Elementary and Literacy Education

Graduate Programs

Description

The Department of Elementary and Literacy Education programs are designed to meet the needs of elementary teachers. All of the graduate programs are offered online and can be completed from distance. 

Majors

 Program Locations Total Credits
Elementary Education MS MS - Master of Science
  • Online
 31

Certificates

 Program Locations Total Credits
Elementary Math Pedagogy GC
  • Online
 9

Policies & Faculty

Policies

In addition to meeting the general admission requirements of the College of Graduate Studies and Research, preference will be given to students who have an undergraduate GPA of 3.0 or higher. Students with a GPA less than 3.0 will be considered for admission after successfully completing 6 graduate credits within the department with a grade of B or higher as a non-degree-seeking student. Students must submit two recommendation forms that address the student’s professional competence. 

Contact Information

328 Armstrong Hall

http://ed.mnsu.edu/ele/

Faculty

Chairperson
  • Karen Colum, Ph.D.
Graduate Program Coordinator
  • Beth Beschorner, Ph.D.
Faculty

500 Level

Credits: 2

To prepare pre-service and in-service teachers to use technology in the elementary classroom. Applications to each content area will be considered.

Prerequisites: none

Credits: 3

Foundation level knowledge concerning the reading process and how it pertains to the ESL student including strategy instruction.

Prerequisites: none

Credits: 3

Foundation level of knowledge concerning the characteristics, causes, diagnosis and treatment of reading difficulties.

Prerequisites: none

Credits: 3

Presents knowledge base and strategies for literacy development for infants-Kindergarten. Focus on Family Literacy.

Prerequisites: none

Credits: 3

Presents strategies for teaching and reading knowledge, attitudes and skills in the various teaching content areas.

Prerequisites: none

Credits: 3

Through hands-on experiences students learn the basics of engineering needed to teach this content at the elementary school level. Topics include the engineering design process, reverse engineering, engineering fields/professions, and experience with instructional strategies. The course focuses on the engineering strand of the K-6 Minnesota State Science Standards.

Prerequisites: none

Credits: 3

Students will develop competency using the specific technology skills needed to become effective Elementary Science, Technology, Engineering, and Math (STEM) teachers.

Prerequisites: none

Credits: 1

Students will become familiar with important, emerging topics in the field of elementary STEM education.

Prerequisites: none

Credits: 2

Planning the curriculum for teaching prekindergarten children.

Prerequisites: none

Credits: 3

Students will learn to integrate the four disciplines of STEM (science, technology, engineering, and math) into their instruction in the elementary classroom.

Prerequisites: none

Credits: 1

This practicum provides students with an immersion experience in a supervised Science, Technology, Engineering, and Math (STEM) educational setting.

Prerequisites: none

Credits: 2

To assist K-12 classroom teachers in developing their skills for supervising pre-service and student teachers.

Prerequisites: none

Credits: 1-3

The workshop format provides teachers and others opportunity to study a specific topic in a shortened, hands-on course. May be repeated.

Prerequisites: none

Credits: 1-4

Special courses designed to meet changing educational trends.

Prerequisites: none

600 Level

Credits: 2

Examination of innovative instructional procedures for implementation, evaluation tools and techniques in K-8 settings.

Prerequisites: none

Credits: 1-4

Planning, teaching, skills, instructional procedures, and evaluation with emphasis on classroom implementation.

Prerequisites: none

Credits: 3

Students will understand current trends in mathematics instruction for elementary students and develop competencies in the following: promoting reasoning and problem-solving, using mathematical representations, facilitating meaningful mathematical discourse, posing purposeful questions, building procedural fluency from conceptual understanding, supporting productive struggle, eliciting evidence of student thinking, and creating equitable opportunities in teaching and learning mathematics. Emphasis is on National Council of Teachers of Mathematics Principles of effective mathematics teaching and Standards for Mathematical Practice.

Prerequisites: none

Credits: 1-4

Selected topics explored for elementary or secondary teaching. May be repeated.

Prerequisites: none

Credits: 3

This course focuses on developing skills related to academic writing.

Prerequisites: none

Credits: 3

This course focuses on implementing high quality, research based literacy instruction for all children in preschool through second grade. Emphasis is placed on the use of varied instructional approaches and materials for young learners. Students will develop the ability to: understand major theories and research describing literacy development, implement a balanced curriculum, design an environment to optimize student learning that includes choice and motivation, and differentiate instruction.

Prerequisites: none

Credits: 3

This course provides an introduction to the Response to Intervention (RTI) initiative. Different implementation models will be reviewed, along with specific factors important to consider when designing programs. An overview of progress monitoring and intervention strategies will be provided.

Prerequisites: none

Credits: 3

This course is designed to assist teachers to reflect best practices for enhancing 21st Century Skills in the classroom in order to increase their students' critical thinking, communication and comprehension.

Prerequisites: none

Credits: 3

Historical foundations; influencing factors, issues, analysis of materials, projects in construction.

Prerequisites: none

Credits: 3

This course provides an in-depth study of assessment strategies for readers at different levels. Effective reading assessments for groups and individual learners, data-driven decision-making, and assessment of curriculum will be emphasized. Data analysis and patterns of performance will be highlighted.

Prerequisites: none

Credits: 3

This course focuses on implementing high-quality, research based literacy instruction within the disciplines/content areas. The course emphasizes the use of varied instructional approaches and materials related to vocabulary and comprehension of a wide-range of print-based and multimodal texts. Students will be able to: identify features of a motivating environment for literacy learning and plan appropriate explicit instruction for literacy within disciplines/content areas.

Prerequisites: none

Credits: 3

Recent research and current developments. Contemporary trends and teaching strategies in K-12.

Prerequisites: none

Credits: 3

This course provides an in-depth study of instructional strategies and interventions for readers at different levels. Effective reading strategies for groups and individual learners, data-based curriculum decisions, and selection of appropriate materials and instructional strategies will be emphasized.

Prerequisites: none

Credits: 3

This course focuses on recent research, issues, and instructional approaches in K-12 reading. Emphasis is placed on providing effective instruction for all learners and includes topics related to content and pedagogy. Students will develop the ability to: explain components of a balanced approach to literacy instruction, describe phonemic awareness, phonics, fluency, vocabulary, and comprehension and their contribution to reading, plan and deliver effective instruction, and reflect on literacy instruction.

Prerequisites: none

Credits: 3

Presents information about elementary learners' writing development, genres for the elementary curriculum, and assessment of elementary students' writing. Research-validated practices for teaching diverse learners will be the focus of the course.

Prerequisites: none

Credits: 3

This course examines providing professional development to improve reading instruction. It examines current research in literacy, developments in federal and state policy, and necessary conditions for high quality reading instruction. Additionally, preparation for the Praxis II exam in reading will be provided.

Prerequisites: none

Credits: 3

Students will develop expertise in working with culturally and linguistically diverse students in literacy learning. The course focuses on culturally responsive instructional strategies for literacy learning in reading, writing, and oral language to meet the cognitive, linguistic, cultural, and dispositional needs of English learners and culturally diverse learners. English language development, linguistics, academic language, assessment, family engagement, strengthening students' cultural connections, vocabulary development, comprehension strategies, writing instruction, and differentiation are major topics.

Prerequisites: none

Credits: 2

Critical study of problems and research related to elementary school curriculum.

Prerequisites: none

Credits: 3

This course provides classroom teachers with the skills to design interventions in reading within a Response to Intervention (RTI) framework. The focus will be on designing evidence-based interventions in phonemic awareness, phonics, fluency, vocabulary and comprehension.

Prerequisites: none

Credits: 3

Examines research and theory in education. Explores major research and theoretical thinking in education.

Prerequisites: none

Credits: 1-6

Supervised practical experiences in curricular design and development. Admission by application only.

Prerequisites: none

Credits: 3

Investigation of effective elementary classroom instruction through multiple methods of formal and informal assessment strategies that support student engagement, student progress monitoring, and guiding instructional decision making. Examination of assessment strategies for instructional planning and evaluation to promote strong intellectual, social, emotional, and physical development which will support all elementary students.

Prerequisites: none

Credits: 3

The focus of the course is on understanding assessment and instructional interventions designed to enhance the mathematical thinking of elementary learners. Additionally, it will focus on using that knowledge to design instruction and intervention strategies aimed at student success. This course will address the development of conceptual models, focused practice, feedback during strategy development, and the development of procedural skills with algorithms.

Prerequisites: none

Credits: 2

.

Prerequisites: none

Credits: 3

Students in elementary math classrooms often exhibit a wide range of skills, learning styles, and attitudes toward math. Through this course, educators address the challenge of bringing students of diverse abilities and needs to an equal level of competence, taking into account the cumulative nature of mathematics proficiency. Educators learn how to apply grade-appropriate, differentiated instruction methods, thus providing students with multiple paths to understanding content. Through these strategies, educators learn to help students develop fundamental skills and concepts, internalize content, visualize key concepts, and collaborate to solve problems.

Prerequisites: none

Credits: 3

This course focuses on practical, best practice strategies to help learners be more successful with textbooks and other kinds of reading materials, vocabulary, comprehension, and study strategies supported by research-based evidence will be presented along with successful strategies for implementation in a grade or school.

Prerequisites: none

Credits: 3

Develop skills, knowledge, and dispositions related to technology use for literacy learning in the elementary classroom.

Prerequisites: none

Credits: 1-6

Special teaching projects of an experiental and creative nature in the students' field of preparations.

Prerequisites: none

Credits: 3

This field-based course is designed as the capstone experience for students completing the reading teacher program. The focus is on assessment and intervention experiences with struggling readers.

Prerequisites: none

Credits: 3

Various theories for organizing curriculum are investigated and experiences are provided in designing an articulate program.

Prerequisites: none

Credits: 3

This course provides the information necessary for classroom teachers to document and monitor student progress in reading within the RTI framework. Content will include: which reading assessments to use and why; how to administer, score and interpret them; along with how to manage and make data-based decisions when designing monitored reading interventions within the general education classroom environment.

Prerequisites: none

Credits: 1-4

This field-based course is designed for students working with two-year college students and adults in reading. It provides an opportunity to implement knowledge and skills developed in coursework with this population.

Prerequisites: none

Credits: 2

Examine theory and designs for developing implementing and evaluating various individualized instructional strategies.

Prerequisites: none

Credits: 1-4

Opportunity for individual study on curriculum or instruction topics under direction of graduate faculty.

Prerequisites: none

Credits: 2

Current research, instructional techniques and materials regarding kindergarten curriculum in language arts, reading, science, mathematics, social studies, psychomotor and creative arts.

Prerequisites: none

Credits: 1-4

Supervised practical experiences in curriculum design and development. Permission required.

Prerequisites: none

Credits: 1-3

Graduate workshops covering a wide range of content.

Prerequisites: none

Credits: 1-2

For students completing a Master's degree with the alternate plan paper option.

Prerequisites: none

Credits: 1-2

For students completing a Master's degree with the creative project option.

Prerequisites: none

Credits: 1-4

For students completing the Master's or Specialist degree using the thesis option.

Prerequisites: none