The Buffalo State, State University of New York, Master Degree, taught at New International School Thailand (NIST), in Bangkok Thailand
Welcome to the overseas graduate program of Buffalo State College, State University of New York (SUNY), New York, USA! This graduate degree program is specifically designed for the international educator residing in Asia. If you are an educator on the move, then this program is for you!
Buffalo State is teaching graduate courses on campuses in 27 international school sites worldwide and offers professional development workshops at various international school conferences for graduate credit. This gives you the necessary flexibility to successfully continue your professional development, no matter where in the world you happen to be!
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Below is a list of courses offered in Bangkok for international educators to complete their US Master Degree in Thailand.
Using film study and online resources provided by the instructor, the goal of this course is to present strategies for resolving conflict with a special focus on school context. Topics will focus attention to the foundations of peacemaking, emotional intelligence, teaching tolerance, and team building. The course relies heavily on “media” therapy to introduce powerful images of peaceable communities and sources of conflict. The course will present a model for incorporating peaceable schools curricula into the existing school programs.
Principles of school administration and leadership; the changing role of site leadership as it relates to the dominant themes of leadership, change, shared decision making, school characteristics, standards based education and student achievement.
Examination of the ed. leader’s role in the design, implementation, and evaluation of the curriculum; principles of curriculum leadership, needs assessment, school improvement, curriculum alignment, and evaluation, leadership roles in curricular decision making in relationship to current research.
Problems and solutions in educational leadership, organizational change, human resource development, and school-community relations.
This course is designed to provide participants with a useful paradigm of teaching and learning that is based on current brain research. An eclectic instructional approach that encourages direct involvement will model many of the brain compatible techniques promulgated in the theory. Students will learn what the latest advances in the neurosciences have discovered about learning styles, differentiation, memory, discipline, student motivation, attention, retention of new material, and many other topics germane to effective teaching.
This course is designed to provide students with current techniques, strategies, and methods for improving instruction such as multiple intelligences, differentiation of instruction, problem-based learning as well as numerous others.
Focuses on basic principles of curriculum design. Identifies sources of curriculum and factors that influence curricular decisions. EDU 670 explores curricular thinking of experts in the field and examines the multiple dimensions in curricular decision-making.
Educational relevance of involving the greater community (parents, neighborhoods, businesses, etc.) to enhance and support student achievement; organizational relationships between schools within and outside schools; power, multicultural awareness; major opinion leaders; vision and mission articulation; interpersonal skills. Students construct a data-based school-community relations plan.
Background and current status of evaluation, principles, purposes, and procedures of evaluation; effective interpretation and use of evaluative data; methods of recording and reporting pupil progress; standards and benchmarks in education.
Critical reading and interpretation of educational research literature, synthesis and assessment of educational research literature as related to the enhancement of teaching and learning processes and experiences of teachers. Teachers have an opportunity to reflect on ways to investigate and improve their own practice.
Every international school- teacher is an ESL teacher just by virtue of the fact that the majority of students are international. How can teachers provide equitable academic programs to English Language Learners in mixed-lingual classrooms? Participants in this course interactively answer this and other provocative questions a about providing a facilitating environment with specific pedagogical benefits for English Language Learners which supports improved teaching and learning for all students.
This course focuses on topics associated with applying learning style processes to guide planning for creative and talent development, documenting students ‘ learning style strengths in relation to instructional planning, and applying learning styles techniques and strategies to enhance creative and talent development.
A study of the background of educational research: selection and development of research problems; sources of information and data; methods of education al research; tools and techniques of educational research; collection, treatment, application, and interpretation of research data; organizing and developing a research project. (Students should take this course in preparation for EDU 690 Master ‘s Project.
A culminating project undertaken by one or more individuals on a problem of special interest (can not be approved until the student has completed 24 semester hours)
Issues in N/K ’12 educational leadership, change, and policy; functions of theories, practices, and philosophies in problem solving, decision making, group collaboration, and facilitation.