Kent State University. Dr. Wiehe has worked extensively with both student teachers and veteran teachers as they continue their professional development.
2013 total program cost: $8,364. For more information, visit the tuition section.
(3 semester credits each unless noted otherwise)
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