The Master of Education in Elementary Education program is designed for individuals interested in the education of children in elementary or middle school. The format and courses of this regionally accredited and 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 master‛s 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, students study topics such as: Philosophical and social issues in education; classroom engagement and management; educating learners with diverse needs; English as a second language; structured English immersion; prescriptive reading and assessment; literacy curriculum, assessment and methods; math curriculum, assessment and methods; and social studies curriculum, assessment and methods. All courses are directly aligned with professional teaching standards and the associated national content standards.
|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. Fingerprint clearance not required.||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. Practicum/field experience hours: 6. Fingerprint clearance not required.||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. Practicum/field experience hours: 6. Fingerprint clearance not required. Prerequisite: ELM-500.||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. Practicum/field experience hours: 6. Fingerprint clearance not required. Prerequisite: ELM-500.||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 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. Practicum/field experience hours: 6. Fingerprint clearance not required. Prerequisite: ELM-520.||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 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 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 not required. Prerequisites: ELM-530.||3|
|ESL-523||English Language Teaching Foundations & 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 required.||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 identify strategies to promote English language development and improve student achievement. They plan, deliver, and evaluate instruction for English language learners. Practicum/field experience hours: 15. Fingerprint clearance required. Prerequisite: ESL-523.||3|
|ELM-550||Methods & Strategies of Teaching & Integrating Social Studies & 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 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 integrate the content, functions and achievements of the performing and visual arts as primary media for communication, inquiry and engagement among elementary students. Practicum/field experience hours: 12. Fingerprint clearance required. Prerequisite: ELM-530.||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 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. Practicum/field experience hours: 12. Fingerprint clearance required. Prerequisite: ELM-530.||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 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. Practicum/field experience hours: 12. Fingerprint clearance required. Prerequisite: ELM-530.||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 required. Prerequisite: ELM-530.||3|
|Required Course Total Credit:||39|
This program is offered in the following formats or locations:
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.
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.
* Please refer to the Academic Catalog for more information. Program subject to change.