One Year Online Masters in Educational Psychology

An online master of arts (MA) in educational psychology from Ball State University offers a convenient, relevant, research-based curriculum. The MA is aimed at education professionals and others who work in a field related to learning and human development. Whatever your profession, you can complete the MA in just 18 months (less than one year if you take a full load each term, including summer), so you can get ahead without leaving your life behind.

Educational psychology is the study of human learning and development, primarily in higher learning settings. Instead, they are responsible for training teachers and leaders in areas related to psychological theories of learning, classroom assessment, developmental psychology, research, and .

What It Like to Pursue an Online Master of Arts in Educational Psychology.

One of the many ways you will benefit from our MA is by having the ability to develop a focused plan of study to match your professional and career goals. Students can choose 12 credits of electives based on their individual interests, or from pre-approved specializations, such as gifted and talented, human development, institutional research, and applied behavior analysis.

Ball State also offers online certificates in a number of areas, including gifted and talented education, human development and learning, and neuropsychology. You could also choose to pursue a career in schools working with children with special needs as this degree program pairs well with the graduate certificate in applied behavior analysis.

The 100 percent online delivery format offers flexibility in your learning environment in a way that a traditional class setting may not.

On average, our students take two courses a semester, but you can take if you think your schedule allows. Depending on how you want to pace your studies, you can complete your degree in as few as one year, or up to three years if taking one course a semester.

Our cost calculator can help you estimate your bill based on your residency and number of credits. Many students take two courses per semester, or 6 credits.

Fore information, review the tuition and fees for online graduate students.

This is an estimate to help you plan. Your final bill may be different. A few of our programs also have additional course or program fees, and this estimate does not include textbook or other course material charges. The Ball State University Board of Trustees reserves the right to change tuition, fees, and other charges for any semester or term.

The master degree in educational psychology is not affiliated with a school psychologist license. Ball State University offers an on-campus master of arts and educational specialist degree in school psychology that can help prepare you to be a school psychologist.

If you consider pursuing a PhD in education or psychology related fields, but are not sure the specific focus area, start with the MA in educational psychology, which will give you a foundation applicable to a variety of fields.

Career Options for the Master of Arts in Educational Psychology.

You will have your choice of a broad range of career paths and next steps when you earn your MA in Educational Psychology.

Ashton Keck, a 2018 graduate of Ball State University, is no stranger to adventure or hard work.

The master of arts (MA) in educational psychology is a 30-credit, entirely online program, which can be completed in 18 months (less than one year if you take a full load each term, including summer). The program core gives you a foundation in the major areas of the discipline: learning, research methodology, statistics, and tests and measurement.

(6 courses X 3 credits 18 credits).

EDPS 640 Methodology of Educational and Psychological Research (3 credits).

EDPS 603 Psychology of Human Development (3 credits).

EDPS 641 Statistical Methods in Educational and Psychological Research (3 credits).

Note: It is recommended that you take these courses in the order that they are listed here.

Courses in creative thinking, program development, and the social and emotional needs of the gifted are available. This specialization is an excellent foundation for careers across many settings and positions, such as resource consultant, gifted and talented specialist, administrator, program developer, researcher, and .

A high-ability license, also offered entirely online, is available for those who already have an Indiana teaching license.

EDEL 657 Development, Implementation, and Evaluation of Programs for Gifted and Talented Students (3 credits).

Graduates with this specialization gain a deeper understanding of people and their physical, social, cognitive, and emotional development. It is an aid to success in many disciplines, such as education, health care, criminal justice, social work, and psychology.

Courses taken for this specialization cannot include those taken for the educational psychology core.

The course sequence takes three semesters and one summer to complete.

Course work may be applied toward other degree programs such as the MA in educational psychology. (Please note this program will not lead to licensure, certification, or credentialing as a practicing neuropsychologist.).

Choose four courses from the all online graduate certificate in Applied Behavior Analysis.

Make sure you choose courses that are relevant to your professional interests and needs. If you'd like to take courses not listed here as a part of your customized specialization, you should seek approval from Dr. Matthew Stuve before registering.

Ball State is authorized by the U.S. Education to accept online students from all U.S. states. However, if you are considering a program that leads to professional licensure, some states may have additional regulations.

Educational Psychology is part of our nationally recognized Teachers College. It is housed within the Educational Psychology.

The Master of Arts in Psychology program at TUW can be completed in one year as a full-time student.

The Master of Arts in Psychology program at TUW can be completed in one year as a full-time student. The Master of Arts in Psychology teaches 21st century psychology theories along with refining the vision and skills of working professionals for various applied psychology settings.Note: This degree does not lead to any form of licensure.

Educational Psychology concentration at TUW provides students with the necessary skills to pursue a career in examining how people learn in a variety of settings to identify approaches and strategies to make learning effective. With a concentration in Educational Psychology, graduates can look forward seeking employment in diverse settings such as government research centers, community organizations and learning centers.

Degree can be earned in 12 months by those who take two courses per term for six consecutive terms.

The Educational Psychology concentration is offered 100% online, and provides you with the professional knowledge base and skills needed to prepare you for becoming an educational psychologist professional. A flexible and affordable curriculum, upon completion of the program you will have the theoretical knowledge to implement educational psychology skills in various learning settings.

Note:This degree does not lead to any form of licensure.

Master of Arts in Industrial Organizational Psychology.

Master of Arts in Marriage and Family Therapy.

Apply the science of learning to help improve educational outcomes in a changing world. The online MS in Psychology, Educational Psychology from Capella University equips you with advanced knowledge of the psychological foundations of education, instruction, and the stages of human development. Prepare for leadership roles in a wide range of public and private educational settings.

Based on fastest 25% of students. Your program length and cost will vary by transfer credits, the per-session cost, and how quickly you complete courses. Books, supplies, and other fees apply.

This degree requires a total of 24 program points in FlexPath or 48 program credits in GuidedPath.

Learners in this course identify and describe the principles of learning, motivation, and assessment necessary to teach educational psychology. Throughout the course, learners examine specific strategies used to enhance pedagogy, curriculum design and adaptation, and learner performance. Prerequisite(s): PSY5002 or PSY8002.

In this course, learners investigate the fundamental concepts needed to conduct quantitative research. Learners examine and apply quantitative research techniques appropriate applications of quantitative research research design, measurement, and analysis, and their associated interdependencies variable types and levels of measurement sampling descriptive and inferential statistics and hypothesis testing. Learners define the strengths and limitations of descriptive statistics, analyze the quantitative scales of measurement, review the logic of probability and hypothesis testing, and leverage technology when applicable. Learners also determine the steps necessary to ensure human subjects protection, and consider methodological adaptations when conducting research with vulnerable and diverse populations. Learners may only earn credit for PSY7864 or RSCH7864.

This course provides an examination of the theories, techniques, methods, and processes of program evaluation. Learners synthesize knowledge and skills gained from prior coursework to design a program evaluation, plan its implementation, and communicate the results in appropriate and effective formats. Prerequisite(s): PSY7864.

In this course, learners gain and apply knowledge of lifespan development from infancy through adulthood, including human development processes and milestones while considering individual and cultural differences. Learners evaluate theories and approaches for examining human development and analyze human development processes related to their specialization.

In our FlexPath Trial Course, you will explore online self-paced learning, experience the courseroom and view a sample assessment.

The MS in Psychology, Educational Psychology builds advanced knowledge and skills in the science of learning, human development and socialization, educational psychology, ethics, tests and measurements, statistics, and basic methods of research. This comprehensive skill set can prepare you for career opportunities in public education and instruction, educational technology, and lifespan development from early childhood to all ages. It can also get you ready for doctoral study in psychology and other related disciplines.

On successful completion of this program, you should be able to:.

Analyze professional literature in the field of educational psychology and determine its scientific merit.

Apply theoretical and research findings to professional and academic activities in the field of educational psychology.

Act professionally and academically in a manner that is consistent with ethical principles and standards of the discipline of educational psychology.

Embrace, respect, and respond to individual differences and diversity in the practice of psychology.

The total cost of your degree will depend on your learning format, academic performance and other factors.

Enroll in one or two core courses at a time and complete as many as you want in 12 weeks.

2 Capella quarter credits 1 program point.

$2,875 per 12-week billing session, 24 total program points, 8 max transfer points.

This is only an estimate, using general program pricing. Your price may be higher or lower depending on your specialization, transfer credits, tuition discounts, and (in FlexPath) the speed at which you move through the program. Fees, including application fees and resource kits, are not included in this estimate. New or recently revised programs base their estimate on comparable programs. Military Tuition Assistance (TA) is not available for FlexPath.

Get the credits you deserve. You may be able to save time and money on your Capella degree by transferring credits from an accredited university.

Applicants to the MS in Psychology, Educational Psychology must provide the following information for admission:.

The recommended minimum GPA is 2.8, although those with lower GPAs may be considered if providing additional documentation for review.

Start a program in our GuidedPath learning format, and then transition into FlexPath upon successful completion of one course, at a 2.8 GPA or higher.

If you completed your most recent academic coursework, degree, or credential at an institution outside the United States, regardless of your citizenship or where you currently live, you are considered an international applicant.

MS programs are specific and challenging.

Your education can help you reach your professional and personal goals. While Capella cannot guarantee that a graduate will secure any specific career outcome, such as a job title, promotion, or salary increase, we encourage you to explore potential jobs and employment settings. Here are some ideas and examples for a graduate with an MS in Psychology, Educational Psychology.

These are examples intended to serve as a general guide. Some positions may prefer or even require previous experience, licensure, certifications, and or other designations along with a degree. Because many factors determine what position an individual may attain, Capella cannot guarantee that a graduate will secure any specific job title, a promotion, salary increase, or other career outcome. We encourage you to research requirements for your job target and career goals.

Expand your perspective on academic and career topics with articles and resources from Capella University.

We can help you understand education financing, review your options, and explore ways to save on your degree.

Learn how licensure, education methods, and workplaces differ in clinical vs. non-clinical psychology.

Explore paths and programs that leverage your unique interests to help build a better world.

Take the first step toward earning your degree and achieving your goals.

Graduate Awards and Other Financial Assistance for Graduate Students.

Both licenses allow graduates to teach in kindergarten through 12th grade. Teacher Professional licensing requirements are subject to change.

Mild-moderate intervention specialists have expertise in designing and implementing educational programs and services for children and youth needing support in the general education classroom and other educational settings. Moderate-intensive intervention specialists have expertise in designing and implementing curriculum in inclusive settings and other educational settings with knowledge of inclusive instructional strategies, academic methodologies, assistive technology, and supports and opportunities for transition to adult life. Both licensure areas are grounded in a strong focus on socially just inclusive practices. Students will be introduced to disability studies theory.

Once students declare Inclusive Special Education as a major, they will be directly admitted into the program upon admission to the university. Upon admission they will be placed in a cohort.

Transfer students may be admitted to the Inclusive Special Education program only if they have completed at least 15 semester hours with at least a 2.75 GPA (4.00 scale) for all college work attempted, including courses in educational psychology and or courses specific to persons with disabilities, and are eligible for admission to teacher education programs. Otherwise, they will be considered pre-inclusive special education majors until these requirements are met.

Candidates will be expected to complete and successfully pass the portfolio review process at established intervals within the program.

Students seeking a minor or thematic sequence can complete the required formstack. The department is committed to admitting transfer students to the Inclusive Special Education major and minor contingent upon space in the program. Transfer students may need additional time to complete the major dependent upon time of transfer.

Psychology Of The Learner.

Human Development and Learning in Social and Educational Contexts.

In-depth examination of theoretical issues and principles of human development and learning, including developmental changes, motivational and learning processes, exceptionalities and other individual differences, and dynamics of social groups. The ways human development and learning can be fostered within diverse social and educational contexts and the interactive influences of contextual differences on direction and nature of these processes are a major focus for systematic inquiry.

Psychology of the Exceptional Learner. (3) (MPF, MPT).

Provides a critical analysis of the historical, sociological, cultural, media and educational images and representations of women with disabilities. Current research and theories from Disabilities Studies and Womens Studies will serve as the lenses for the exploration of disability as a social construct.

This course focuses fostering knowledge in skills and integration of technology tools, media and digital resources for teaching and learning.

Assessment and Evaluation in Educational Settings.

Application of measurement principles in the assessment of individual differences and learning in educational environments. Includes: formative, summative and diagnostic testing, instructional objectives and classroom tests, judging complex performance, and social and political issues with administration and interpretation of evaluation instruments.Prerequisite: EDP 101 or 201 and junior standing.

Assessment and Evaluation in Educational Settings.

Assessment and Evaluation in Educational Settings.

The overall goal of this course is to guide students in learning to develop research in their chosen field of study and write effectively using APA style for general population. Writing exercises will take the form of assignments that require the student to develop successive sections of the research proposal or other writing project until it is complete. Students will learn to (a) identify the attributes of a well written proposal, paper or poster, (b) search and cite in proper APA formatting appropriate, relevant literature (c) develop an awareness of plagiarism and ethics in science writing, (d) understand the role of constructive, critical feedback and editing and revising their writing.

This course involves students in an on-campus mentoring experience working with local high school students enrolled in the Miami Connections (Oxford) or Miami Bridges (Middletown) program. It is open to students of any major who are interested in service learning. Background checks and a one-year commitment are required.

Cross-cultural Examination of the United States and China within an Educational Context.

This course is designed for students to gain basic knowledge, including both similarities and differences, revolving China and America, in an educational context. The goal of this course is to help students broaden their knowledge varying cultures in order to better understand how teachers can best help students learn and grow. The students will gain a deeper understanding of China and America and what each country faces in the years to come. Students will focus on the challenges and opportunities each culture provides to individuals through examining similarities and differences. Students will explore different culture related topics and come to a conclusion regarding their pre and post conceptions of the topic. Students will explore and research one topic in depth to prepare for a research paper.Cross-listed with EDL.

The course emphasizes identity formation and how that formation can inform the construction of the ally identity. Through deconstructing learned values, knowledge, and images of disability that mitigate ally behavior, students discover the micro and macro structures that support ally behavior. By exploring how social control and social change have worked in other civil rights movements, students understand the necessity of identifying and including allies in the disability movement for civil rights.

Provides a critical analysis of past and present media constructions of persons with disabilities. Through exploring theory and research from diverse disciplines (communication, sociology, gerontology, educational psychology and others), students explore how perceptions of persons with disability are formed and analyze how the media is implicated in creating, distorting, and reflecting stereotypical and fictionalized images of disability. The course analyzes how these images shape public perception and reproduce the unequal power and privilege relationships that maintain the status quo while providing resources and techniques for the provision of alternative images of disability in various media genres.Cross-listed with DST.

This course is designed for students to gain basic knowledge the history and culture of China. The goal of this workshop is to help students gain international experiences and global perspectives on history (the past, present, and future) of China, the culture, and any related issues in order to build and enhance students' ability to work successfully in a global setting. Students will be paired with Chinese students from two universities in a large city and a small or medium sized city, respectively. Travels will either be completed in actuality or virtually through the internet and other technological sources.

The course examines critical issues in educating students with moderate and intensive disabilities. Students will learn key issues and challenges in person centered planning, effective collaboration, community and wraparound supports, and advocacy that promote fully inclusive lives across school and community environments for individuals with moderate and intensive disabilities.Prerequisite: EDP 256.

EDP 432 EDP 532. Assessment and Educational Planning for Children in Preschool through Fifth Grade.

Discusses development and use of formal and informal assessment instruments and procedures, including observational, authentic, performance-based, classroom test, and standardized methods to plan curriculum and teaching practices with attention to interaction of individual differences with learning environments for children in preschool through fifth grade who are developing typically, have disabilities, or are at biological or environment risk for developmental delay. Emphasizes interdisciplinary, transdisciplinary, and multifactored approaches to assessment, developing individualized educational plans, and planning curriculum objectives based on assessment information.

EDP 437 EDP 537. Blended and Online Learning Design.

This course teaches concepts and design for blended and online learning. In addition, this course aids students, teachers and instructional designers in the development of distance education concepts: theory, administration, programs, methods, practice and curriculum development.

Develops media skills that aid communication. Stresses selection, use, and preparation of educational media in instructional planning. Includes laboratories in basic production processes and equipment operation. Because of greater content and additional projects, this course may be substituted for technology requirement.

This course focuses on developing an understanding of theory and production of interactive technologies and media for teaching and learning. While the emphasis will be on educational and training application, this course will also look at how interactive media can be used in non-traditional educational environments.

This course surveys models of eLearning in K-12 educational environments and focuses on developing an understanding of the current state of eLearning in K-12 schools ranging from classroom examples to fully online and distance learning environments. This course provides experience in (1) evaluating electronic resources for use in eLearning environments, (2) designing and developing eLearning instructional modules for online learning systems, (3) planning for use of eLearning tools in assessment. This course will provide both a broad of the emerging role of eLearning in K-12 education as well as opportunities to design eLearning materials for students' unique major career emphasis.

Advanced seminar oriented toward the development of competencies in formative assessment and teaching using evidence-based interventions (EBIs). Students will learn to lesson plan with EBIs and to evaluate student performance and responsiveness to interventions using formative assessments, assessment systems, and reflective journaling. There is a service component required in this course involving the provision of interventions to children who are struggling learners and or English Language Learners.

Provides guided field experiences in instructing children with mild moderate disabilities. Focus is on application of theory and research in curriculum development, educational technology, applied behavior analysis, assessment, and the development of instructional skills.Prerequisite: EDP 256.

Provides opportunity to develop, implement, and evaluate an action research or action service project related to identification, psychology, education, and or treatment of individuals whose development is exceptional.

The course is focused on student centered planning to examine curricular and instructional methods and strategies for supporting children and youth who have moderate intensive needs in inclusive settings. This course emphasizes planning and implementing individually appropriate methods, assessments, goals, adaptations and accommodations in inclusive settings.Prerequisites: EDP 256 and EDP 458 EDP 558.

This course examines the legal aspects of special education and the procedural safeguards of students and their families. It involves strategies for increasing collaboration and communication among parents, schools and community service agencies to support each step within the special education process. Teacher candidates in this course will become familiar with special education law, including the Individualized Education Plan document and procedures and will develop student goals and objectives.

This course provides an of autism spectrum disorders (ASD). The course content examines the psychological, social, and educational characteristics of individuals who have been identified as having ASD. Prevalence rates, recent changes in definition diagnostic criteria (e.g., DSM-5) and controversial issues will be reviewed.

This course will focus on evidence-based teaching strategies for the children with Autism Spectrum Disorder in the inclusive classroom. Students will learn best practice in classroom instruction, including integrating technology and visual supports into the classroom for students with Autism Spectrum Disorder.

This course offers students the opportunity to explore the use of games and simulated environments for teaching and learning. The three main topics investigated in this course are: (a) the integration of popular games for teaching and learning, (b) serious and educational games, and (c) the integration of game design elements for teaching and learning. In addition, this course aids students in understanding how learning theories can inform the design of serious and educational games for instructional design.Prerequisite: junior senior or graduate standing.

This course provides an of the unique communication and social characteristics of individuals with autism spectrum disorders (ASD) and teaches an array of strategies and methods for developing social and communication skills. Appropriate supportive frameworks to enhance social and communication development will be explored.

This course will focus on evidence-based behavioral supports interventions for the inclusive classroom for students with Autism Spectrum Disorder. Students will learn best practices in behavior management, including components of Applied Behavior Analysis, positive reinforcement, contingency plans and token economy systems.

The content of this course will examine the roles assessment, instructional framework, and implementation of evidenced based practice have on the development and progress towards the academic and behavioral goals or students with mild to moderate disabilities. A lifespan view of intervention models that will support inclusive practices that provide access to general education curriculum will be explored.Prerequisite: EDP 256.

This course provides specific methods in Positive Behavioral Interventions and Supports (PBIS), trauma-sensitive schools and trauma-informed teaching strategies, social skill development, transition supports, and assistive technology as best practices to strengthen both universally designed and student-centered education for all learners.

The content of this course will examine the roles assessment, instructional ramework, and implementation of evidenced based practice have on the development and progress towards the academic and behaviorial goals or students with Learning Disabilities, Mild Cognitive Disabilities and Behavior disorder. A lifespan view of intervention models that will support inclusive practices that provide access to general education curriculum will be explored.Prerequisites: EDP 256.

EDP 494 EDP 594. Assessment, Evaluation, and Educational Planning for Learners with Exceptionalities.

Prepares student to critically evaluate existing educational practice and to innovate sound practices in light of theoretical and empirical findings of educational psychology.Prerequisite: eight hours of education including educational psychology.

Survey of current practices in the field of school psychology and examination of emerging models.

Full-time supervised field experience in student area of specialization. Experience provided at early, middle, and or adolescent levels within current program models and standards.Prerequisite: admission to graduate program in special education and completion of all course work in the licensure area.

Principles of measurement and evaluation applied to educational contexts. Includes instructional objectives, construction of teacher-made tests, assessing complex performance, determining grades, standardized testing, measuring individual differences, and using test data for decision-making.

Provides foundation in a variety of assessment areas and methodologies that lead to development, implementation, and evaluation of interventions. The school psychologist is viewed as a scientist practitioner using a problem-solving orientation in working with students experiencing behavioral and or academic problems. Emphasis on analyses of assessment information with the goal of developing successful interventions.Prerequisite: admission to school psychology program.

Provides foundation in a variety of assessment areas and methodologies that lead to development, implementation, and evaluation of interventions. The school psychologist is viewed as a scientist practitioner using a problem-solving orientation in working with students experiencing behavioral and or academic problems. Emphasis on analyses of assessment information with the goal of developing successful interventions.-Prerequisite: admission to school psychology program.

This course provides a foundation of Instructional Design and Technology (IDT) and an of the field a. Students will learn the theoretical foundations of the field and of the program. Some software will be introduced.

This course provides an opportunity for students to analyze, synthesize, and evaluate instructional design models based on learning theories and principles, while taking into account various situations and differences of learners. Students will acquire the knowledge, skills, and abilities necessary to provide leadership in the area of instructional design.

Involves broad perspective of human development with primary focus upon theories as well as historically significant and contemporary research. Theoretical and research applications considered within the context of educational settings and in other areas of helping professions.

The purpose of this course is to explore the mutual impact of diverse learner populations and technology. The focus of this course is to explore instructional design of media and technology integration that supports learner diversity in all forms. Special attention is devoted to how instructional design can support and foster inclusion of traditionally underrepresented learner populations (ESOL, special education, non-traditional learners, and economic disadvantaged learners). Students will engage in global connections, exploration, and analysis of various technologies to differentiate and or accommodate instruction for students with diverse learning styles and special needs. This course will emphasize Universal Design as an inclusive model for technology integration.

The intent of the course is to acquaint instructional technologists, teachers and administrators with critical challenges posed as a result of the increasing infusion of technology and learning analytics into the school and training environments. Students will exchange ideas issues and trends with others through reports and leading discussions.

This course is designed to provide participants with a sense of how visual images can be employed in the instructional design process. Digital imagery, visual design, motion design and imaging software are vehicles for studying the use of visual images in training and education.

This course focuses on developing an understanding of theory and production of interactive design primarily for teaching and learning. While the emphasis will be on educational and training application, this course will also look at how interactive media can be used in non-traditional educational environments.

Each student in the MA in Instructional Design Technology or the MEd in Educational Technology are required to complete an experiential learning capstone project. Students will be guided to initiate a proposed topic.

In-depth study of specific topics in education of exceptional children and youth. Maximum hours toward graduate degree in special education are 16.

Theory and Problems in Educational Measurement.

General concepts of reliability and validity and their implications in educational measurement are discussed. Interpretations and misinterpretations are presented with regard to standardized testing as well as seminar approaches to current issues and problems in educational measurement.Prerequisite: EDP 667.

Advanced analysis of each exceptionality from an educational point of view. Topics include inclusion, inter and intra-individual differences comprising exceptionalities, issues surrounding identification, classification of individuals, society responses to exceptional individuals, and societal changes to develop the human potential of all persons.

Practicum in School Psychology Practice. (4 maximum 4).

Educational Consultation, Collaboration, and Community Psychology.

Qualitative Research in Educational Psychology.

Offers a case study approach (as opposed to ethnography or action research) to qualitative research consistent with educational psychology research methods.Prerequisite: graduate standing.

Developing understanding