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 disposition 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 and 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 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.
SEM 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.
SEM 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 their school or professional community after they graduate.
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.
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 and completion of a class project, students will gain information and insight into specific issues that affect schooling in Costa Rica.
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.
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.