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A master education degree online program is ideal for non-traditional adult learners who are teaching adult distance learning courses or are engaged in designing curriculum for educational institutions. It is also suitable for those who are working as military or corporate trainers or are in education administration. A master’s degree in education can add a lot of value to your career portfolio.
A Master of Education (MEd) degree is a generalist qualification that includes the theories of education and educational psychology. The Master of Arts in Teaching (MAT) degree is meant to prepare graduates to teach a specific subject to students at a specific level in high school or middle school.
The Master of Science in Education (MSEd) degree is meant for those who want to work in education and is popular among teachers who want to move up to the principal’s office.
These degrees enable teachers to use the latest teaching tools and methodologies, as they evolve. Several states require K-12 teachers to acquire a master’s degree in education, within a given period of time.
Are online master’s degrees in education recognized?
Some of the most respected universities and colleges offer online master’s degrees in education and they provide the same quality of education that you can expect to get in a classroom. A master’s degree in education, obtained through distance learning, will not be different from a degree obtained by attending on-campus classes.
A master education degree online program can help you to boost your salary and career prospects. There is a growing demand for trained and experienced teachers and those who obtain a master’s degree in education can look forward to a bright future.
Before you join a master education degree online program, you must be sure that it will provide you with the right credentials for a career in education, in your state of residence.
Finding a master education degree online program
Many colleges and universities offer accredited online master education degree programs. The Graduate School of the University of Maryland University College (UMUC) offers Master of Education (MEd) and Master of Distance Education (MDE) degree programs online. The University is accredited by the Commission on Higher Education of the Middle States Association of Colleges and Schools.
The MEd degree has been designed for professionally certified pre K-12 teachers, administrators and other professional educators, who want to get an advanced degree.
Master of Education (MEd) programs are offered by the American InterContinental University Online (AIU Online), which is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools. The online MEd degree is not meant to meet state educator licensing requirements, but it may help students to gain licensure in their state of residence, depending on the requirements.
It is worth spending time to research your options, before you sign up for a master education degree online program. Compare the programs offered by different universities and colleges to find one that is suitable for you and look for accredited programs that are valued by employers in your state.

Copyright (c) 2008 SharpBrains

To learn important lessons for all parents and educators, we interview today Eric Jensen, a former middle school teacher and former adjunct professor for several universities including the University of California, San Diego. Mr. Jensen co-founded the Learning Brain Expo, a conference for educators, and has written 21 books on the brain and learning. His most recent book, Enriching the Brain: How to Maximize Every Learner’s Potential (Jossey-Bass, 2006), is highly recommended for educators and parents alike.

Alvaro Fernandez (AF): Eric, thank you for your time. Can you explain the role that you and your organization play?

Eric Jensen (EJ): We act as translators between the neuroscience and education fields, helping to build a Brain-Based Education movement. We launched the first conference that attempted to bridge these two worlds in 1998. The goal of the conference, called Learning Expo, was for teachers to speak to scientists, and, equally important, for scientists to speak to educators.

Critics say that neuroscience research can add little to educational practices. What we say is that, whereas it is true that much needs to be clarified, there are already clear implications from brain research that educators should be aware of. For example, four important elements that are often neglected by educators, given the obsessive focus on academic scores, are nutrition, physical exercise, stress management, and overall mental enrichment.

AF: Since 1998? How would you characterize the progress so far?

EJ: The good news is that today many educators, more than ever, are learning about how the brain works. There is a growing number of academic programs such as Harvard’s masters program in Mind, Brain, and Education, and peer-reviewed journals such as the Mind, Brain and Education Journal.

Still, there are clear areas for improvement. Too many staff developers are weak on the science. I see too many books saying “brain” in the title that are not grounded in any brain research. Something I always recommend when shopping for books is to check the References section, making sure the book references specific studies in credible journals from 2000 on.

AF: Now, those are mostly awareness-related initiatives. What, if any, are the implications in daily teaching and learning in schools?

EJ: You are right, this is still an emerging field. A number of private, independent, forward-thinking public schools and charter schools are implementing specific initiatives, mostly around brain-based teaching strategies, nutrition and exercise. But these are tougher for some public schools, which have limited resources and flexibility. to implement. We also see an growing number of enlightened parents learning about the principles we discuss and applying them at home.

AF: Have you seen any impact at the policy level? specifically, what do you think about the current debate about the merits or demerits of No Child Left Behind?

EJ: I agree with the move towards accountability. Now, the question is, accountability for what? for creating narrow, specific test scores? or for helping nourish better human beings. I have seen very little policy activity in the US; some in Asian countries such as Singapore and China, that are evaluating how to refine the curriculum for 5-10 year olds. In the US, there was a major push for music enrichment programs, that was somehow misguided, in the late 90s. The problem is that, whereas it is clear that enrichment has an impact, it is tough to measure specifically what type of enrichment, since much of the benefit develops over time. The short term “stock-market” mentality that measures student growth over a few weeks or months has to be tempered by long-term measures, too.

For example, it seems clear that there are important skills that can be trained, that make for a better and more successful human being – such as the ability to defer gratification, sequencing, emotional intelligence, improved working memory, vocabulary, and processing skills. However, the type of assessments used today to measure schools’ performance don’t focus on these. We would need broader assessments to allow educators to focus on those important long-term skills, beyond the immediate pressures.

A specific area going from bad to worse is the level of stress in the system, and the lack of resources and knowledge to regulate it.

AF: You mention processing skills, as well as other cognitive skills. In your recent column you highlight Scientific Learning’s computer program that can train auditory processing. What’s your view on the role of computer-based programs?

EJ: It is encouraging to see programs based on extensive research, such as Scientific Learning’s. I appreciate the value of such programs to tailor individualized interventions to the needs of specific kids. So I believe these programs present a huge potential.

Now, we must not confuse what is just one narrow tool with a whole enrichment program. Brain-based education also must take into account other important factors such as nutrition, physical exercise, the arts, stress management, social interactions…