Earn your master’s in psychology online through one of the most affordable MS in Psychology programs available online.
Prepare to apply the latest psychological research and theory to real-world problems whether you choose to work in a community agency, in a healthcare setting, or within the educational or social services systems. Walden’s master’s degree in psychology prepares you to pursue exciting new opportunities in the field.
Walden’s Master of Science in Psychology online degree program offers 11 specializations so you can focus your learning on your interests and goals. Gain the knowledge and develop the skills you need to seek career advancement, help others, or prepare for doctoral-level studies. Open to students of all undergraduate backgrounds, this program provides a solid foundation in basic scientific methods and psychological principles. Our redesigned online master’s in psychology program now offers enriched content and streamlined coursework. Five of the specializations even allow you to accelerate your path to a PhD by applying credits earned from your master’s program.
As a student in the MS in Psychology online master’s degree program, you can learn to:
Graduates of our MS in Psychology online degree program will be prepared to:
Would you like to save time and money when you earn your PhD in Psychology? You can. If you enroll in one of the specializations listed below, you can apply credits from the MS in Psychology program toward a doctorate in psychology from Walden.
Credits you earn from all of the courses (with the exception of PSYC 6001) may be applied toward Walden’s PhD in Psychology degree program. The specialization you choose for your master’s program will determine which doctoral specialization will offer you the most transfer credits.
MS in Psychology Specialization
PhD in Psychology Specialization
Find detailed information for this program, including possible occupations, completion rate, program costs, and median student loan debt.
Note on Licensure:
The MS in Psychology is not a licensure program and does not prepare an individual to become a licensed psychology or counseling professional.
Walden's MS in Psychology program offers a variety of specializations to help you meet your personal and professional goals.
The MS in Psychology program can prepare you to effectively analyze psychological research and theory to directly apply your knowledge to real-world situations. Through critical and independent analysis, you can gain an understanding of how to apply scientific methods and principles of psychology in a variety of roles and settings.
As a graduate of Walden’s MS in Psychology program, your career options may include a role as a:
Career options may require additional experience, training, or other factors beyond the successful completion of this degree program.
Possible career settings include:
The master’s programme in Psychology focuses both on in-depth study of theory and on the acquisition of professional and research skills. The distinctive feature of the Leiden master’s programme is that the teaching is not restricted to only the functioning of psychological processes; these processes are always connected to their behavioural consequences, with the aim of understanding self-regulation and behavioural control. In this way, students not only develop their knowledge of psychology as a science, but also learn to apply this knowledge in order to understand practical problems and to develop effective interventions for dealing with these problems.
In line with the profile of Leiden University as a research-intensive institution, the teaching programme of the master’s programme in Psychology is based on state-of-the art scientific research and maintains a strong emphasis on the acquisition of academic and research skills. Completion of the MSc degree prepares students for subsequent academic master’s degrees, including a PhD.
The objective of the master’s programme in Psychology is to equip students with advanced training in research methods and professional skills that prepare them both for a career involving psychological research as well as for the application of scientific knowledge and methods in various professional settings. Training is provided in all relevant skills, including reviewing the relevant literature, applying theoretical knowledge to analyse practical problems, developing hypotheses and writing research proposals, designing and carrying out empirical studies, designing and evaluating the effectiveness of interventions, conducting advanced statistical analyses, and presenting results and recommendations.
Our Postgraduate Certificate in Education (PGCE) in Secondary Education provides a high standard of training for those preparing to take up a teaching post in the secondary school sector. The course complies with the statutory guidance from the National College for Teaching and Leadership for Initial Teacher Training courses.
Psychology is an exciting secondary school curriculum subject. It covers topics such as cognitive psychology, social psychology, bio-psychology, developmental psychology, psychopathology, psychological approaches, applied psychology, issues and debates in psychology, research methods and statistics. As a trainee you will learn how to teach psychology to pupils in the 14-19 age range within the secondary age phase, with additional experience in the 11-14 age range and primary enhancements. You will learn how to develop skills, knowledge and understanding for teaching psychology through a combination of university-led and school-led training.
This course is designed to meet the NCTL Teaching Standards which assesses all trainees working towards Qualified Teacher Status (QTS).
his postgraduate qualification offers 60 Masters-level credits that can be used towards our Masters degrees in the field of education.
This Psychology route sits within an exciting range of Secondary Education subjects we offer within the Institute of Education.
TSECONDARY EDUCATION Frequently Asked Questions
This is NOT an appropriate training course for applicants who wish to teach in Primary schools or Post Compulsory Education establishments.
Over the one year course, you will undertake learning at University and other educational settings. You will spend 120 days divided between at least two different school placements across the 14-19 age range within the Secondary age phase.
Your University tutor team is available to assist you throughout your training, supporting development of reflection. Every effort is made to ensure that high-quality school placements are provided to you, facilitating learning through observing, co-teaching and being observed by experienced teachers in the classroom.
All course modules provide examples of good practice in pedagogy which you will reflect upon as you develop your own teaching style - you will be expected to actively participate in your own learning and development.
Teaching on the course comprises a variety of methodologies that will prepare you for life in the classroom including teacher-led discussions, pupil-led exploration, peer-group discovery, problem based learning, e-learning and the provision of individual targets.
You will be assessed in a variety of ways including written assignments; classroom based investigation and other school-based activities, and appraisal of practical teaching skills.
Typical activities may include:
PGCE: Programme Structure
The PGCE course takes place over 180 days, and 120 of those days are spent in a school. You will have one school attachment during the autumn term and another (in a different school) in the spring/summer terms.
One of our strengths is that we have a vast network of high quality partnership schools in which to place you for the extended school placements. We ensure that you receive high quality school-based training by selecting schools with highly trained mentors and a proven track record of excellent trainee outcomes. We will also take other factors into consideration when placing you, such as your geographical location and transportation, to provide you with the best possible experience in a convenient and suitable setting.
The University-led elements of the course take place at our Walsall Campus. Our PGCE starts in early September and ends in June, and it is an intensive academic and professional training course that effectively prepares you for your first teaching post and beyond.
The course comprises of a two day professional placement in mixed subject groups, two extended school placements in your subject specialism and two periods of University-based teaching – September to October and January to February. The programme also includes a short Primary school placement and additional opportunities for a range of enhancements to your course; for example, experience of teaching pupils with special educational needs, teaching pupils at post-16 level or teaching pupils for whom English is an additional language.
Successful completion of the PGCE Secondary Education course leads to recommendation to NCTL for qualified teacher status (QTS) and will then allow you to take up a teaching post within a secondary school.
In secondary schools you could be considered for a Teaching and Learning Responsibility (TLR), which may comprise any of the following:
Later, you could progress to a senior leadership position such as a deputy or assistant head and head teacher - at which point you will have overall responsibility for the leadership and management of a school and the education its students receive.
Following successful completion of this award, you could also use your 60 Masters-level credits towards any of our Masters degrees in the field of education which can be continued within your NQT year.
Find out more about further study that can be taken after completing this PGCE award.
The University will award students with the PGCE in Secondary Education with 60 credits at Master’s level.
All students who have fully met the Teachers’ Standards as set by the National College for Teaching & Leadership will be recommended for the award of Qualified Teacher Status (QTS).
The award of QTS is essential to teach in a maintained school in the United Kingdom and, upon gaining this award, the student becomes a qualified teacher.
The Education (Psychology) MA will introduce students to key theoretical issues in the psychology of education, critical analysis of psychological theory and research and its contribution to educational issues and practice. It will develop students' understanding of research processes and give them the opportunity to undertake research in psychology of education.
Students develop understanding of current issues in the psychology of education and have the opportunity to engage in research. On successful completion of the programme students should be able to produce and communicate reasoned and informed argument, both in writing and orally. Students should also be able to critically evaluate theory and evidence in psychology.
Students undertake modules to the value of 180 credits.
The programme consists of two core modules (60 credits), two optional modules (60 credits) and a dissertation (60 credits), or three optional modules (90 credits) and a report (30 credits).
Core modules
Optional modules
Students choose two optional modules either from the list below and/or from the wide range of Master's-level modules across the IOE offering:
Dissertation/report
All students undertake an independent project which culminates either in a dissertation of 10,000-12,000 words or a report of 6,000-7,000 words.
Teaching and learning
The programme is delivered through a combination of lectures given by both IOE academic staff and guest speakers, student preparation of tasks and longer presentations, group work, discussion, computer workshops giving hands-on practice. Assessment is through coursework and one two-hour unseen examination. Coursework can involve small exercises, critiques of set research articles and extended pieces of writing on set topics, and the dissertation/report.
Further information on modules and degree structure is available on the department website: Education (Psychology) MA
Graduates of this Master's degree are currently working as professionals in educational settings, teachers and PhD students.
Employability
This programme offers a comprehensive research training in educational psychology. It provides a good grounding for doctoral study and valuable preparation for a research career in the academic community, the public sector or in industry.
UCL Institute of Education (IOE) is one of the world's leading centres for education and related areas of social science - students will learn from cutting-edge researchers in the field. For the fourth year in succession the IOE has been ranked as the world's leading university for Education (QS World University Rankings by Subject 2017).
Our alumni include government ministers; heads of schools; other educational institutions and NGOs; and Olympians and prize-winning authors.
The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.
The following REF score was awarded to the department: Psychology & Human Development
78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)
Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.
MEd Psychology of Education brings graduates from other disciplines up to the academic standard of an honours degree in psychology, while exploring how the core areas of psychology can be applied in educational settings.
It demonstrates how the core areas of psychology - developmental, social, cognitive, psychobiology, individual differences and research methods - can be applied in educational settings. It is therefore an excellent starting point for individuals wishing to pursue a career in educational psychology.
You will:
You will study:
Please note that the MEd does not qualify you to practice as an educational psychologist. If you wish to practise as an educational psychologist, you will also need to complete the Doctorate in Educational and Child Psychology.
Timetabling
Teaching takes place on Mondays and Thursdays between 1.30-4pm and 5.30-8pm. Part-time students can choose to attend either both afternoons, both evenings or all of one day
We take a varied approach throughout the course. In terms of teaching and learning, the course units are delivered through lectures, tutorials, group-work, practicals and simulations, case-based approaches, and enquiry-based learning. We encourage both individual and co-operative learning and research and hope to foster an ethos of lifelong learning. Many students are experienced teachers and we appreciate the wealth of knowledge and practical experience you bring with you on the course. During research-based learning sessions we encourage you to use all sources of information, including each other. You will receive comprehensive training in the use of electronic databases, library resources, and statistics and qualitative analysis packages. Many other key skills will be developed during the course.
The form of the assessment varies from unit to unit. Written assessment for a course unit usually totals 3,000 words, and may be in the form of an essay, critical review, research report or research proposal. All assessments will be followed by both formative and summative feedback. The dissertation is the report of an empirical research project investigating an aspect of psychology as applied to education in its broadest sense. It is 15,000 words long.
Practical support and advice for current students and applicants is available from the Disability Advisory and Support Service. Email: [email protected]
As the MEd confers eligibility for the Graduate Basis for Chartered Status from the British Psychological Society, a career pathway for our graduates is professional training as a psychologist (e.g. Doctorate in Educational and Child Psychology) and we have a good conversion rate in this regard with recent MEd graduates accepted onto doctorate-level training in educational, clinical and counselling psychology. The knowledge and skills gained by psychology graduates means that they are highly regarded by employers (Higher Education Careers Services Unit, November 2010) for work in areas such as health and social care, marketing and PR, management and human resources, education, and the public sector. Many of our graduates use the skills they have acquired to gain promotion or develop their existing careers, whilst others take the opportunity to change profession, for example, moving into teaching, research or working as assistant psychologists and in related positions (e.g. child and adolescent mental health worker). A small number of students go on to study for a doctorate by research (PhD) in educational psychology (which in itself opens a career pathway to working as a researcher or lecturer in higher education). More information about careers may be found on the BPS website http://www.bps.org.uk/ .
The Department of Education will not be recruiting to the MA in Science Education for the academic year 2018/19, as we are undertaking a review of our provision. The text below is for information only.
The Department of Education offers a one-year (12 month) taught full time MA in Science Education. This programme will be attractive to all those who have an interest in science education, whether as teachers, researchers or policy makers. Applications are welcomed from both home and international students.
Applicants are strongly advised to ensure that they submit applications no later than 1st September if they wish to begin a course of study beginning in the same year. No guarantee can be offered that applications received after this date will be processed for a September start date.
The Department also welcomes applications from people interested in studying for a PhD in science education in its areas of expertise (see below).
The University of York Science Education Group (UYSEG) has an outstanding international reputation for the excellence of its work in research and curriculum development in science education. Our school science programmes such as Science: the Salters Approach, Salters Advanced Chemistry, Salters Horners Advanced Physics and, most recently, Salters Nuffield Advanced Biology and 21st Century Science are widely used in this country, and have received international acclaim. Science: the Salters Approach and Salters Advanced Chemistry have been adapted for use in many other countries, including Belgium, Hong Kong, The Netherlands, New Zealand, Russia, South Africa, Spain, Swaziland and the USA. If you come to York, you will have the opportunity to work with one of the leading groups in science education.
As members of the University of York Science Education Group, the science education staff in the Department of Education have made a significant contribution to the high profile of science education at York. Science specialist staff currently in the Department include Professor Robin Millar, Professor Judith Bennett, Martin Braund and Fred Lubben. All hold major grants for research and development in science education.
Areas of expertise include assessment, attitudes to science, the use of context-based approaches to the teaching of science, curriculum development (including international collaboration on projects), evaluation of curriculum interventions, gender issues in science education, practical work in science, scientific literacy, systematic reviews of research literature, and the transition from primary to secondary school. Current international work includes involvement in the PISA (Programme for International Student Assessment) project and a number of initiatives in Southern Africa.
The reputation of the University of York Science Education Group was a major contributory factor in York being chosen as the home of the new National Science Learning Centre, which opened in September 2005 and offers a programme of professional development courses for science teachers.
The programme offers specialist tuition within an established framework for MA provision in the Department. The aims of the programme are:
-To enhance knowledge and understanding in science education
-To develop educational research capabilities and skills in the fields of education and science education
-To contribute, where appropriate, to professional development by enhancing capacity to investigate aspects of one or more of educational theory, policy and practice
Term 1
-Science, Education and Society (20 credits)
-Research methods in education (20 credits)
One option module from a list of about 10 (20 credits). Options are likely to include:
-Bilingualism
-Citizenship education
-Cross-linguistic influences in second language acquisition
-Discourse Analysis
-Education and social justice
-Evaluating ESOL classroom practice
-Intercultural communication in education
-Learning and teaching second/foreign language reading
-Motivation in education
-Teaching and assessing speaking skills
-Teaching and assessing writing skills
-Teaching and learning in schools
-Teaching World English
-Topics in second language acquisition
Term 2
-Recent research and innovation in science education (20 credits)
One option module from a list of about 10 (20 credits). Options are likely to include:
-Approaches to English teaching
-Contemporary issues in teaching
-Cross-cultural perspectives on language and discourse
-Developmental Psycholinguistics
-Learning and teaching grammar in a second language
-Pragmatics: language, meaning and communication
-Psychology of language and language learning
-Qualitative and quantitative data analysis
-Teaching and learning citizenship and global education
-Teaching English for academic purposes
-The practice of English language teaching
-Testing and assessment in English language teaching
Term 3
Planning and Communicating Research (20 credits). Classes are spread over Terms 2 and 3.
The third term and the summer is also devoted to writing a dissertation (60 credits) based on a small-scale research study to be submitted by early September.
Students will also be able to attend the department series of research seminars for Masters students which includes talks by visiting speakers.
Students will complete:
-Four assessed coursework essay assignments (each 4,000 to 5,000 words in length)
-An exam in Research Methods in Education
-An assessed presentation + dissertation outline + ethics audit
-A dissertation of 12,000 words in length
Our graduates find employment in a wide range of sectors within education, but also in journalism, information management, human resources and other careers.
Our postgraduate courses can be used to complement teacher training/development programmes and voluntary or paid roles which focus on the more practical elements of teaching. However, other than our PGCE, our courses are not teacher training programmes in themselves.
The Psychology of Education MSc will introduce students to key theoretical issues in the psychology of education, critically analysing psychological theory and research, and exploring its contribution to educational issues and practice. It is intended for people who wish to gain Graduate Basis for Chartered Membership so that they can proceed to professional training as an educational or other psychologist.
This programme aims to equip students to develop understanding of the current issues in the psychology of education and provide them with an opportunity to engage in research. On successful completion of the programme students should be able to produce and communicate reasoned and informed argument, both in writing and orally. Students will also be able to critically evaluate theory and evidence in psychology.
Students undertake modules to the value of 180 credits.
The programme consists of two core modules (60 credits), two optional modules (60 credits) and a dissertation (60 credits).
Core modules
Optional modules
Dissertation/report
All students undertake an independent research project which culminates in a dissertation.
Teaching and learning
The programme is delivered through a combination of lectures, including guest speakers, student preparation of tasks and longer presentations, group work, discussion, and computer workshops giving hands-on practice. Assessment is through coursework and one unseen examination. Coursework can involve small exercises, critiques of set research articles and extended pieces of writing on set topics.
Further information on modules and degree structure is available on the department website: Psychology of Education MSc
For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.
Graduates of this Master's degree are currently working as:
Recent career destinations for this degree
Employability
This programme offers a comprehensive research training in developmental and educational psychology. It provides a good grounding for doctoral study and valuable preparation for a research career in the academic community, the public sector or in industry.
Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.
UCL Institute of Education (IOE) is one of the world's leading centres for education and related areas of social science - students learn from cutting-edge researchers in the field. For the fourth year in succession the IOE has been ranked number one for education (QS World University Rankings by Subject 2017). Our alumni include government ministers; heads of schools, other educational institutions and NGOs; and Olympians and prize-winning authors.
The Music Education MA will introduce students to research and research-informed practice at the forefront of music education. The programme will provide tools for interrogating musical and educational assumptions, values and practices. It will help students to expand their understanding of effective music teaching, evaluation and assessment across the lifespan.
Undertaking the Music Education MA programme will allow students to develop their critical thinking and ability to interrogate current educational research, literature and practice in the overarching fields of music and music education. They will also have the opportunity to pursue specialist lines of enquiry that are related to their own professional and/or academic interests, working alongside prominent academics in the field.
Students undertake modules to the value of 180 credits.
The programme consists of two core modules (60 credits), and either two optional modules (60 credits) and a research dissertation (60 credits), or three optional modules (90 credits) and a report (30 credits).
Core modules
The two core modules are founded on three strands in the study of music education: philosophy, psychology and sociology. These include historically-significant and cutting-edge contemporary approaches, theories and philosophies across a wide range of topics.
Optional modules
The Critical Studies in Music Pedagogy and Practice module examines past and present music education research and practice across a range of social and cultural contexts. Music Technology in Education provides students with opportunities to engage with published commentary and also develop practical skills. Choral Conducting, Leadership and Communication develops the skills of effective choral conducting and rehearsing in educational contexts.
Please note: at the programme leader's discretion, a student might be able to import a maximum of 60 credits.
Dissertation/report
All students undertake an independent research project, which culminates in a 20,000-word dissertation or 10,000-word report.
Teaching and learning
The main mode of delivery is through a combination of weekly lectures and seminars.
There are ten-week lecture courses for the two core modules, and also for Critical Studies in Music Pedagogy and Practice (optional module), with sessions held in the evenings at the UCL Institute of Education. However, the Choral Conducting Leadership and Communication optional module takes place over five full days at the UCL Institute, as well as through additional student-led sessions. Students are also required to engage actively with UCL's online learning environments across the programme. The Music Technology in Education optional module is delivered online. All students are entitled to face-to-face tutorials with their allocated tutors.
Assessment is predominantly through a written assignment for each taught module.
Further information on modules and degree structure is available on the department website: Music Education MA
Graduates of this programme are currently working as:
Recent career destinations for this degree
Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.
The Music Education MA at UCL is the only postgraduate programme of its type in the UK, and one of the largest recruiting in the world, that is dedicated to music education.
The programme is taught by leading academics with current and extensive expertise in externally-funded research. Research and publications from our lecturers have significant impact on educational policy and practice both in the UK and internationally. This informs learning and teaching on the programme whilst fostering the development of a research-based culture. Many of our students pursue further study at doctoral and post-doctoral level.
Our programme meets the needs of a wide range of professionals from across the international communities of music and music education. Our alumni have been and continue to be leading figures in education worldwide.
The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.
The following REF score was awarded to the department: Culture, Communication & Media
78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)
Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.
The Education and Technology MA teaches students the practical and research skills to design, use and evaluate 'edtech' interventions. They will develop methodological skills to ensure that processes and products respond to the needs of educators and add value to learning and teaching. Students learn how to embed technology within educational practice, explore key issues and debates in this field, and critically appraise educational theory.
This programme develops students' theoretical insights and practical skills in technology in education. Students learn how to apply the latest educational theory to their everyday professional practice. The research skills developed allow progression on to doctoral research and/or a strong background for a career in design and evaluation work in the edtech sector.
Students undertake modules to the value of 180 credits.
The programme consists of two core modules (60 credits), and either two elective modules (60 credits) and a dissertation (60 dissertation), or a report (30 credits) and three elective modules (90 credits).
Core modules
Elective modules
Students choose two optional modules from across the UCL Institute of Education's Master's-level offering.
The following are examples from the recommended UCL Knowledge Lab MA optional modules:
Previous students have chosen optional modules from Psychology, Mathematics or Science Education, Higher and Professional Education and other programmes.
MA Mathematics Education Programme
Dissertation/report
All students undertake an independent project culminating either in a dissertation of 20,000 words or a report of 10,000 words, supervised either on campus or online.
Teaching and learning
Teaching is delivered through individual and group working; lectures and podcasts, student presentations and group discussion of reading and writing undertaken in preparation for sessions, both online and face-to-face; collaborative activities in face-to-face and online contexts. All modules are assessed by written assignments.
Further information on modules and degree structure is available on the department website: Education and Technology MA
Graduates of this programme are currently working as educators, university learning technologists, government education researchers, designers or developers of educational technology, consultants, PR and marketing managers. Some graduates continue their studies as PhD students.
Recent career destinations for this degree
Employability
The Education and Technology MA is highly regarded within education and industry. Graduates from our programme have gone on to develop their careers in the education sector as senior teachers, learning technologists, education researchers, and to undertake PhD research.
Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.
This programme is run by UCL's Knowledge Lab (UCLKL) where researchers explore the future of learning with digital technologies in a wide range of educational settings. This brings together scientists from a range of fields including education, sociology, and semiotics who explore design, development and evaluation across a broad range of digital media. The research is interdisciplinary in nature, with collaborations involving, for example, computer scientists, designers, and subject specialist educators.
This programme offers a number of opportunities for networking across different sectors in educational contexts:
The MA attracts students from a wide variety of backgrounds and nationalities, providing scope for broad intellectual discussion and debate, and opportunities for multidisciplinary working, and global networking.
The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.
The following REF score was awarded to the department: Culture, Communication & Media
78% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)
Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.
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