Comprehensive Exam Track: Total Credit Hours Required to Finish the Degree ( 36 Credit Hours ) as Follows
Specialization Requirements
Students must pass all of the following courses
|
Course Number |
Course Name |
Weekly Hours |
Cr. Hrs. |
Prerequisite |
||
|---|---|---|---|---|---|---|
|
Theoretical |
Practical |
|||||
| 151916000 | RESEARCH METHODS IN EDUCATION | The course examines the role of education research and provides an overview of commonly used qualitative and quantitative research methods. Topics covered include scientific inquiry, the research process, proposal development, research design, hypothesis testing, primary and secondary data collection, statistical data analysis and presentation of research reports. The emphasis will be on research methods in education. | 3 | - | 3 |
- |
| 151916010 | HUMAN PSYCHOLOGY | 3 | - | 3 |
- |
|
| 151916020 | HUMAN DEVELOPMENT AND LEARNING | 3 | - | 3 |
151916010 HUMAN PSYCHOLOGY |
|
| 151916030 | THEORIES OF LEARNING | 3 | - | 3 |
151916020 HUMAN DEVELOPMENT AND LEARNING |
|
| 151916040 | COGNITIVE DEVELOPMENT AND CHILDREN’S LEARNING | 3 | - | 3 |
151916020 HUMAN DEVELOPMENT AND LEARNING |
|
| 151916050 | EARLY CHILDHOOD EDUCATION | 3 | - | 3 |
151916030 THEORIES OF LEARNING |
|
| 151916060 | BRAIN AND EDUCATION | 3 | - | 3 |
151916040 COGNITIVE DEVELOPMENT AND CHILDREN’S LEARNING |
|
| 151916070 | PSYCHOLOGY AND INDIVIDUAL DIFFERENCES | 3 | - | 3 |
151916010 HUMAN PSYCHOLOGY |
|
Students must pass ( 12 ) credit hours from any of the following courses
|
Course Number |
Course Name |
Weekly Hours |
Cr. Hrs. |
Prerequisite |
||
|---|---|---|---|---|---|---|
|
Theoretical |
Practical |
|||||
| 151916080 | ADVANCED STATISTICS | 3 | - | 3 |
- |
|
| 151916090 | ABNORMAL CHILD PSYCHOLOGY | 3 | - | 3 |
- |
|
| 151916110 | EDUCATION OF THE GIFTED AND TALENTED | 3 | - | 3 |
- |
|
| 151916120 | LANGUAGE DEVELOPMENT | 3 | - | 3 |
- |
|
| 151916130 | MEASUREMENT ASSESSMENT AND LEARNING | This course reviews an essential and broad component of the teaching and learning process, by reviewing multiple and specialized issues in the field of learning measurement and evaluation, where the subject will be established through an in-depth philosophical and educational framework consistent with the level of the stage that this course will be presented to its students on the basis of intellectual production, critical thinking, participatory work and forward-looking orientation of an educational process that looks at evaluation as part of learning and a means to provide feedback and improve outputs by measuring them with various and affiliated tools so that they have a level High credibility through which the compass is corrected towards the nature of the interventions required in harmony with reliable results. It will also address important issues that will be distributed to five interrelated and sequential units logically and psychologically, the first unit includes a broad explanation of learning and its various outputs within the scope of the teaching and learning process, the second will address the relationship of evaluation to both learning strategies and academic content, the third will deal with a broad research in evaluation tools and their quality, the third will deal with the application of evaluation tools and analysis of results, where the types of measures according to which the analysis is carried out will be reviewed (nominal, ordinal, categorical, ratio), and the fourth will address the calendar from the angle of definition. Alternative or original evaluation in terms of its foundations, principles, strategies, and methods of preparation and implementation, but within the framework of a dialectical and dynamic link with the principles, foundations and strategies of real learning, which represents the strategic goal and the most important indicator of the quality of educational policies and teaching and learning practices, and within the framework of that unit will review the types of evaluation according to the various classifications according to which it is classified (function, timing, field, method of implementation, reference system, learning outcomes, time, number of subjects to evaluation, implementer), and in the fifth unit will revolve in the research in Contemporary trends of evaluation within the framework of 21st century skills, and the repercussions of these trends on the evaluation process, especially what has become known as electronic evaluation, and the investment of technology in evaluation through some contemporary techniques such as the electronic educational file, computerization of evaluation and remote evaluation and many related issues. These themes will be led jointly between the students and the course teacher, in a research, critical and productive framework, where the framework in the weekly meetings will be based on dialogue, discussion and criticism with the aim of reformulating conceptual, cultural and intellectual structures in order to enable the preparation of diverse, thoughtful and appropriate evaluation tools, analyze their results and build the required intervention plans, whether curative or preventive, in order to help the learner achieve the best levels of learning that brings learning out of the classroom to life as a strategic goal for schooling. | 3 | - | 3 |
- |
| 151916140 | MOTIVATION IN EDUCATION | 3 | - | 3 |
- |
|
Thesis\Treatise Track: Total Credit Hours Required to Finish the Degree ( 36 Credit Hours ) as Follows
Specialization Requirements
Students must pass all of the following courses plus ( 6 ) credit hours for the Thesis
|
Course Number |
Course Name |
Weekly Hours |
Cr. Hrs. |
Prerequisite |
||
|---|---|---|---|---|---|---|
|
Theoretical |
Practical |
|||||
| 151916000 | RESEARCH METHODS IN EDUCATION | The course examines the role of education research and provides an overview of commonly used qualitative and quantitative research methods. Topics covered include scientific inquiry, the research process, proposal development, research design, hypothesis testing, primary and secondary data collection, statistical data analysis and presentation of research reports. The emphasis will be on research methods in education. | 3 | - | 3 |
- |
| 151916010 | HUMAN PSYCHOLOGY | 3 | - | 3 |
- |
|
| 151916020 | HUMAN DEVELOPMENT AND LEARNING | 3 | - | 3 |
151916010 HUMAN PSYCHOLOGY |
|
| 151916030 | THEORIES OF LEARNING | 3 | - | 3 |
151916020 HUMAN DEVELOPMENT AND LEARNING |
|
| 151916040 | COGNITIVE DEVELOPMENT AND CHILDREN’S LEARNING | 3 | - | 3 |
151916020 HUMAN DEVELOPMENT AND LEARNING |
|
| 151916050 | EARLY CHILDHOOD EDUCATION | 3 | - | 3 |
151916030 THEORIES OF LEARNING |
|
| 151916060 | BRAIN AND EDUCATION | 3 | - | 3 |
151916040 COGNITIVE DEVELOPMENT AND CHILDREN’S LEARNING |
|
| 151916070 | PSYCHOLOGY AND INDIVIDUAL DIFFERENCES | 3 | - | 3 |
151916010 HUMAN PSYCHOLOGY |
|
Students must pass ( 6 ) credit hours from any of the following courses
|
Course Number |
Course Name |
Weekly Hours |
Cr. Hrs. |
Prerequisite |
||
|---|---|---|---|---|---|---|
|
Theoretical |
Practical |
|||||
| 151916080 | ADVANCED STATISTICS | 3 | - | 3 |
- |
|
| 151916090 | ABNORMAL CHILD PSYCHOLOGY | 3 | - | 3 |
- |
|
| 151916110 | EDUCATION OF THE GIFTED AND TALENTED | 3 | - | 3 |
- |
|
| 151916120 | LANGUAGE DEVELOPMENT | 3 | - | 3 |
- |
|
| 151916130 | MEASUREMENT ASSESSMENT AND LEARNING | This course reviews an essential and broad component of the teaching and learning process, by reviewing multiple and specialized issues in the field of learning measurement and evaluation, where the subject will be established through an in-depth philosophical and educational framework consistent with the level of the stage that this course will be presented to its students on the basis of intellectual production, critical thinking, participatory work and forward-looking orientation of an educational process that looks at evaluation as part of learning and a means to provide feedback and improve outputs by measuring them with various and affiliated tools so that they have a level High credibility through which the compass is corrected towards the nature of the interventions required in harmony with reliable results. It will also address important issues that will be distributed to five interrelated and sequential units logically and psychologically, the first unit includes a broad explanation of learning and its various outputs within the scope of the teaching and learning process, the second will address the relationship of evaluation to both learning strategies and academic content, the third will deal with a broad research in evaluation tools and their quality, the third will deal with the application of evaluation tools and analysis of results, where the types of measures according to which the analysis is carried out will be reviewed (nominal, ordinal, categorical, ratio), and the fourth will address the calendar from the angle of definition. Alternative or original evaluation in terms of its foundations, principles, strategies, and methods of preparation and implementation, but within the framework of a dialectical and dynamic link with the principles, foundations and strategies of real learning, which represents the strategic goal and the most important indicator of the quality of educational policies and teaching and learning practices, and within the framework of that unit will review the types of evaluation according to the various classifications according to which it is classified (function, timing, field, method of implementation, reference system, learning outcomes, time, number of subjects to evaluation, implementer), and in the fifth unit will revolve in the research in Contemporary trends of evaluation within the framework of 21st century skills, and the repercussions of these trends on the evaluation process, especially what has become known as electronic evaluation, and the investment of technology in evaluation through some contemporary techniques such as the electronic educational file, computerization of evaluation and remote evaluation and many related issues. These themes will be led jointly between the students and the course teacher, in a research, critical and productive framework, where the framework in the weekly meetings will be based on dialogue, discussion and criticism with the aim of reformulating conceptual, cultural and intellectual structures in order to enable the preparation of diverse, thoughtful and appropriate evaluation tools, analyze their results and build the required intervention plans, whether curative or preventive, in order to help the learner achieve the best levels of learning that brings learning out of the classroom to life as a strategic goal for schooling. | 3 | - | 3 |
- |
| 151916140 | MOTIVATION IN EDUCATION | 3 | - | 3 |
- |
|
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