Prof. M. Ziad Hamdan & Modern Education House

Present

برنامج الماجستير في الإدارة والتوجيه التربوي

إعداد ومتابعة وإشراف أ . د / محمد زياد حمدان

 The Master's Program in Educational Administration

and Guidance (M.Sc.- EAG)

Preparation, coordination, & follow up, Prof. M. Ziad Hamdan

Language of Instruction: Arabic or English


Goals and Outcomes Of the Program

Program Goals :

The Master Program in Educational Administration and Guidance provides graduate students with professional knowledge, skills and techniques which  deem necessary for successful fulfillment of their forthcoming careers as school principals, assistant principals, superintendents and instructional supervisors.

General Objectives Of Graduate Program
  Specifically , the courses and experiences offered by the program will enable graduates to:
1.  Comprehend the contemporary concepts , theories , methods & techniques ,and professional skills which are academically practiced in  the today field of educational administration.
2.   Comprehend the contemporary concepts , theories , methods & techniques, and professional skills which are academically practiced in  the today field of educational guidance .
3.  Administer , supervise- guide and evaluate tasks , processes & procedures , interactions and outcomes which take place in their schools , and  to take necessary decisions and measures for modifications and improvements .
4.  Plan , direct and supervise professional in-service workshops  and / or training programs required for the development of their teachers and other school personnel .
5.  Appreciate legal and ethical aspects of the educational administration profession , and value its role in improving the inputs, processes and outcomes of schooling .
6.  Initiate and maintain effective communicational channels among different parties in the school and local communities who normally influence the course and outcomes of schooling , such as teachers , school personnel , students , families , community leaders and the like .
7.  Perform fundamental contemporary educational administration and supervisory- guiding skills in clinical and real school settings .

Learning Outcomes :
 The Master program will prepare educational leaders to demonstrate an understanding skills and  a capacity to perform the following learning  outcomes:
PO1. An ability to understand basic contemporary concepts , theories and issues of educational  administration.
PO2. An ability to understand basic contemporary concepts , theories and issues of  guidance.
PO3. An ability to manage and administer daily operations of  the school as an effective organizational unit.
PO4. An ability to utilize modern educational skills, and techniques in educational settings.
PO5. An ability to perform various educational leadership roles in school & community settings .
PO6. An ability to initiate and respond to ongoing events and changes to bring about effective schools & educational institutes .
PO7. An ability to use critical thinking and effective problem solving strategies.
PO8. An ability to implement school based research to identify and address recurring problems and bring about school improvement .
PO9. An ability to bridge the gap between educational institutions through emphasizing  the concept of educational leadership , research, training , consultancy & practice .
PO10. An ability to contribute to an ongoing professional development to achieve school improvement .
PO11. An ability to collaborate with different community agencies to enhance effectiveness of school services.
PO12. An ability to maintain ethical behaviors, responsibilities and high standards of professional work.
PO13. A desire for continuing learning throughout professional  careers.
PO14. An ability to inculcate interactive learning culture among students.
PO15. An ability to practice quality assurance involving both internal and external assessment throughout the educational profession.

Philosophical Bases of the M.Sc.- EAG
   Building The Master's Program in Educational Administration and Guidance (M.Sc.- EAG), is based on the following issues:
1-  Modernism  –the current thought & practice, such modern technologies, modernized teaching & learning methodologies; to promote educational programs through curricular and extra – curricular activities  .
2- Futurism  : to bridge the gap between academic realms & Business communities; to foster the development of critical thinking & lifelong learning skills, and to help students adapt to evolving bodies of knowledge.
 2 Pragmatism  :  to provide society with graduates who can deal with modern technologies and their applications; and who can develop  teaching & learning methodologies adapted & customized to the values, traditions and needs of society.
3- Scholarship  by means of superb academic knowledge. Indicators of this issue are easily detected from the objectives and courses of the program.
4- Professional career. Again, objectives and courses of the program emphasize explicitly this issue. Actually, program's objectives and courses spell out most basic components of the educational profession such as personal of professional goals, knowledge, training, skills, leadership roles, professional study, ethical behavior, responsibility, standards and ideals; curricular & extra curricular activities, teaching & learning; environment of learning, instruction & research, quality assurance, which prepare graduates for the world of work.

 Admission Requirements
Any student  applying for admission to this graduate program  (Master’s degree) shall meet the following two obvious conditions:
1- S/he shall be holder of a university degree (Bachelor degree) from a recognized university.
2-  Perform the application for graduate program enrollment plus paying registration fees.

    Degree Completion Requirements

The completion requirements of the M.Sc degree in educational administration and supervision demand students to study and succeed (12) courses with total of 36 credit hours, distributed as follows:
1.   Seven core requirement courses with total of (21) credit hours.
2.   Four elective courses within the fields of educational administration and supervision with total of (12) credit hours.
3.   One course selected from (3) electives within the fields of curriculum, instruction and educational psychology.
In addition, students are required, with the supervision of faculty members, to take a comprehensive exam (3 credit hours) and accomplish a research project (3 credit hours).
While the duration of the program is four consecutive semesters, equating two years period, students however, could finish the course work of the program within a less period, according to their individual efforts and concentrations.
On the other hand, the successful completion of both the comprehensive exam and the research project is marked: pass-fail. 

The Comprehensive Exam Requirement

Article 1:
The Comprehensive Exam aims to measure student comprehension of courses contents and the attitudes and the skills to utilize these contents in solving educational and pratical problems in the field of schooling.
Article 2:
The Comprehensive Exam consists of two administrations given in two separate times with duration of three hours for each.
Article 3:
The student is qualified to take the Comprehensive Exam after he/she completes all twelve courses required in the study plan with a minimum grade of C and at least GPA of 2.0.
Article 4 :
The Comprehensive Exam comprises of two parts:
1) The first administration of the exam, tests students comprehension of facts, ideas and other academic information, which are covered by courses contents.  The examining techniques could be objective, criterion referenced, short essays and others.
2) The second administration of the exam tests students ability to integrate and use all facts, ideas and other academic information in
3) Solving selected school problems and / or in improving educational factors, tasks and processes.  The basic examining technique is a long essay.
Article 5:
The student, who fails the Comprehensive Exam, may take it another time within the same semester or at the most within the next semester.  If the student fails in the second attempt of the Comprehensive Exam, he will be:
a.   Dismissed from the Master Program.
b.   Granted a diploma certificate of post graduation studies.
Article 6:
Student’s result in the Comprehensive Exam will be marked as “pass” or “fail”.
Research Project Requirement
The research project is a scientific enquiry of selected real problems facing educational administrators and supervisors in the field of schooling.
While the research projects will be authentic school based studies, the methodologies which are adopted to accomplish these projects could be descriptive, experimental or action developmental research.
The successful completion of the research project will be dependent on 3 conditions:
1)  The approval of the project by the student’s adviser.
2)  The approval of the project by an examining committee and
3)  The achievement result of the project is at least a “C” grade & GPA 2.0.
Counseling and Career Development
The Faculty of the Program consider Academic Advising of students a highly important element of the educational system. Each student in the program shall be assigned to an academic advisor who will guide him / her in academic matters and provide counseling in non-academic matters as well.
The Academic Administration /Coordination
Prof. M. Ziad Hamdan who is the academic administrator-coordinator of the graduate program, presumes a key role in steering and implementation of the program.
However, Prof. Hamdan will work and coordinate closely with Dr. Saleh Al- Rifae, President of the University (AOUNA) and the Faculty members of the program, in steering all academic and administrative matters to achieve superb  knowledge and professional results.

Program's Course Study Plan
Research Project-Comprehensive Exam Track.
The study plan and course descriptions for the Master program EAS present a semester-by-semester study plan for the Master program EAS and then provides detailed syllabi of courses offered in this program. The required and elective courses have been identified, and for each course in that report, the course description includes the following:
1. Course Title and Code.
2.Course Level.
3.Credit Hours and Pre-requisite(s).
4.General Description.
5.Learning Objectives
6. Weekly Plan.
7.  Methods of Teaching.
8.  Assessment Techniques.
9.Course resources.
The medium of instruction will be Arabic. For students who prefer studying the program in English will have the opportunity to do that. Hence,  courses in English, communication skills, and computer are included in the program.

 The Master’s degree in Educational Administration & Guidance is awarded upon the fulfillment of  the following courses and study  plan.
1-   All study courses and administrative instructions embedded in the program.
2-   Successful completion of (42) credit hours, distributed as follows:

A. Core requirement (7) Courses with total of (21) credit hours, appear in the following table:

 Course Title Course Code.
Theory of Organization and Organizational Behavior. Edu. Adm. 621 
Educational Administration Edu. Adm. 628 
Educational Supervision & Guidance Edu. Adm. 630 
Leadership in Educational Administration & Guidance Edu. Adm.634 
Statistical Analysis in Educational Research . Edu. Psych.651 
Advanced Research Methods in Education . Edu. Psych.661 
Advanced Educational Assessment &Evaluation Edu. Psych. 656 

  B. Four Elective courses with a total of (12) Credit hours, are  selected  from the following within Educational  Administration & Supervision major:
 Course Title Course Code.
Organizational Development of Educational Institutions .Edu. Adm. 622
Case Studies in Educational Administration & GuidanceEdu. Adm. 623
Educational Planning .Edu. Adm. 624
Group Dynamics Edu. Adm. 627
Modern Directions in Training .Edu. Adm. 664
Human Resources Management in EducationEdu. Adm. 650

   
C. One elective course with total of (3) credit hours is selected from the following outside educational administration & supervision major:
 Course Title Course Code.
Psychology of Teaching and LearningEdu. Psych.. 648
Instructional ComputersC1. 631
Theory and Design of CurriculumC1. 605


C1 = Curriculum & Instruction ar

D. Comprehensive Exam(3) credit hours.
E. Research Project (3) credit hours.
CI.605: Theory & Design of Curriculum
Course Level: Graduate & out of specialization Elective.
Credits Hours: 3 .
Prerequisite (S): None
General Description:
The course provides students with the knowledge and practice of: contemporary concepts and issue of curriculum, elements of curriculum, foundations of curriculum, theories and models of curriculum, and applications of curriculum scientific knowledge into real school situations.
Learning Objective (s):
    The course will  enable students to:
1.  Comprehend basic concepts, theories, elements, foundations and designs of curriculum.
2.  Apply curricular science in the design and development of educational materials.
3.  Conduct case and research studies in the fields of curriculum theory and design.
4.  Value the importance of the curriculum as an educational message and basic medium of teaching and learning.
5.  Perform the contemporary fundamental skills of theory & design of curriculum.

Study Plan
 Topics No's
 Conception of curriculum: The anatomy of curriculum 1
 Technology and the curriculum
The academic subject curriculum 3
 Research theory & curriculum : A historical perspective of curriculum making4
 Curriculum theory 5
 Curriculum Development : representative models6
 A conceptual framework for curriculum design7
 Issues & trends in curriculum 8
Exam & Research Reports  9
 Methods of Teaching: Seminar, simulation, basket, decisions, case study, student, presentation, videocassette, prints, e-mail and www.
Assessment Techniques:
To achieve course objectives and study topics, students are required to perform the following assessment and evaluation activities:
1.       Pre-assessment by means of written entry exam, questionnaires, surveys and interviews.
2.       Formative achievements by means of written exams and quizzes, group discussions, and presentations.
3.       Summative achievements by means of final exam and a project. These summative measures could be paper and pencil or online tools.
Course Resources:

1.            M. Ziad Hamdan. The curriculum-Theories, Designs and Applications. Damascus: Dar At-Tarbiya Al-Haditha, 2002.
2.            M. Ziad Hamdan. Planning the Curriculum/school Text. Damascus: Dar At-Tarbiya Al-Haditha, 2001.
3.            Education Research & perspectives   
4.            Evaluation and program planning 
(http://www.elsevier.com/)
Education Research & perspectives

(http://gort.ucsd.edu/).
Academic Questions ( http:www.us.ebsco.com).
5.            Beane, J.A. (1997) Curriculum integration, Columbia University: Teachers College Press.
6.            Bellack, A.A. & Kliebard, H.M. (Eds) (1977). Curriculum and evaluation. Berkeley : MrCutchan Publishing Corporation.
7.            Dick, W., Carey, J.O. (2001) The systematic design of instruction. Boston Allyn & Bacon .
8.            Foshay, A.W. (2000). The curriculum : Purpose, distance, practice, Columbia Yniversity : Teachers College Press.
9.            Henderson, J.G. & Kesson, K.R. (Eds) Understanding democratic curriculum leadership Colombia University : Teachers College Press.
10.       Kelly , A.V. (1999). The curriculum: Theory and practice. (4th edition). United Kingdom : Paul Chapman Publishing .
11.       Kliebard, H.M. (2000). Curriculum and consequence. Columbia University : Teachers College Press.
12.       Taba, H. (1962). Curriculum development : Theory and practice. New York : Harcourt, Brace & World.

Edu.ADM.621: Theory of Organization and Organizational Behavior
Course Level: Graduate and Core requirement
Credit Hours: 3
Prerequisite(s): None
General Description:
The course aims to provide students with important information and concepts that comprise organizational theory and relates them to the structure and operational management of educational instruction. The course examines also the structure and function of an organization as a social system and of individual, group and leadership processes and behavior within it.
Learning Objectives:
The study of the course will enable students to:
1)    Comprehend the administrative concepts and theories of the organization as well as the organizational behavior.
2)    Explain the implications of organizational theories and behaviors to the educational administration and supervision of schools.
3)    Advocate the role of organizational theory and behavior in maintaining professional and productive schooling.
4)    Perform the contemporary fundamental skills of theory of Theory of Organization and Organizational Behavior.

Study Plan : 
No'sTopics
1An introduction:
- What is organizational Behavior
- Nature and structure of Organization
2The impact of External Factors on organization
3The impact of Internal factors on organization
4Organizational culture, Diversity, Social responsibility and Ethics
5Classical Organization Theory
6Weber’s Organization Theory
7Educational Organizations as Loosely Coupled Systems
8Schools as Organizations
9Organizational Conflicts
10Group Dynamics:
- Types of Groups
- Management of Groups
11Individual Characteristics
- Effects of Individual Character
- Motives Behind Individual Behavior
- Attitudes and Values
- Job Satisfaction
12Exam & Research Reports
Methods of Teaching
  Short lecture, discussion group seminars, videocassette, e-mail and prints.
Assessment Techniques:
To achieve course objectives and study topics, students are required to perform the following assessment and evaluation activities:
1-    Pre-assessment by means of written entry exam, questionnaires, surveys and interviews.
2-    Formative Achievements by means of presentations and reports, cooperative projects, multiple short exams, rubrics, peer assessment and performance lists and authentic assessment.
3-    Summative achievement by means of class and/or research project, portfolios, pre-post assessment and oppinionnaires.
Course resources :
Students are required to look for, review and read any specialized print and electronic resources they are able to find. Examples of these, however, are:
1-      M. Qasim Al-Qaryouti. Organizational Behavior. Amman: Dar Al-Shorouk, 2000. (In Arabic)
2-      Electronic Journals, such as:
o  Organization (http://www.ragepub.co.uk/)
o  Organizational Behavior and Human decision process (http://www.apnet.com and www.journal/ob/htm)
o  Cyber psychology and behavior (http://www.cztchword.com/titles/10949313.htm)
3-      Online sites such as:
a)     http://www.umb.edu/academic-programs/graduate.tm/
b)    http://www.cambridge.edu/academic/sch-adm.htm
c)     http://www.hugseq.edu/gwedate
Edu. Adm. 622: Organizational Development of Educational Institutions.
Course Level:  Graduate and major elective
Credit Hours: 3
Prerequisite: Ed. Adm.621 Organization and Organizational Behavior.
General Description :
 The course aims to look at topics such as :
 Organization culture leadership, structure human resources, philosophies and strategies of work, interact and administration, rewards and technology, principles and techniques of effective organizational change, and strategies for adaptation to new technology, challenges and community needs.  
Learning Objective (s):
 The course tends to develop in students the ability to:
1- Comprehend the basic facts, principles and strategies of organizational development of schools.
2.  Analyze the needs of educational institutions for the organizational development.
3.  Facilitate plans and strategies of organizational development of educational institution.
4.  Appreciate the impact of organizational development in improving the processes and outcomes of educational institutions .
5.  Perform the contemporary fundamental skills of theory of Organizational Development of Educational Institutions.

No'sTopics
1The school as a formal organization.
2Theoretical aspects of organizational structures processes with special reference to educational institutions.
3Identifying the problem needs of educational institutions for the organizational development .
4Planning and examining strategies of organizational development of educational institution.
5Principles and techniques of effective organizational change.
6Strategies for adaptation to new technology, challenges and community needs .
7 Impact of organizational development of educational institutions.
8Exam & Research Reports
Methods of Teaching: Seminar, case studies, simulations, field surveys, prints, e-mail and www.
Assessment Techniques:
To achieve course objectives and study topics students are required to perform the following assessment and evaluation activities:
1-       Pre-assessment by means of written entry exam, questionnaires, surveys and interviews.
2-       Formative achievement by means of field and case reports, simulation exercises, written and online short exam, quizzes and presentations and basket decisions, rubrics and authentic assessments.
3-       Summative achievement by means of final exam, projects, portfolios and oppinionnaires.
Course resources:
1-    Johns, Gary, Organizational Behavior: Understanding and Managing Life at Work, Harper Collins College Publishers, 1996.
2-    Kinicki, A. & Kreitner, R. Organizational Behavior, Key concepts, Skills & Practices, (1st Ed.), McGraw-Hill, Irwin, 2002
3-    Luthans, Fred, Organizational Behavior (8th Ed.) Irwin/McGraw-Hill, New   York, 1998
4-    Nelson, Debra, L & Quick, J. C. Organizational Behavior: Foundations, Realities, and Challenges (2nd Ed.), West Publishing Company 1997.
5-    Robbins, Stephen P. Organizational Behavior Concepts, Controversies, and Applications (8th. Ed.) Prentice Hall, 2000
6-    Vecchio, Robert, Organizational Behavior Core Concepts, 5th Edn. Thomson, 2003
7-    Electronic journal such as:
       - Organizational Dynamics
(http://www.emerald-library.com/)
- Organization of Environment
     (http://www.sagepub.co.uk)
- Management solutions in Action
(http://gort.ucsd.edu/newjour/m/msg00369.html)
- Academy of management journal
(http://www.aom.pace.edu/ajm)
- Emergency Management / planning Newsletter
(http://www.gort.ucsd.edu/newjour/e/msg00170.html
     8- On-line sites. Such as:
- http://www.Cambridge.edu/
Edu. Adm. 623: Case Studies in Educational Administration &  Guidance
Course Level:  Graduate and major elective
Credit Hours: 3
Prerequisite: Ed. Adm.621 Theory of Organization and Organization Behavior.
General Description:
Students in this course explore and select, with consultation of the advisors, problematic cases in educational administration for the improvement & supervision of school realities.
Learning  Objectives: The course will enable students to:
1-     Develop awareness of needs and challenges facing educational administration of institution.
2-     Develop deeper knowledge related to specific concerns of educational institution,  administration & supervision
3-     Develop case study skills in conducting meaningful research for better schooling .
4-     Facilitate the development and change of educational factors & processes  for more effective schooling and administration & supervision.
5-     Perform the contemporary fundamental skills of theory of Case Studies in Educational Administration & Supervision.
Study Plan :
No'sTopics
1Principle & theories of Educational Administration & Supervision.
2The needs & challenges facing educational administration of institution.
3Specific concern of educational institution , administration & supervision.
4Case study 1
5Case study 2
6Case study 3
7Factors and processes for more effective schooling , administration and supervision
8Exam & Research Reports
Methods of Teaching :
Seminars, case studies, individual & group contracts and projects, interviews, field surveys and questionnaires, independent readings, e-mail and www and guest speakers.
Assessment Techniques :
To achieve course objectives and study topics students are required to perform the following assessment and evaluation activities:
1. Pre-assessment by means of written entry exam, questionnaires, surveys and interviews.
2. Formative achievement by means of individual / group weekly meetings, reports and interviews, case summary / reporting, rubrics, self and peer assessments.
3. Summative achievements by means of final report / project, pre-post interviews, and pre-post achievements of course objectives, and portfolios.
Course resources :
This course is open to different information and academic resources – conventional – written, electronic and expert knowledge.
Edu. Adm. 624: Educational Planning
Course Level: Graduate and major elective
Credit Hours: 3
Prerequisite(s): Ed. Adm. 621 theory of Organization and organizational Behavior and Ed. Adm. 662 – Educational policies
General Description:
The course exposes students to topics: foundation of planning  human  psychological and to planning, contemporary approaches to planning, assessments and logistical prerequisite diagnoses of educational needs, planning personnel and teams, organizing, directing and controlling planning tasks, formative evaluation of validity of planning and meta
evaluation of planning.
Learning Objectives:
The course will enable students to:
1) Comprehend the fundamental concepts, principles, techniques and strategies and skills of educational needs assessment, needs diagnosis and plan development
2) Develop educational plans for selected situations in schooling and community
3) Appreciate the role of educational planning in guiding and steering of educational administration and supervision’s endeavors for better schooling
4) Perform the contemporary fundamental skills of theory of Educational Planning
Study  Plan :
No'sTopics
1Course overview and expectations, Books Review
2Influence of Administrative and management theory on Educational planning – overview of approaches to organizational planning
3The theory and practice of educational planning
4Strategic planning, process of planning, planning for quality
5Quality and productivity improvement in schools and colleges – quality
Improvement and systems, organizational analysis and improvement.
6Organizational goals Dynamics of Organizational change, Dynamics  of teams
and workgroups in educational planning.
7Educational leadership, strategic operational and Action planning.
8Exam & Research Reports
Methods of teaching:
Seminar and cooperative projects, independent readings, class presentations, exercises
reports, prints email and www, expert and guest speakers. 
Assessment techniques:
To achieve course objectives and study topics students are required to perform the following assessment and evaluation activities: 
1) Pre-assessment by means of written entry exam, questionnaires, surveys and interviews.
2) Formative achievements by means of interview, quizzes, exams and performance scales and reports, rubrics and authentic assessments, and other classroom assessments techniques.
3) Summative achievements by means of final exam and/or project, attitude, opinionnaire, achievement evaluation by objectives, pre-post testing, and portfolios.
Course resources:
1-Abdullah Abdul Daym, Educational planning, Dar Al Ilim lilMalayeen, Beirut 1986
2-Farooq Shawqi Al Boohi, Educational Planning, Dar Quba’a, Cairo, 2001.
3-Castaldi, Basil (1994) Educational Facilities: Planning modernization and Management, New York, Prentice Hall
4-Alexander, William F. (2000), Futuring tools for strategic quality Planning in Education, New Yo

The Master's Program in Educational Administration and Guidance (M.Sc.- EAG)

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الكلمات الدليليلة : The Master's Program in Educational Administration and Guidance (M.Sc.- EAG)