Elementary Education Program

Program Rationale

The MS in Elementary Education program is designed for elementary education and K-12 certified teachers wishing to pursue graduate study that extends their knowledge of the theory and practice of elementary education. The program offerings enable working teachers to increase knowledge and skills related to the most effective research-based strategies in teaching, learning, and assessment. Students will have opportunities to analyze, extend, and increase the relevance and responsiveness of their current work in classrooms, particularly as it relates to leadership and diversity issues.

The program consists of a number of courses in the introductory block, curriculum and instruction block, and specialization block. It also provides the opportunity to develop and implement research skills in the final two semesters of the capstone requirement, during which candidates are enrolled in courses that facilitate the planning and conducting of an action research project in the school classroom and/or professional teaching setting in which they are employed. Teacher certification in either elementary, early childhood, middle-level education, or an NK-12 special area is required for admission to the program.


Program Learning Outcomes, M.S. Elementary Education

Students are expected to:

  • demonstrate and implement varied instructional, assessment, management, and technological strategies that facilitate learning for diverse students;
  • demonstrate improvement in the quality of students' teaching skills by self-reflecting and analyzing teaching practices through data collection and analysis;
  • demonstrate best practice teaching as agents of change by designing and conducting action research grounded in professional literature to have an impact on schools and their surrounding communities;
  • assess a variety of teaching strategies in light of research-based practices around developmental stages and cultural/linguistic backgrounds; and
  • demonstrate knowledge and understanding of the course material in the introductory block courses that incorporate and highlight insights from the study of diversity in schools, socio-cultural and historical issues influencing schools, and research in education.
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