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Master's in Elementary Education Online: Curriculum

Curriculum Details

54 total credits required

Greenville University’s online Master of Arts in Teaching – Elementary Education degree program features a curriculum that prepares you for the edTPA exam and initial teaching certification for grades one through six in Illinois. This flexible program consists of 54 credit hours and 16 elementary school teacher courses, which are eight or 16 weeks in duration. Most students complete their program in two years.

You will complete 15 weeks of student teaching experience and the required hours to earn your teaching license. This in-person training allows you to create meaningful connections between your coursework and real-world classroom teaching.

As a student, you will learn from highly experienced faculty who bring relevant education experience into course discussions and deliver the mix of theoretical and practical learning opportunities you need for success.

Greenville’s elementary education programs are accredited by the Council for the Accreditation of Educator Preparation and approved by the Illinois State Board of Education.

Core Course

A course in the reading sequence designed to acquaint candidates with a variety of reading programs and approaches used in contemporary elementary school classrooms. Emphasis is on the reading process and product from the early stages of readiness through adolescence. Attention is given to strategies that aide in word identification such as using sight words, phonics, contextual analysis, and structural analysis. Attention is given to comprehension fostering strategies. Specific strategies for Content Area Reading are examined as well as strategies to be used with ESL students and Special Needs students. Field experiences required.
Emphasis is on the identification and remediation of reading problems at the elementary school level. Prevention of reading problems through early intervention is addressed. Informal assessment and teaching strategies are stressed. Field experiences required.
The content of this course focuses on using art, music, and movement to enhance student learning in the elementary classroom core curriculum. The course includes the study of tools, techniques, and technology of art, music, and movement. It provides candidates an understanding of the educational, communicative, and aesthetic values of dance, music, and visual arts and the role fine arts plays in reflecting history and culture. Field experiences required.
This course explores methods, materials, and techniques used in the teaching of social studies at the elementary school level. Emphasis is placed on the social studies goals, writing objectives and lesson plans, assessment procedures, and the integration of other curricular areas. Critical and creative thinking skills are examined as they apply to the goals of social studies and planning. Cultural diversity, the integration of technology, and small group activities are also explored. Field experiences required.
A course in the reading sequence designed to acquaint candidates with a variety of reading programs and approaches used in contemporary elementary school classrooms. Emphasis is on the reading process and product from the early stages of readiness through adolescence. Attention is given to strategies that aide in word identification such as using sight words, phonics, contextual analysis, and structural analysis. Attention is given to comprehension fostering strategies. Specific strategies for Content Area Reading are examined as well as strategies to be used with ESL students and Special Needs students. Field experiences required.
The course examines effective teaching strategies for teaching mathematics to elementary school students. It emphasizes placing students in a role where they actively think, reason, problem solve, and make sense of an inquiry-oriented, problem solving classroom environment. Students will examine children’s strategies for making sense of various mathematical concepts and consider means of facilitating the development of these strategies. Field experience required.
This course examines strategies for teaching science to elementary school students. The students will be exploring the nature of inquiry and strategies for promoting, supporting, and assessing students’ scientific inquiry. This course will seek to provide students with instructional tools to help children develop conceptual understanding of scientific concepts. Students will examine strategies for questioning, sequencing of lessons, assessing students’ understanding, meeting students’ needs in multi-ability settings, and involving more girls and minorities. Field experience required.
This course is designed to equip potential elementary teachers with the necessary mathematical content knowledge for successful mathematical instruction at the elementary school level. The course will emphasize the Illinois State Board of Education content standards for College Algebra and Statistics. This course may be completed as part of an undergraduate program.
Designed to provide prospective teachers with experience in formulating individualized performance objectives, key teaching and therapy skills, and programming for specific problems in organization and administration of students with disabilities. Provides a brief review of the legislative and history of adapted physical education.
An introduction to issues of professionalism including the agencies and entities that impact education. This course provides the teacher candidate with an understanding of the sometimes confusing and complicated Educational System as mandated by law. Four major areas are covered 1) schools and students, 2) teachers, 3) foundations and the future, and 4) the teaching profession.

Professional Education Courses

After admission to the professional internship , candidates receive student teaching placements. Candidates work with their cooperating teachers during the first week of school. Five days of clinical experience required.
Examines the process of identifying children whose intellectual, physical, or emotional development deviates from normalcy in order to create strategies to accommodate them. (Field experience required.)
Provides an introduction to the history, politics, issues, and approaches to educating a culturally and linguistically diverse student population. Field experience required.
For candidates completing the elementary program. Fifteen weeks of student teaching are required.
This course will investigate the structures of a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, positive social interaction, active engagement, and academic risk-taking. A three tiered level of positive behavior supports (PBS) will be explored as a framework for creating plans to accomplish a productive learning environment. Students will research primary sources in the field of education which will be used to inform their opinions and support their statements. (Field experience required.)
This course is designed to explore classroom evaluation of student growth as an integral part of instruction. Candidates explore the purpose of evaluation as it relates to planning instruction. Professional, social, ethical, and philosophical considerations related to teaching/learning are also explored.
This course will provide a current and comprehensive overview of research and theory related to human learning. The course will empasize major concepts of learning theory but will also cover relevant motivational and developmental theories. The course will underscore the relationship between theory, research, and practice. The purpose of the course is to acquaint students with the general concepts of learning theory, to review and understand theories of learning, to provide students the oppoutunity to engage in critical analysis of theories through class discussion and assignments, and to give students opportunities to consider and apply theories of learning when designing and interpreting instructional practice.
This course is a general methods course to prepare candidates for teaching at the elementary level. It is conducted with a major emphasis on actual clinical experiences focusing on the role of the elementary school teacher within the community, school, and classroom. Methods and techniques of classroom management, lesson planning, student assessment, and reporting are also considered, as candidates work with clinical instructors. As part of this clinical experience, students will complete a practice edTPA. Professional ethics and dispositions are also covered.

The seminar addresses professional topics within the field of education. In addition, the seminar provides an opportunity for teacher candidates to focus on the required performance assessment. The performance assessment, aligned with state standards, is an authentic assessment tool that shows how teacher candidates develop and evaluate student learning. The centerpiece is a portfolio that describes and documents authentic practices from the candidate’s teaching experience. The portfolio addresses planning, instruction, assessment, analyzing teaching, and academic language to reveal the impact of a candidate’s teaching performance on student learning. As a capstone seminar, the course requires students reflect mastery of self-reflection and critical self-awareness, collaboration across disciplines, communication in multiple modes with multiple audiences, and reflection on how Christian faith impacts and guides their daily work. The seminar topics and tasks guide and support the candidate’s progress in the teaching profession.

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