Master of Arts in Philosophy and Social Policy Concentration in Bioethics and Health Policy

1. Academics
2. Education Policy
3. Chief of Arts in Didactics Policy

Get an education policy expert and proceeds the tools you lot need to work toward equitable change in society with the Master of Arts in Education Policy at the University of Pittsburgh Schoolhouse of Education. Our 36-credit programme is distinctive considering of its focus on equity-driven instruction policy analysis and transformation. As a pupil, you volition explore how education policy tin contribute to a more than just and equitable society and how the (re)design of educational systems tin improve learning opportunities for students of all ages. Y'all will also learn how policy and systems can be used to better your own organizations.  Core content areas include instruction policy trends and effects, frameworks and methods for policy evaluation, and social contexts of education.

Quick Facts

• Program Duration: 2 years
• Fourth dimension Delivery: Full-time or Part-time
• Term of Enrollment: Fall, Bound, or Summertime
• Class Requirements: 36 credits
• Format: In-person
• Application Deadline: Rolling admissions;priority given to applications received by March one
• Admissions Requirements: GRE test not required
  

Program Details

The Master of Arts (One thousand.A.) in Education Policy is a 36-credit caste programme that provides students with a foundational grounding in equity-driven instruction policy assay. Core content areas include education policy systems and implementation, the social contexts of education, policy analysis methods, disciplinary written report, and electives exploring specific policy topics and bug. Our program is designed to adjust part-time and total-fourth dimension students. Total-fourth dimension students tin can complete the program in equally little every bit 3 semesters.

Flexible Curriculum

Students have the flexibility to choose courses that friction match their interests. Many options for customization exist within the curriculum and through the students' choice between electives or the Surface area of Concentration (ARCO) option.

Specialization Options

To satisfy the constituent requirement, students have the option of completing an Area of Concentration (ARCO) as part of the degree. An ARCO is a Academy of Pittsburgh credential that provides additional specialization inside a specific subject field of didactics policy. The ARCO pathway is ix credits and does non result in any added toll, time, or credit hours.

• Comparative and International Education ARCO
• College Education Education Policy ARCO

Curriculum Overview

For expanded grade descriptions, visit the Academy of Pittsburgh Graduate and Professional person Studies catalog.

Minimum of 36 credits required

Policy Foundations (6 credits)

Students are required to complete both courses:

• EFOP 2010 - EDUCATIONAL SYSTEMS, MACRO POLICY, AND POLITICS, MA (3 credits)
• EFOP 2011 - Education POLICY IMPLEMENTATION: STUDENTS, FAMILIES, EDUCATORS, AND POLICYMAKERS, MA SEMINAR (3 credits)

Social Contexts of Teaching (three credits)

Students select i course from the following options:

• EFOP 2133 - GENDER AND EDUCATION (3 credits)
• EFOP 2305 - Sociology OF Instruction (3 credits)
• EFOP 2306 - HISTORY OF Didactics (3 credits)
• EFOP 2307 - POLITICS AND HISTORY OF College EDUCATION (3 credits)
• EFOP 2310 - Gimmicky PHILOSOPHY OF Teaching (3 credits)
• EFOP 2343 - Didactics AND Civilisation (3 credits)
• EFOP 2352 - ANTHROPOLOGY OF EDUCATION (3 credits)
• EFOP 2398 - Economic science OF Educational activity (3 credits)
• EFOP 3003 - THEORIES OF EDUCATIONAL INEQUALITY (3 credits)
• EDUC 2100 - Instruction AND Club (3 credits)

Psychological Perspectives on Education (3 credits)

Students select one course from the following options:

• EDUC 2000 - PSYCHOLOGY OF LEARNING AND Evolution FOR EDUCATION (3 credits)
• EDUC 2007 - HUMAN LEARNING (3 credits)
• EDUC 2008 - Conception TO EARLY CHILDHOOD (3 credits)
• EDUC 2009 - Evolution: Heart CHILDHOOD/ADOLESCENCE (3 credits)
• TLL 3021 - LEARNING SCIENCES AND EDUCATIONAL CHANGE (3 credits)

Methods Sequence (9 credits)

Students select three courses from the following options:

• EDUC 3100 - INTRODUCTION TO QUAN METHODS: DESCRIPTIVE AND INFERENTIAL STATISTICS (3 credits)
• EFOP 2001 - INTRODUCTION TO RESEARCH METHODOLOGY (3 credits)
• EFOP 2018 - STATISTICS i: DESCRIPTIVE AND INFERENTIAL STATISTICS (3 credits)
• EFOP 2019 - STATISTICS two: Assay OF VARIANCE (iii credits)
• EFOP 2030 - EXPERIMENTAL Design (3 credits)
• EFOP 2410 - Practical REGRESSION Analysis (3 credits)
• EFOP 3012 - QUALITATIVE Information Management Assay AND PRESENTATION (three credits)
• EFOP 3201 - INTRODUCTION TO EDUCATIONAL EVALUATION (three credits)
• EFOP 3208 - CASE Study METHODS IN EDUCATION (3 credits)
• EFOP 3311 - WAYS OF KNOWING (3 credits)
• EFOP 3408 - HIERARCHICAL LINEAR MODELING (three credits)
• EFOP 3471 - CONSTRUCTING QUESTIONNAIRES AND CONDUCTING SURVEYS (3 credits)
• EFOP 3472 - CAUSAL INFERENCE IN EDUCATIONAL Enquiry (iii credits)
• EDUC 3501 - CRITICAL POLICY Analysis (3 credits)
• EDUC 3505 - Research-Practice PARTNERSHIPS: APPROACHES TO COLLABORATIVE Pattern, Research & CHANGE (iii credits)
• EDUC 3103 - QUANTITATIVE METHODS two (3 credits)
• EDUC 3104 - INTRODUCTION TO QUALITATIVE METHODS (iii credits)
• EFOP 2353 - APPLIED ANTHROPOLOGY OF Instruction (iii credits)
• TLL 3003 - Enquiry INTERVIEWING (3 credits)
• TLL 3001 - ADVANCED APPLIED QUALITATIVE ANALYSIS (3 credits)

Electives (9 credits) or  optional Area of Concentration (9 credits)

Students tin can either accept 3 courses from an approved listing of electives or consummate 3 courses in the Higher Education Policy ARCO or Comparative and International Instruction ARCO

Electives (9 credits)

Students take three courses from the following electives or an ARCO to satisfy their constituent requirement:

• EDUC 2003 - Inquiry METHODS IN Didactics POLICY AND PRACTICE
• EDUC 3013 - EDUCATION Police force, POLICY & SCHOOL REFORM
• EDUC 3016 - URBAN SCHOOLS AND SOCIAL POLICY
• EDUC 3114 - Blackness EDUCATIONAL THOUGHT
• EDUC 3501 - CRITICAL POLICY ANALYSIS
• EDUC 3505 - RESEARCH-Do PARTNERSHIPS: APPROACHES TO COLLABORATIVE Design, Inquiry & Modify
• EFOP 2001 - INTRODUCTION TO Enquiry METHODOLOGY
• EFOP 2004 - THEORIES OF EDUCATIONAL INEQUALITY
• EFOP 2018 - STATISTICS 1: DESCRIPTIVE AND INFERENTIAL STATISTICS
• EFOP 2019 - STATISTICS ii: Assay OF VARIANCE
• EFOP 2030 - EXPERIMENTAL DESIGN
• EFOP 2055 - STUDENT Development THEORY
• EFOP 2096 - INTERNSHIP IN EDUCATIONAL FOUNDATIONS, ORGANIZATIONS & POLICY
• EFOP 2106 - INTERNATIONAL AND GLOBAL EDUCATION
• EFOP 2129 - SOCIAL JUSTICE IN Higher Instruction SETTINGS
• EFOP 2305 - SOCIOLOGY OF EDUCATION
• EFOP 2306 - HISTORY OF EDUCATION
• EFOP 2307 - POLITICS AND HISTORY OF Higher EDUCATION
• EFOP 2310 - CONTEMPORARY PHILOSOPHY OF Teaching
• EFOP 2343 - EDUCATION AND CULTURE
• EFOP 2352 - ANTHROPOLOGY OF Pedagogy
• EFOP 2356 - FIELD METHODS
• EFOP 2398 - Economics OF Education
• EFOP 2410 - APPLIED REGRESSION ANALYSIS
• EFOP 2416 - Practical MULTIVARIATE ANALYSIS
• EFOP 3003 - THEORIES OF EDUCATIONAL INEQUALITY
• EFOP 3012 - QUALITATIVE DATA Direction Analysis AND PRESENTATION
• EFOP 3131 - Pupil, CAMPUS, AND Club
• EFOP 3136 - COMPARATIVE HIGHER EDUCATION
• EFOP 3141 - POLICY STUDIES IN HIGHER EDUCATION
• EFOP 3150 - FOUNDATIONS FOR THE STUDY OF HIGHER Educational activity
• EFOP 3201 - INTRODUCTION TO EDUCATIONAL EVALUATION
• EFOP 3208 - Instance STUDY METHODS IN EDUCATION
• EFOP 3311 - Ways OF KNOWING
• EFOP 3408 - HIERARCHICAL LINEAR MODELING
• EFOP 3471 - CONSTRUCTING QUESTIONNAIRES AND CONDUCTING SURVEYS
• EFOP 3472 - CAUSAL INFERENCE IN EDUCATIONAL Inquiry
• EDUC 3100 - INTRODUCTION TO QUAN METHODS: DESCRIPTIVE AND INFERENTIAL STATISTICS
• TLL 3001 - ADVANCED APPLIED QUALITATIVE Analysis
• TLL 3021 - LEARNING SCIENCES AND EDUCATIONAL Alter
• TLL 3008 - EDUCATIONAL POLICY
• TLL 3095 - ORGANIZATIONAL PERSPECTIVES ON EDUCATIONAL IMPROVEMENT
• TLL 3540 - Design OF EDUCATIONAL SYSTEMS

Area of Concentration (ARCO) Pick (9 credits)

Students tin satisfy their elective requirement by selecting iii courses from the following options:

Comparative and International Education ARCO Choice

• EFOP 2106 - INTERNATIONAL AND GLOBAL EDUCATION
• EFOP 3136 - COMPARATIVE Higher EDUCATION
• EFOP 3343 - COMPARATIVE Education
• EFOP 3006 - SOCIAL THEORIES & Instruction IN GLOBAL CONTEXT
• EFOP 3007 - EDUCATION AND INTERNATIONAL Development

Education Policy ARCO Option

• EFOP 2129 - SOCIAL JUSTICE IN College EDUCATION SETTINGS
• EFOP 3015 - Ethical Bug IN Higher Didactics
• EFOP 3131 - STUDENT, CAMPUS, AND Social club
• EFOP 3141 - POLICY STUDIES IN HIGHER Didactics
• EFOP 3150 - FOUNDATIONS FOR THE STUDY OF HIGHER Educational activity

Capstone (half-dozen credits)

Students consummate either the Research Seminar course (if completing an applied policy projection) or the Guidance of Master's caste form (if pursuing the thesis option).

• EFOP 2090 - RESEARCH SEMINAR (6 credits)
• EFOP 2099 - GUIDANCE IN THE MASTER'S Caste (6 credits)

Degree Requirements

• Completion of all coursework
• Literature-based policy brief that serves as a comprehensive exam
• Capstone experience through either an applied policy project or a thesis

Prerequisites

• Bachelor's caste in any field of study
• Involvement in a career related to education policy and in exploring how policy can contribute to more just and equitable education systems

Core Faculty

Our excellent faculty offer training in diverse expertise and perspectives that prepare students for careers in pedagogy policy.

• Eleanor Anderson
• Shanynce Campbell
• Linda Deangelo
• Gina Garcia
• Mike Gunzenhauser
• Sean Kelly
• Mauren McClure
• Darris Means
• Leigh Patel
• Jill Perry
• Maureen Porter
• Najeeb Shafiq
• Jennifer Russell
• Hayley Weddle

Career Pathways

The program prepares students for many dissimilar opportunities for career advancement, including:

• Evaluators in nonprofits and in research firms
  
• Legislative staff at the municipal, state, or federal level
  
• Policy analysts in coordinating and/or governing bodies such equally state departments of education, state higher education analogous bodies, local school districts, ministries of education in other countries, and other intermediary organizations with a topical focus
  
• Research and policy analysts in higher instruction institutions

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Source: https://www.education.pitt.edu/academics/education-policy/master-arts-education-policy

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