Department
of Reading and Elementary Education
367 College of Education Building
704-687-8889
Degree
M.Ed.
Coordinator
Dr. Jack Piel
MASTER OF EDUCATION IN ELEMENTARY EDUCATION
The master’s (M.Ed.) program in Elementary Education is a K-6 instructional degree that leads to the “M” level teaching license. This 39-hour program promotes the following strands of competence:
1) Instructional
Leader and Mentor
This degree program enables graduates to develop leadership/mentorship skills
2) Career
Path for Teachers as Educational Leaders
Learn “best practices” for instructional tactics based on current research findings in education. Completion of this degree program will enable graduates to advance up the pay scale through a 10% salary increase.
3) National
Board Certification Alignment
Completion of this program will assist graduates in the pursuit of National Board Certification.
Program
Goals
Master teachers are self-directed in their personal and professional growth as educators.
Master teachers are responsive to children’s differences influenced by development, exceptionalities, and diversity.
Master teachers are well-grounded in the content and pedagogy of the entire elementary curriculum.
Master teachers are elf-reflective, self-evaluative, and educational researchers.
Master teachers are collaborative educational leaders.
Instructional Phases
This degree program is organized so that students will become instructional leaders through:
1) Phase
I Developing Perspectives
Thirteen (13) hours of Professional, Theoretical, and Research coursework applicable to elementary education. This coursework establishes the basis for Phase II and Phase III.
2) Phase
II Content and Pedagogy
Sixteen (16) hours of coursework based on current research findings. Graduates will investigate and share effective instructional practices designed to improve learning in the classroom.
3) Phase
III Collaborative Leadership
Four (4) hour block of coursework developed to help students achieve the necessary skills to become instructional leaders and mentors within a public school setting.
Electives
Six (6) hour requirement selected from a variety of course offerings designed to allow teacher leaders to guide their own learning relative to goals and interests
Phase I. Developing Perspectives
Complete Phase I core requirements according to approved plan before beginning Phase II. Note Prerequisite for ELED 6220 (ELED 6101).
Requirements (13 hours)
ELED6101 Applications of Theories of Human Development and Learning (3)
RSCH6101 Educational Research Methods (3)
ELED6111 Critical Issues in Elementary Education (3)
ELED6220 Integrating the Elementary Program (3)
ELED6691A Seminar in Professional and Leadership Development (1)
Phase II: Content and Pedagogy
Complete requirements of Phase II according to your approved plan before Phase III.
Requirements (16 hours)
EDUC6254 Individualizing Instruction for Diverse Learners (3)
ELED6221 Teaching and Learning K-6 Science (3)
ELED6241 Teaching and Learning K-6 Social Studies (3)
ELED6252 Teaching and Learning K-6 Mathematics (3) or 6255 Math CAMMP (3)
READ6250 Language Development and Reading (3)
ELED6691B Seminar in Professional and Leadership Development (1)
Courses in Elementary Education
ELED 6000. Topics in Elementary Education.
(1-6) May include classroom and/or clinic experiences in the content
area. With department approval, may be repeated for credit for different
topics. (Fall, Spring,
Summer)
ELED 6101. Applications of Theories of Human
Development and Learning. (3) Review of paradigms of human
development theory as a basis for identifying and clarifying teachers’ beliefs
about development and learning. Analysis and subsequent improvement of
alignment of teachers’ instructional practices to their chosen theoretical
paradigms.(Fall, Spring)
ELED 6111. Critical Issues in Elementary Education.
(3) Three categories of instructor-and student-selected issues:
government, governance, and the elementary schools; changing educational roles
of professional educators, parents, and children; and the evolving missions of
elementary schools. Focus on the self as learner and the re-examination of
one’s beliefs, teaching practices, and learning in multiple contexts. (Fall) (Summer)
ELED 6220. Integrating the Elementary Program.
(3) Prerequisite: ELED 6101. Theoretical and historical roots of the
integrated curriculum, factors which have supported or constrained
implementation of this model, and methods for meaningful curriculum integration
across subject areas and home/school cultures. (Spring) (Summer)
ELED 6221. Teaching and Learning K-6 Science.
(3) Prerequisites: Completion of Phase One. Critical reading and use of
the literature in science education, examination of science content taught in
the elementary school, multiple models and approaches for teaching and
assessing learning in science, required action research project. (Fall)
ELED 6241. Teaching and Learning K-6 Social Studies.
(3) Prerequisites: Completion of Phase One. Critical reading and use of
the literature in social studies education, examination of social studies
content taught in the elementary school, multiple models and approaches for
teaching and assessing learning in social studies, required action research
project. (Spring)
ELED 6251. Teaching and Learning Mathematics.
(3) Prerequisite: core requirements. Examination of the K-6 mathematics
curriculum, including a critical analysis of research literature related to
problem solving processes and mathematics learning. (Yearly) (Evenings)
ELED 6252. Teaching and Learning K-6 Mathematics.
(3) Prerequisite: Completion of Phase One. Critical reading and use of
the literature in mathematics education, examination of mathematics content
taught in the elementary school, multiple models and approaches for teaching
and assessing learning in mathematics, required action research project. (Fall, Spring)
ELED 6255. Math CAMMP. (3) Computer Applications and Manipulative Mathematics Program. Examination of constructivism in K-8 mathematics teaching, with emphasis on concrete, representational, and symbolic manipulatives; developmentally appropriate computer software; developmentally appropriate instructional tactics; and preparing a thematic instructional module. The course culminates in a week long practicum with elementary students. (Summer)
ELED 6470. Elementary Education Clinical Experience.
(3-6) Prerequisite: Department approval. Program of
experiential learning activities in an approved school setting (K-6).
Departmental approval required. (On
demand)
ELED 6474. Advanced Practicum in Teaching, Learning,
and Leadership. (3) Prerequisites: Completion of Phase I and II
courses and permission of the department. Advanced study, consideration,
selected application, and evaluation of principles and practices which master
teachers use to mentor the professional development of peers, collaborate with
others, influence educational practices beyond their own classrooms, and
support elementary students’ development of competence and responsibility for
their own learning and behavior. (Fall, Spring)
ELED 6691. Seminar in Professional and Leadership
Development. (1) Seminar focused on the self-direction and
collaboration of teachers as they design, develop, and present their individual
program plans, their basic program portfolio, and their capstone experience of
the Master’s Research Project or Comprehensive Portfolio. (Must
be repeated once per program phase, for a total of 3 credit hours.) (Spring)
ELED 6800. Individual Study in Elementary Education.
(1-6) Prerequisite: Permission of the student’s advisor. Independent study under the supervision of an appropriate faculty
member. May be repeated for credit. (Fall, Spring,
Summer)
ELED 7999. Graduate Residence. (1) Meets Graduate School requirement for continuous enrollment during completion of a capstone project or comprehensive examination. (Fall, Spring)