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Masters Degree

ESI in cooperation with the American International College offer a chance for educators and administrators all over Egypt who would like to improve their skills and increase their knowledge to earn Master's Degree in International Education.
The degree is offered from the American International College AIC, and is presented here in Egypt through ESI..

About the American International College AIC

American International College is a four year; coeducational, comprehensive college located in Springfield, Massachusetts, US. Accredited by the New England Association of Schools and Colleges, American International College is in its 122nd year of service to those who seek transforming educational experiences that will enable them to pursue personal and professional goals.
American International College, founded in 1885, is one of oldest institutions of higher education in the USA.
Its mission embracing a international focus has not changed in one hundred and twenty three years.
It is accredited by the U.S. Department of Higher Education, the New England Accrediting Association of Schools and Colleges, and the International Assembly of Collegiate Business Education.
The Master of International Education (MEIE) is designed for the individual who posses an earned bachelor degree, and who desires a degree with breadth. However, one elective specialist course is required depending on individual interest.
The MEIE Degree is a recognized credential for teachers.

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Benefits of Master Degree

Allow more opportunities and better salary
Enhance and enrich knowledge and skills
Allow better position and opportunities for leadership
Fine social and academic prestigious
Develop much deeper understanding in your specific field
Valuable professional style in performance
Confidence and self-satisfaction
Gate for a further postgraduate study, PhD program

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Courses Offered

EDU 3210

Child Development

3 credits

EDU 5400

Foundations of Quality Education (Reflective Practitioner)

3 credits

EDU 6645

Classroom Assessment

3 credits

EDU 5624

Curriculum Design & Development

3 credits

EDU 6629A
EDU 6679A

Field-Based Research A

3 credits

EDU 5410

Special Education

3 credits

EDU 6486

Diagnostic Teaching

3 credits

EDU 6610

Behavior Management

3 credits

EDU 5030

Foundations of Administrative Leadership

3 credits

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Select One of the Following - 3 credits

EDU 6629B                 Elementary/Early Childhood
EDU 6669B                Middle/Secondary
EDU 6639B                Moderate Disabilities
EDU 6649B                Reading
EDU 6679B               School Administrations 

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EDU 3210 - Child Development
This course is designed to give the students general knowledge of the typical course of development in children and adolescents in the major areas: physical, cognitive, and social-emotional. The ages from 3 to 21 will be the focus of the information provided in this course since teachers, school counselors, and school psychologists work within this age group primarily. The relative contribution of heredity and environment are considered when describing and explaining behavior. Specific focus is on the impact of early childhood education, poverty, abuse, and technology on development as well as on the education process. Cultural, English language learning and socioeconomic factors are also addressed within the context of contemporary times.

EDU 5400 - Foundations of Quality Education
This course focuses on the elements of effective teaching: theories of learning, practical applications for educating all children, meeting the emotional needs of children, understanding the different learning styles, instructional planning, strategies for teaching, classroom management, and student assessment.

EDU 6645 - Classroom Assessment
This course will examine the substantial variety of student-centered evaluation practices and their importance in instructional planning for diverse student populations. Beyond the consideration of various standardized measures and traditional classroom testing and grading techniques, students will study 21st century assessment practices such as performance-based assessment, formative assessment strategies, open-ended questions, portfolios, and affective assessment, all of which emphasize higher-order critical thinking. The development of checklists, rubrics, and other methods of data collection will be emphasized. This technology-intensive course requires a unit plan created according to the principles of backwards design.

EDU 5624 - Curriculum Design and Development
In an era of standards-based instruction, administrators must have a sound working knowledge of the principles of curriculum design, development, and implementation. Educational leaders will gain knowledge on how to make important decisions regarding the content of curriculum, the selection of appropriate instructional materials, and the modification of teaching strategies to accommodate the needs of ALL learners.

EDU 5410 - Special Education
The purpose of this course is to investigate developmental factors and influences that impact child growth and learning for the special needs child. The course will provide students with the necessary knowledge and skills to identify those children who have special needs and study the ways and means that may be used to aid these children. Students will explore current early identification strategies and techniques as well as Response To Intervention (RTI) procedures used to facilitate struggling learners in the educational setting. Students will acquire knowledge of how to use technology and assistive technology with special needs students and its curriculum implications. This includes Autism and Attention Deficit Disorder (w/wo hyperactivity). Course participants will gain an understanding of the educational problems which mild, moderated or severe handicaps imposes on a special needs child or youth and how this applies to the preparation and implementation of the Individual Educational Plan (IEP).

EDU 6486 - Diagnostic Teaching
This course will develop a basis for creating a personal theory of instruction through knowledge of brain functions, cognitive functions, learning styles, and motivation. Skill will be developed in the use of formal and informal measures for diagnosing problems, prescribing learning tasks, and generating corrective means for solving them.

EDC 6610 - Behavior Management
Students will engage in a survey of current practices of classroom management for regular and special needs students. Theory, materials, and practical applications will be included. Special attention is given to communication, observation, group and class management skills. Students will master terminology relative to cognitive behavioral programming and educational applications. Students will become familiar with classroom management techniques and demonstrate the ability to identify specific target behaviors, develop positively based programming strategies, establish manageable data collection methods, and analyze data using empirically based strategies. Students will become familiar with strategies that reduce or eliminate disruptiveness, aggressiveness, and defiance. They will learn practical ways of achieving better home-school relations and become familiar with services of the resource staffs in order to meet the needs of exceptional students.

EDU 5030 - Foundations of Administrative Leadership
The course is designed to study the philosophical, sociological, historical, and psychological domains and basic issues facing education today by applying this knowledge to such issues as regular, vocational, business, technical, compensatory, and special education. Researching a current educational issue is required. Pre-practicum exercises are embedded within the assignments.

Field-Based Research B:
Students majoring in one of the above specialty areas may opt for the appropriate field experience which will satisfy the degree requirement for a culminating experience. Candidates will have the opportunity to delve into data collection and analysis, designing program for diverse populations, technology, developing 21st century skills, as examples, and/or other principles learned in their coursework to the end of increasing student achievement in the classroom. An action based research project is the central activity for this course. Employed teachers may utilize their own classrooms for this culminating experience.

One of the following courses is chosen:
EDU 6629B - Field-Based Research: Elementary / Early Childhood
A survey of the significant processes and methods of teaching. Consideration will be given to cognitive-developmental differences when planning and implementing effective instructional strategies. A 25-hour field-based experience is required for initial licensure.

EDU 6669B - Field-Based Research: Secondary / Middle
This course offers an analysis of methods most effective in the middle and secondary classroom. Micro-teaching experiences within the student's discipline area will focus on specific components of lesson planning and lesson presentation in keeping with the Massachusetts Curriculum Frameworks. The preparation of a subject-area unit will involve the development of activities and strategies in such areas as integration across the curriculum, critical thinking, cooperative learning and the incorporation of community resources.

EDU 6639B - Field-Based Research: Moderate Disabilities
In this course students research the various concepts of learning disability and the changing and developing perspectives. Included will be a review and evaluation of the evidence for the existence of a social learning disability and non-verbal learning disabilities. The evidence for a neurological basis of learning disabilities is explored. Definitions and terms are discussed. Particular emphasis is placed on the concept that a learning disability is not a single entity that will respond to a single remedial strategy, but exists rather as a multi-dimensional phenomenon basically occurring in the context of school-related tasks.

EDU 6649B - Field-Based Research: Reading
Survey of theories, practices and techniques of reading instruction for children in grades Pre-K to 8. Various methods and materials used in the teaching-learning process will be explored. The course also provides a comprehensive view of the processes of teaching effective writing, spelling, listening skills and oral communication. A 25-hour field-based experience is required for initial licensure.

EDU 6679B - Field-Based Research: School Administration
In this course student are to study in depth the perspectives of elementary / middle / secondary school and central office administration and management, as well as historical and current theories and practices in the field. Readings, case studies, on-site visitations, analysis of current legislative reform and situational discourse are part of the course activities. Course work will reflect upon the professional standards for administrators which is embedded in the course expectations and will be demonstrated in the pre-practicum/practicum experiences.

AIC is well known for its programs in Business Education, Nursing, Educational Leadership, and Teacher Training.
To register or to seek further information please contact Dean Howard Schultz in Cairo at or tel: 2737-1013. Dr. Maged Zaki may be reached at or for further information please Call: 2267 7012 Ext. 102

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