Master of Science, Elementary Education
This program is designed for elementary education or K–12 certified teachers wishing to pursue graduate study which 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.
Program Learning Outcomes:
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.
Applicants must hold a bachelor’s degree from a regionally accredited institution of higher education. Applicants must also have a minimum undergraduate GPA of 2.70 on a 4.00 point scale (where A is 4.00), or its equivalent, and good standing (3.00 GPA) in all post-baccalaureate course work. Teacher certification in either elementary, early childhood, middle-level education, or an NK–12 special area is required for admission to the program
The admissions application, application fee, and official transcripts from each college and university attended (except Central Connecticut State University) must be submitted to the Graduate Recruitment and Admissions Office.
Course and Capstone Requirements (33 credits):
Core Courses (9 credits)
EDTE 502 Focus on Diversity in Education
EDF 516 School and Society
ED 598 Research in Education Professional Courses (9 credits)
EDEL 508 Current Trends in Elementary Education
EDEL 512 Assessment of Learning
EDEL 529 Analysis of Teaching
Specializations (9 credits)
Choose from one of the following specializations:
a) Diversity in Education: Three from EDEL 509, EDEL 485, RDG 586, LING 497
b) Working with Families: Three from SPED 580, SPED 510, or other SPED course approved by advisor; EDEC 553, RDG 586; EDEL 485
(Continued on back)
c) Subject Area Curriculum: Three from FA 490, SCI 555, MATH 506, 507, 508, or 509, EDEL 537, RDG course (500 level), or EDEL 485
d) Literacy: Three from 500-level RDG courses or TESOL courses (LING 497 and RDG 586 are recommended.)
Capstone Requirement (6 credits)
Special Project, Plan E: EDEL 591 and EDEL 592 (all students are required to enroll in Plan E unless they are exempted for Plan A, the thesis option). Capstone requires the completion of all core and professional courses and at least 6 credits in specialization area. Students are strongly discouraged from taking any other coursework concurrent with EDEL 591. Under no circumstances may students take a course concurrently with EDEL 592.
Students should complete the core requirements before enrolling in the professional and specialization courses. Courses in the professional and specialization areas may be taken concurrently with courses from the core with permission of advisor. All core and professional courses, as well as 6 credits in the specialization block, must be completed prior to taking EDEL 591. In the case of a student who is not employed in a professional setting with children during the capstone semesters, the student may opt to fulfill Plan A, Thesis Capstone (3 credits). In this case, the student must take an additional course, with advisor counsel, to complete the 33 credits in the planned program. The student must also find a faculty member in the department to supervise the thesis work.
Note: A maximum of six credits in 400-level courses may be taken, with the approval of the graduate advisor.