American College of Education delivers affordable online degree programs for working teachers, 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.
Graduates of American College of Education with an M.Ed. in Curriculum and Instruction may continue their knowledge and development with a dual degree in Elementary Education.
Expand your skills as an elementary educator with this online degree program. Start your application, or check admission requirements.
To apply for the Dual Degree program, create a new log in and password, then submit a new application. You will need to pay the $50 application fee.
Donna Patten, M.Ed. Curriculum and Instruction, 2011
Graduates of American College of Education M.Ed. in Curriculum and Instruction are eligible to earn a second degree, the M.Ed. in Elementary Education by completing a sequence of seven courses, which includes a capstone experience. This option applies exclusively to graduates of American College of Education.
This course introduces students to the historical, political, and social influences on the development of the U. S. educational system. Topics include major philosophies of teaching and learning, the impact of educational theories on educational practice, legal aspects of education, and school effectiveness and student achievement.
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 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 toward "data-based" decision making in education.
This course provides a foundation for teaching science to diverse elementary students. Students examine current standards in science, as well as the process of aligning curriculum and lesson plans to standards. Students develop a repertoire of content-specific instructional methods for planning, delivering, assessing, and remediating diverse elementary students' understanding of the fundamental concepts and mastery of essential process skills associated with science, engineering, and technology. This course provides an integrated scientific inquiry approach using critical-thinking skills, literacy, and technology to explore social, cultural, and ethical aspects of science, including an investigation of the foundational concepts in the physical, Earth and space, and life sciences.
This course examines the impact of technology on learning as well as how today’s student navigates a media-rich world. Topics include the human-computer interface, technology and the brain, diffusion of innovations, and connectivity through social media. The course considers trends and issues in educational technologies as well as research into the effects of technology on society.
This course uses a project-based approach in studying technology in education, best practices for classroom teachers, and strategies for professional development in light of emerging technologies. The course addresses 21st century standards for education, educators’ digital presence, cloud computing, and digital ethics
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.
The capstone experience provides an opportunity for students in the M. Ed. in Elementary Education program to demonstrate and document the impact of the knowledge and competencies gained throughout and as a result of the program. In the capstone experience, students select artifacts produced along with or as a result of course application assignments. These artifacts serve as the centerpiece of a culminating project that demonstrates competency.
This course provides a foundation for teaching mathematics to diverse elementary students. Students examine current standards in mathematics, as well as the process of aligning curriculum and lesson plans to standards. Students develop a toolkit of content-specific instruction and assessment strategies. Students demonstrate computational skills and understanding of fundamental concepts and processes of mathematics, including number systems and operations, algebraic thinking, measurement, geometry, and statistics and probability.
This course considers how to develop an appreciation for the world beyond the classroom as found in writings and other literacies in relation to significant historical events and global perspectives. Principles and methods of inquiry to foster critical and creative thinking are utilized to explore methods for introducing genres and core ideas which have shaped regional, state, national, and global understanding from past eras to present day. Response to Instruction (RtI) procedures will engage strategies and methods appropriate for the delivery of English language arts and social studies through the use of differentiated instruction.
This course builds key concepts and principles related to phonemic awareness and phonics, shaping an emerging understanding of the connection between language and the written code. Essential components of effective reading instruction will be explored using a Response to Instruction (Rtl) model. Learners will analyze critical elements of emerging skills to foster the use of appropriate strategies across developmental stages, content areas, technology, and diversity issues in learning to read.
This course examines issues related to integrating reading skills to enhance fluency, vocabulary development, and comprehension in a variety of text structures and across content areas. A range of instructional strategies for assessment, intervention, and enrichment will be evaluated as to their effectiveness for supporting engagement and motivation in reading to learn. Key dimensions for the development of differentiated instruction will promote blending of resources from the school environment, community, and abroad, including the use of technology.
This course prepares students to implement a school-wide leadership initiative to improve a comprehensive range of literacy skills. Specific principles and theories of emerging and developmental 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.
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, her focus today 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, 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.
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 a 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 Assistant Superintendent of Student Learning and Programs for Dolton School District 149. Previously, she was a Director of Student Learning and 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 district's 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 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 activities with her family as well as running 5K/10K and half-marathons.
Deborah VanOurkerk is a veteran educator with more than 35 years of K-8 teaching experience. 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 a school site team that analyzes 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, entitled 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: $4,368. For more information, visit the tuition section.
(3 semester credits each unless noted otherwise)
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