Array ( [program_code] => NMEELIR14B [program_name] => Master of Education in Elementary Education [specific_requirement] => Initial Program - Leads to Initial Teacher Licensure [start_date] => [end_date] => September 25th, 2014 [description] =>

The Master of Education in Elementary Education (Eligible for Institutional Recommendation/Credential) is designed for individuals seeking initial teaching licensure in elementary or middle school education. The format and courses of this Arizona-approved program are tailored to meet the needs of the adult learner and to maximize the content knowledge that the teacher candidate will possess upon graduation. Graduates of the Masters in Elementary Education program are prepared to become informed educators in public and private schools and other settings requiring a teaching license. In this program, teacher candidates study topics such as: Philosophical and social issues in education; educational psychology and human development; classroom engagement and management; educating students with diverse needs; English as a second language; structured English immersion; prescriptive reading and assessment; and curriculum, assessment and methods for teaching the content areas of English language arts, math, science, health, social studies and the arts. All courses are directly aligned with specialized professional teaching standards and the associated national content standards. Students must have access to a grade 1-8 classroom to complete assignments within many of the courses which guide teacher candidates through more than 100 hours of observational and practice-based experiences. The final semester of the Masters in Elementary Education program includes a full-time, 15 week student teaching component. Teacher candidates are responsible for contacting their state department of education for licensure requirements and program approval.

[genet_version] => 0 [new_program_code] => [month_lenght] => 30 [min] => 47 [req] => [elect_low] => [elect_high] => [genet_low] => 0 [genet_high] => [total] => )

For a version of this program that does not lead to teacher licensure, please click here

Master of Education in Elementary Education Initial Program - Leads to Initial Teacher Licensure

Degree Overview
Course List
Program Location

Course List

Course #	Course Title	Course Description	Credits
EDU-525	Foundations in Elementary Education Graduate Studies	Teacher candidates prepare for the graduate learning experience at Grand Canyon University by developing and strengthening the skills necessary to succeed as graduate students in the College of Education. Teacher candidates survey the philosophical, historical, and sociological influences upon which educational theories and practices are constructed and explore a variety of the common issues, trends, and opportunities that professional educators face in the field. Practicum/field experience hours: 6. No Fingerprint Clearance necessary.	3
ELM-500	Child and Early Adolescent Development and Psychology	Teacher candidates survey how children and early adolescents grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas while understanding the implications for designing and implementing developmentally appropriate and challenging learning experiences. This survey of the seminal concepts, principles, theories, and research related to development of children and young adolescents will allow teacher candidates to build foundational knowledge for constructing learning opportunities that support individual students' development, acquisition of knowledge, and motivation. This course requires 6 hours of field experience.	3
ELM-510	Creating and Managing Engaging Learning Environments	Teacher candidates examine how to create environments that support individual and collaborative learning, encourage positive social interaction, active engagement in learning, and self- motivation. Teacher candidates build foundational knowledge regarding the importance of establishing and maintaining positive collaborative relationships with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth, and well-being of children. This course requires 6 hours of field experiences.	3
ELM-520	Instructional Planning for Elementary Teacher Candidates	Teacher candidates examine how instructional planning supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of students and the community context. Teacher candidates build foundational knowledge regarding the importance of planning instruction based on knowledge of students, learning theory, connection across the curriculum, curricular goals, and community, with focused attention upon children's informational text. This course requires 6 hours of field experiences.	3
ELM-530	Assessment and Evaluation for Elementary Teacher Candidates	Teacher candidates investigate multiple methods of assessment that support student engagement, monitoring student progress, and guiding decision making. Teacher candidates will build foundational knowledge regarding formal and informal assessment strategies for planning, evaluating, and strengthening instruction to promote continuous intellectual, social, emotional, and physical development of each elementary student. This course requires 6 hours of field experiences.	3
POS-500	U.S. and Arizona Constitutions for Teacher Candidates	Teacher candidates examine the United States Constitution, and the constitution of the State of Arizona. From this foundational review, teacher candidates will explore application of the United States Constitution and the constitution of the State of Arizona in educational contexts. This course requires 3 hours of field experiences. No Fingerprint Clearance required for field experience.	3
ELM-540	Foundational Literacy Skills	Teacher candidates will examine how to teach foundational skills to develop proficient readers with the capacity to comprehend texts across a range of texts and disciplines. Teacher candidates will build additional knowledge regarding print concepts, phonological awareness, phonics and word recognition, and fluency to promote early literacy and independent readers. Practicum/field experience hours: 6. Fingerprint Clearance is not necessary. Prerequisites: ELM-530.	3
ESL-523	English Language Teaching Found & Methods	This course presents the historical, legal, theoretical, and sociological foundations of programs of instruction for English language learners. It includes an examination of the role of culture in learning and instructional program models, with a focus on Structured English Immersion. Students are instructed in immersion strategies and the use of assessment data. Practicum/field experience hours: 10. Fingerprint Clearance necessary.	3
ESL-533	Advanced Methodologies of SEI	In this course students continue to examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion and other instructional programs for English Language Learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Students will identify strategies to promote English language development and improve student achievement. They will plan, deliver, and evaluate instruction for English Language Learners. Practicum hours – 15. Prerequisite: Fingerprint Clearance and ESL-523.	3
ELM-550	Methods and Strategies of Teaching and Integrating Social Studies and the Arts	Teacher candidates examine a variety of instructional strategies to encourage learners to develop deep understanding of the major concepts and modes of inquiry from the integrated study of history, geography, the social sciences and other related areas. Teacher candidates will build foundational knowledge on promoting elementary students' abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. Teacher candidates will integrate the content, functions and achievements of the performing and visual arts as primary media for communication, inquiry and engagement among elementary students. This course requires 12 hours of field experiences.	3
ELM-560	Methods and Strategies of Teaching Mathematics	Teacher candidates examine a variety of instructional strategies to encourage learners to develop deep understanding of the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability and to build skills to apply knowledge in meaningful ways. Teacher candidates will build foundational knowledge on engaging problem solving, reasoning and proof, communication, connections and representations to help students successfully apply their developing skills to many different situations, materials, and ideas. This course requires 12 hours of field experiences.	3
ELM-570	Methods and Strategies of Teaching and Integrating Science and Health	Teacher candidates examine fundamental concepts of physical, life, earth/space sciences and health education. Teacher candidates will build foundational knowledge on a variety of age-appropriate inquiry-based instructional strategies to teach science, to build student understanding of personal and social applications, to convey the nature of science, and student development for the practice of skills that contribute to good health. This course requires 12 hours of field experiences.	3
ELM-580	Methods and Strategies of Teaching English Language Arts	Teacher candidates examine a variety of instructional strategies to encourage learners to develop deep understanding of reading, writing, and oral language and their connections, and to build skills to apply knowledge in meaningful ways. Teacher candidates build foundational knowledge on how to use the concepts from reading, language, and child development to teach reading, writing, speaking, viewing, listening, and thinking skills, and to help students successfully apply their developing skills to many different situations, materials, and ideas. Practicum/field experience hours: 12. Fingerprint Clearance necessary.	3
ELM-590	Student Teaching for Elementary Teacher Candidates	Teacher candidates are engaged in the student teaching experience that includes practical classroom experiences, research, analysis, and teaching to support the creation of a Teacher Work Sample (TWS).	8
Required Course Total Credit:			47

Courses:

47 credits

This program is offered in the following formats or locations:

Online

The dynamic capabilities of GCU’s online curriculum offer considerable flexibility and convenience for career oriented professionals who are pursuing their educational goals. Full time faculty members, equipped with strong academic backgrounds and practical experience in their fields, support you every step of the way. Our small class sizes provide an intimate environment that stimulates engaging and challenging discussions. Classes begin frequently.

Evening

The convenience of GCU’s evening programs cater to the demands of working professionals. Evening classes meet once per week and offer the interaction and discussion of a typical college classroom, filled with career minded individuals. Evening class sizes are kept small, providing a warm nurturing environment that supports an engaging experience. Classes begin frequently at various locations.

Program SOC

Occupations

Elementary School Teachers, Except Special Education

Middle School Teachers, Except Special and Career/Technical Education

Education, Training, and Library Workers, All Other

It is the policy of the University to collect and remit sales, use, excise and/or gross receipts taxes in compliance with state and local taxing jurisdiction regulations which require the University to remit tax where applicable. These regulations vary by location. Please note: It is also the policy of the University to require payment of sales, use, excise, and/or gross receipts tax. Payment of tax is ultimately the student's financial responsibility to the University regardless of financing arrangements. Per Hawaii requirements: It is hereby stated that students residing in the State of Hawaii will be charged Hawaii General Excise Tax on all transactions. Students living in the District of Oahu will be charged 4.5%. Students residing in other Hawaii districts will be charged 4.0%.
Book costs are based on an average. Costs may increase or decrease depending on electronic availability or publisher's book costs.
Room and board costs may be higher or lower depending on housing and meal plan choice. This number is based on an average for students on campus.
Some Non-Traditional programs may be offered on the ground campus or on-line.
N/A identifies that a program is not offered in that modality or that fewer than 10 students graduated within the reported timeframe.
Tuition and Fees for each program are based on current rates. Future Tuition and Fee Rates may vary. Tuition was calculated using the number of credit hours in the program times the current tuition rate and includes the Graduation Fee. Full time students enrolled at a program taken at the main campus include a Student Activity Fee, charged every semester. Online programs include a one time Learning Management Fee. Some programs may also include additional fees based on course materials.
On-time graduation rates and median loan debt are based on students who graduated in the 2011-2012 award year.
Not all GCU programs are available in all states and in all learning modalities.
Program availability is contingent on student enrollment.

Online/Evening program disclosures

* Please refer to the Academic Catalog for more information. Program subject to change.