Designed to increase graduate students’ knowledge and skills in the area of assessment, especially as it pertains to classroom practice. An emphasis is placed on the construction and use of high quality, standards-based instruments, both formative and summative, to assess understanding. Techniques for data analysis are considered and applied to data students collect for their research projects.
Designed to enable educators to become discriminating consumers and practical producers of action-oriented educational research. The course gives teachers the opportunity to develop the professional knowledge, skills and dispositions for critical inquiry and research development, preparation, analysis, interpretation and evaluation.
This inquiry-based course approaches the design of school curricula with consideration for philosophical underpinning, theoretical research related to learning and pedagogy, cultural and political context, and systemic change. Issues related to diversity, equity and quality of educational experience will be explored.
This course explores the nature of literacy, including the critical features of the developmental phases of reading and writing. The course includes a study of the characteristics of developing readers and writers with special emphasis on effective instructional practices. A variety of instructional practices and literacy programs are critiqued in relation to what it means to be literate.
This course examines the role of technology in teaching and learning in P-12 schools. Graduate students develop skills in using technology and in selecting and applying technology appropriately to enhance both teacher productivity and student learning. Current issues related to educational technology will be explored through written and oral reflection based on selected readings.
This course emphasizes the importance of a strong alignment among curriculum, instruction, and assessment. Graduate students will explore the fundamental question of "What should students know and be able to do as a result of schooling?" A major emphasis in the course is facilitating a deep understanding of the content of curriculum through the use of careful instructional planning and sound pedagogy.
The course explores the collaborative nature of education with particular emphasis on developing the skills required to be an effective member of an education team. The course includes examination of communication skills with a focus on those skills needed to form effective partnerships with families, community agencies, paraprofessionals, administrators, and others involved in students' education.
Each section of the course allows graduate students to exercise and refine the knowledge, skills, and dispositions they have developed through their participation in the M.Ed. program. Students will work, in collaboration with Elon University leaders and fellow cohort members, to facilitate the cognitive, affective, and social development of P-12 learners by designing, administering, and evaluating a summer learning enrichment experience on the Elon University campus.
The focus of this course is on planning curriculum and designing instruction for students with mild to moderate disabilities so that they can fully participate in core curricular activities. Topics include individualized educational program (IEP) development, universal design for learning (UDL), differentiation of instruction, and selection and use of accommodations.
This course features the analysis of contemporary books for children and youth and examines how literature can be effectively incorporated into the school curriculum. The course includes methods for presenting a variety of print and non-print materials to students, using student interest to motivate reading, and capitalizing on literature to help children progress as readers, writers, and critical thinkers.
This course addresses the evolution of the field of special education, its philosophical and theoretical foundations, legal underpinnings, and current trends and issues. Emphasis is on acquiring a broad knowledge base regarding exceptional learners and the programming needed to meet their unique needs. Family involvement is highlighted, and special consideration is given to issues of cultural diversity in terms of special education placement and services.
This course develops the knowledge base necessary for making instructional decisions for exceptional learners in the area of literacy. Graduate students will examine the research base on instructional techniques for students with high incidence disabilities. They will learn to apply effective teaching methods that involve explicit, systematic and intensive instruction and use informal assessments as basis for planning, monitoring and modifying instruction.
In this course graduate students are taught to analyze the disturbing behaviors of exceptional students in classroom environments and to design effective behavior management interventions. The framework of positive behavior support is adopted, providing students with varying levels of intervention dependent upon severity of their need. The importance of family involvement is stressed and methods for gaining family support are addressed.
This course is designed to prepare teachers to work effectively in today’s inclusive classrooms. The course includes a consideration of a wide variety of diversity, including diversity of ability; racial, cultural and ethnic diversity; linguistic diversity; and socio-economic diversity. An emphasis is placed on both cultural sensitivity and a solid knowledge base in historical and legal factors as being important in creating respectful learning environments.
Seminar II: This section provides graduate students with the opportunity to synthesize the content and skills acquired during the first year of graduate studies as they assemble their research report. Upon completion of the graduate program, the research report is submitted as evidence of students’ ability to plan and carry out action research designed to improve student learning.
Seminar III: This section, taken during graduate students’ third summer in the program, provides an opportunity for students to explore various roles of the teacher-leader and to consider opportunities for leadership in their school, community and the profession. Students will develop an action project to take with them and carry out in the school or professional community after they graduate. (Summer)
Designed to provide graduate students with the historical and legal foundations, the key issues and trends, and the guiding policies of education of gifted students. They will examine the role of families, communities, and the educational environment in supporting the development and education of individuals with academic and/or intellectual gifts.
This course will acquaint graduate students with the central concepts of curriculum and instructional design and differentiation. Students will study models of curriculum and a wide range of instructional methods that enhance the strengths of gifted learners. The principle of alignment will be emphasized throughout, in terms of alignment with standards and with learner characteristics as well as internal alignment of curriculum and instructional elements.
This course will introduce graduate students to the social and emotional issues that confront students who are gifted. Special populations, including gifted/learning disabled, culturally diverse and those who are extremely precocious, will be considered regarding their unique characteristics and needs. An emphasis will be placed on programming and promising practices for these special groups of students.
In this course, graduate students explore cultural, historical, political and economic factors that influence the education system (both private and public) in Costa Rica. Through readings, discussion, reflection and completion of a class project, students will gain information and insight into issues that influence schooling in Costa Rica. Participants also make connections to their own classrooms, particularly in the experience of English language learners.
The Independent Study allows graduate students to plan an independent course of study in consultation with a faculty advisor. Permission of M.Ed. director is required. No more than three hours of independent study may be applied toward M.Ed. degree.
The main focus of this course is the integration of content standards of mathematics with the process standards – problem solving, communication, reasoning, representation, and connections within and outside of mathematics. Graduate students will enhance their knowledge and understanding of both the content and process standards of mathematics through research and collaboration with others.
This course is designed to provide a background in the application of psychology to education with a focus on cognitive approaches to learning, development, and motivation. Graduate students will learn to apply current theory and recent research findings to practical problems of education.
SCI 565 is designed to increase graduate students’ knowledge and skills in the natural sciences using a team-based format. Classes are interactive and students will experience inquiry-based learning. Emphasis is placed on the nature and processes of science and how scientific knowledge is acquired and refined. Graduate students will explore the relationship of science to the classroom and to the world beyond the classroom.