Master of Education
Program Introduction
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Duration of Study
The normal duration of this program is 2 years,and the maximum duration is 3 years.
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Teaching Approach
Face-to-face Teaching
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Teaching Language
Chinese/English
Study Plan
Academic Field: Education
Admission Requirements:
1.Applicants must possess a bachelor's degree in any field of study;
2.Evidence of language proficiency is mandatory. This could be a score of 450 or above in the College English Test (CET-6), a score of 6.0 or higher in the IELTS, or any equivalent English language proficiency certificates. For non-general foreign languages, a language proficiency proof equivalent to the CEFR B2 level or higher is required.
Research Direction:
The direction of the student’s research is to be decided upon the completion of all courses of the first academic year with the consultation from his/her supervisor. The research directions should be in line with the overall program objective.
(I) Core Courses (15 Credits) | ||||
Subjects | Credits | |||
1 | Introduction to Education Administra-tion | 3 | ||
2 | Curriculum Design | 3 | ||
3 | Educational Evaluation and Assessment | 3 | ||
4 | Research Method | 3 | ||
5 | Educational Technology | 3 | ||
(II) Elective Courses（6 Credits） | ||||
Subjects | Credits | |||
1 | Science of Learning | 3 | ||
2 | Educational Psychology | 3 | ||
3 | Special Research Topic 1 | 3 | ||
4 | Special Research Topic 2 | 3 | ||
(III) Thesis (12 Credits) | ||||
Content | Credit | Type | ||
1 | Thesis | 12 | Core | |
Course Description
Core Courses
Introduction to Education Administration (3 credits)
This course is designed to enable students to identify contemporary and classic theories of leadership, and to apply these theories to problems of practice in education-specific settings. The course emphasizes knowledge, analysis, and applications that draw from multidisciplinary perspectives, including organizational analysis, psychology, anthropology, and sociology. Course readings are supplemented with additional materials designed to facilitate individual and group understanding of concepts and to aid students in developing problem-solving skills.
Curriculum Design (3 credits)
The purpose of this course is to examine and critically analyze major theoretical perspectives in curriculum theory and in the process become more reflective and purposeful about ow- work as effective educators.
Educational Evaluation and Assessment (3 credits)
This course examines research theory and practice relevant to assessments. Focuses on assessment strategies for students including developing the skills to select, score, and interpret educational assessments.
Research Method (3 credits)
This course intends to facilitate the development of research competencies required for interpretation and critique of research reports and for design and implementation of research for educational decision-making. Topics for topic and problem identification, articulation of research questions, identification of types of variables, types of data for research, selected statistical analysis procedures, data interpretation and repo1ting, and research critique will be covered.
Educational Technology (3 credits)
This course is designed as an introduction and survey of educational technology to provide instruction in the basic theory, evaluation and application of educational technology in the classroom. The course will investigate current needs in technology from web tools to software and hardware and students will learn about global collaborative citizenship. An overview of ethical uses of technology will be addressed.
Elective Courses
Science of Learning (3 credits)
This course is designed to help students develop an appreciation for the relationship between theoretical assumptions and practical convictions, especially as they relate to theories of learning and development. As an evolving discipline, there is no clear definition of what defines Learning Sciences, but an interdisciplinary field that draws on multiple theoretical perspectives and research paradigms from the human sciences so as to understand the nature and conditions of learning, cognition, development, and related areas of human performance. Learning scientists investigate cognition in its material, social, and cultural context but with the broad goal of conducting both laboratory-based and naturalistic investigations. The intent of this research is to develop evidence-based claims about how people learn that have practical, pedagogical, and theoretical implications. Further, from the perspective of the Learning Scientist, any investigation of teaching and learning must consider context, cognition, and architecture, which are treated as inextricably intertwined.
Educational Psychology (3 credits)
This course is designed to help students develop an appreciation for the relationship between theoretical assumptions and practical convictions, especially as they relate to the awareness of contemporary psychology. Focusing on the development history of psychology, this course offers the best foundation for understanding the present. Further, the educational psychology course can teach us many lessons such as the continuity of ideas, the role of the Zeitgeist in history, and the existence of psychology in the broader contexts of social science and education. In addition to an appreciation of our past and an understanding of the present, you should learn some humility for your own views and greater tolerance for the views of others.
Special Research Topic 1 (3 credits)
The first type of topic-based electives intends to provide additional opportunities for students to learn the use of available methodologies in conducting a research project at Master level studies. Students will select one of the following topic areas of their own interest (or upon discussions with their supervisor). Specific information of each of the following topic areas will be provided by the instructor assigned to teach the course. Course availability will be provided prior to registration for courses.
l Advanced Research
l MED Research Seminar
Special Research Topic 2 (3 credits)
The second type of theme-based electives intends to provide exposure to curriculum design (course format) and language teaching (content area) for students to meet the needs a classroom teacher would have. Students will select one of the following topic areas of their own interest (or upon discussions with their supervisor). Specific information of each of the following topic areas will be provided by the instructor assigned to teach the course. Course availability will be provided prior to registration for courses.
l Curriculum Design
l Language Exposure & Foreign Language Teaching
Dissertation
Dissertation (12 credits)
Degree Requirements
1.Students in the program are required to complete all the courses in Table (I) and two cours-es in Table (II) in the first two semesters to gain 21 credits. Students’ grades of each course are given based on the overall assessment of their in-class discussion, grades of examination, and special reports etc. 2.Students are required to complete a master’s thesis (12 credits) and pass the thesis oral defense.
Learning Time
1.The duration for taking all courses is 12 months and the duration for thesis writing is 12 months. 2.Classes are normally scheduled from Monday to Saturday.
Qualifications of Graduation
Upon approval from the Senate of the University, a Master’s Degree will be conferred on a student when he or she has: 1. Completed and met the requirements prescribed in the study plan of his or her program within the specific study period, and achieved a cumulative GPA of 2.50 or above (excluding thesis); 2. Abided by the regulations of the University; 3. Cleared all fees and charges and returned all University’s property and equipment bor-rowed. If students pass all courses required in Table (I) and (II) above with a cumulative GPA of 2.5 or above, but fail to submit or pass the final thesis oral defense during the specified period, he/she can only get a completion certificate. Note: All curriculums and study plans are based on the newest announcement of the Boletim Oficial da Região Administrativa Especial de Macau. Note: In case of any discrepancy, the Chinese version shall prevail.
