M.S. in Childhood Education

Prepare Students for a Lifetime of Success

Earn an M.S. in Childhood Education, fully online.

Prepare for your initial Childhood Education (grades 1-6) license to teach or gain a deeper level of expertise in a high-demand, relevant subject area. Concordia College-New York will work with you to fulfill your goal of becoming an effective and confident educator with:

  • 130 Years of Preparing Educators
  • High Demand Areas of Focus in Special Education/Inclusion, Literacy, Math, Science, STEAM & Differentiated Instruction
  • Field Experiences that Connect Coursework with Practice
  • A Pathway to an Initial New York State Teachers License (36-Credit Program, Complete in as Few as 24 Months)
  • Subject Expertise(s) to Add to an Existing Teacher's License (33-Credit Program, Current Classroom Field Experiences)
 

Course Descriptions

Master's in Childhood Education Course Descriptions

Concordia College-New York’s M.S. in Childhood Education is a 36-credit degree program (33 credits for licensed teachers) in an eight-week accelerated format with coursework delivered 100% online (plus fieldwork and observation time) that can be completed in under 24 months.


CURRENT ELEMENTARY SCHOOL TEACHERS: Earn your M.S. ED. with a reduced time commitment.

Licensed elementary school teachers and education professionals not seeking certification can sharpen skills and expand subject matter expertise while taking advantage of current classroom time.

M.S. in Childhood Education Core Courses
21 credits
EDU 501 (3)
Introduction to Special Education

This course is an overview of important principles in the education of students with special needs. It presents the historical, philosophical, and legal foundations of special education; introduces formal and informal assessment techniques; presents characteristics of students with special needs; and offers instructional resources to meet the needs of a diverse body of learners within the full range of disabilities and special health-care needs. Students will be introduced to evidence-based, culturally relevant instructional practices. Issues related to families and students with disabilities who are English Language Learners will be addressed.

Exceptionalities studied include all areas identified by national and state mandates. The portfolio collection will be introduced. Fifteen hours of field experience observations in special education and inclusive settings are required (approximately 7 hours in grades 1-3 and 7 hours in grades 4-6). The completed parent interview may count for the other hour.

EDU 527 (3)
Child Development

This course will present developmental issues and processes involved with the development of children from prenatal development through middle childhood. Discussions will include, but not limited to the impact of culture, gender, heritage, socioeconomic level, personal health, nutrition and personal environment on a child's readiness to learn. Students will learn how to establish nurturing learning environments free from the influence of tobacco, alcohol, and other drugs. Factors that contribute to learning in the school and community will also be discussed. Connections between theory and research/evidence-based practices will be discussed in this course. Major theorists in the area of child development will be covered. Considerations of the emotional, neurological and physically based etiologies as they relate to exceptionality will be included This course references the EAS and the edTPA.

There are 5 fieldwork hours required for this course. These are completed in relation to the case study assignment, whereby students will be expected to interview parents/guardians, other caregivers, and the child (when apropos) in order to identify and record the developmental history of the child.

EDU 528 (3)
Language, Culture and Literacy

This course will explore the pedagogical principles of language acquisition and literacy development by native English speakers and English-Language Learners (ELL). The course goal is promoting the proficiency of educators to develop the listening, speaking, reading, and writing skills of all students. Students will become familiar with academic language demands and lesson plan development in preparation for the edTPA. The Common Core State Standards (CCSS) in English Language Arts (ELA), National Council for the Accreditation of Teacher Education (NCATE) Standards, and edTPA will be referenced and discussed. Students will be exposed to evidence-based, culturally responsive instructional practices. Fifteen hours of field experience working with ELL and "at risk" learners in language acquisition and literacy development is required. Approximately half of the hours (seven/eight hours) should be with ELLs and then the rest with "at risk" learners. Also about half of the hours (seven hours/eight hours) should be in grades 1-3 and the other half (eight hours) in grades 4-6. The fieldwork placement must be approved by the instructor.

Pre- or co-requisite: EDU 501

EDU 544 (3)
Literacy Instruction for Childhood Grades Including Students with Special Needs

Principles, approaches, and strategies used in the diagnosis and remediation of reading difficulties/disabilities for students in childhood settings will be studied. Emphasis will be on the application of evidence-based instruction including phonemic awareness, phonics, techniques for fluency and comprehension across the full range of students. This course requires the application of the Informal Reading Inventory and the development of individualized reading programs designed to match student needs. The National Reading Panel recommendations will be covered. This literacy course provides methods for the teaching of listening, speaking, reading and writing to both native English speakers and students who are English Language Learners at the Childhood level. In this course, students will use NYSCCS in preparation of lesson plans. This course references the EAS, CST, and edTPA lesson planning will be taught (15 hours of fieldwork is required).

Fifteen hours of field experience working with ELL and "at risk" learners in language acquisition and literacy development is required. All fieldwork hours should be within area of certification -approximately half of the hours (seven/eight hours) should be with ELLs and then the rest with "at risk" learners. Also about half of the hours (seven hours/eight hours) should be in grades 1-3 and the other half (eight hours) in grades 4-6 (pending certification requirements). The fieldwork placement should must be approved by the instructor.

EDU 551 (3)
Education Assessment

This course provides opportunities to formally and informally assess, diagnose, and evaluate the needs of students within the full range educational settings in Grades 1 through 6. Formative and summative assessment approaches will be covered with special emphasis on literacy and mathematics assessments. This course will offer the means of analyzing one's own teaching practice-and skill in using information gathered through assessment and analysis to plan or modify instruction, and skill in using various resources to enhance teaching. Response To Intervention (RTI) will be taught. References to federal and state statutes and policies, including Response To Intervention, and the IEP development and implementation processes for children with special needs will be included. This course references the EAS, CST, and edTPA.

Pre- or co-requisite: EDU 501.

EDU 533 (3)
Teaching Mathematics in the Childhood Grades

This course will address curriculum development, instructional planning and multiple research-validated instructional strategies for teaching elementary age students within the full range of mathematical abilities. It will increase skill in designing and offering differentiated instruction that provides methods of enrichment and remediation enhancing the learning of all students in mathematics. This course will emphasize the Common Core State Standards for Mathematical Content and Practice. Technology, arts, and manipulatives that augment the ability to plan and implement a developmentally appropriate curriculum in mathematics will be introduced. Accommodations and modifications for students with special learning needs will be discussed and examined. Appropriate methods for working with English Language Learners and students from diverse backgrounds will be discussed. The importance of the reading, writing, speaking, listening and language components expected of Math will also be stressed. The course will emphasize evidence-based culturally responsive instructional practices. Fifteen hours of fieldwork is required (approximately half of the hours in grades 1-3 and the other half in grades 4-6).

EDU 556 (3)
Instructional and Assistive Technology

This course will explore uses of technology, including instructional and assistive technology, in teaching and learning -and skill in selecting technology and teaching students to use technology to acquire information, communicate, and enhance learning. It also concentrates on how assistive technology can be used in schools to create accessible classrooms that increase the teaching and learning of students with disabilities.

Pre-requisite: EDU 501

M.S. in Childhood Education Seminars
6 credits
EDU 600 (3)
Research Seminar

This capstone course will provide the means to update knowledge and skills in the field of childhood special education and interpret research. Teacher candidates will conduct independent research in the form of a qualitative case study. They will be expected to identify an issue/problem prevalent in their own or another teacher's classroom. They will state the issue/problem in the form of a research question, search and synthesize the prevailing current literature relative to the question, prepare methodology for qualitative research, report the findings, and relate implications for practice while identifying future related research topics. If warranted they will submit their research proposals for approval to members of the College's Institutional Review Board. A final presentation will be made to the department, College, and peers. They will also refine and submit their work for possible publication. This is a Writing Across the Curriculum course.

Prerequisite: completion of all coursework.

EDU 685 (3)
Student Teaching Seminar in Childhood Education

The course will directly link theory with practice in a concentrated fieldwork setting. This course provides the student teaching experience in Grades 1-6. Two student teaching experiences totaling 20 school days each will be provided or one student teaching experience of 40 days in one setting may be provided.. The two experiences may be in the context of one or two semesters. EDU 685 may be held in the context of the school year. For students currently employed in a school, EDU 685 will be a supervised summer practicum. Weekly seminars will be held for reflection, feedback, and planning. Lesson plans will reflect Common Core State Standards language and evidence-based culturally responsive instructional practices. The edTPA will be completed in this course.

Areas of Focus

M.S. in Childhood Education - Differentiated Instruction
8 credits
EDU 571 (3)
Introductory Teaching Methods in Childhood STEAM Education (Science, Technology, Engineering, Arts, and Mathematics)

This course will emphasize the methods, materials, instructional strategies, organization and assessments, plus philosophy needed to become an effective STEAM educator in childhood settings. Science, technology, engineering, arts through mathematics concepts and content will accompany practice lessons and units that emphasize assessment and learning. Students will learn how to incorporate methods for teaching English Language Arts through STEAM. This course will include an examination of current curriculum reform movements and their impact on STEAM education in elementary schools, and the implications of State, National, and International Tests and Standards on student development. Differentiated lessons for learners who are ELL or who have disabilities will be included. Current NYS regulations and policies will be emphasized. Fieldwork hours are required.

EDU 552 (2)
Differentiated Instruction: Adapting Curriculum and Material

This course will present a variety of curriculum models (including Universal Design for Learning), prototypes, research-validated methods of instruction, and educational principles that promote the development of differentiated curriculum and instruction to prepare students with disabilities and special needs to their highest levels of academic achievement and independence. Skills in identifying and supplementing student strengths will be reinforced. Lessons focusing on the Common Core standards will be developed.

EDU 539 (3)
Curriculum Development, Instruction and Accountability

This course will present a variety of curriculum models (including Universal Design for Learning, Inquiry-based learning, and Differentiated Instruction), prototypes, research- validated methods of instruction, and educational principles that promote the development of differentiated curriculum and instruction to prepare students to their highest levels of academic achievement and independence. Direct instructional methods with be covered in this course. Skills in identifying and supplementing student strengths will be reinforced. Lessons focusing on the Common Core standards will be developed.

Prerequisite: EDU 501

M.S. in Childhood Education - Literacy
9 credits
EDU 530 (3)
Literacy Instruction for the Young Child: Multi-Sensory Approaches

This course provides background and strategies for early literacy instruction and includes approaches to working with young children at risk for speech and language-based learning disabilities. The course addresses early literacy components as described by the National Reading Panel. Early literacy intervention and response-to-intervention will be covered. Specifically in this course students will review dyslexia, and will learn interventions for development of phonological and phonemic awareness, explicit and systematic phonics instruction concept of word and print awareness, remediation of miscues, and early spelling and writing instruction. Instructional considerations for English Language Learners will be covered. Multi-sensory approaches and programs such as Preventing Academic Failure, Orton-Gillingham, Recipe for Reading, use of Decodable texts and Phonics They Use/Words Their Way will be introduced. Alignment of early literacy instruction to the NYS Common Core Standards will be emphasized.

EDU 558 (3)
Advanced Study in Language Arts Instruction

This course provides advanced study in English Language Arts instruction that aligns closely with NYS Common Core Standards. In this course, students will learn how to administer and analyze standardized literacy and writing tests and integrate the information with informal test results to develop a literacy intervention plan for children with disabilities. Narrative and expository writing instruction will be emphasized. Instructional techniques specific to the learning needs of students with disabilities and English Language Learners will be emphasized. This course includes a 25-hour practicum with children who have identified disabilities.

Prerequisite: EDU 294 or 501, EDU 328, or EDU 528. This course requires approval of the Program Director.

EDU 559 (3)
Writing Development in the Young Child

This course provides advanced study in English Language Arts instruction that aligns closely with New York State Common Core Standards. In this course, students will learn how to administer and analyze standardized literacy and writing tests and integrate the information with informal test results to develop a literacy intervention plan for young children with reading disabilities. Narrative and expository writing instruction will be emphasized. In addition, handwriting assessment and instruction will be covered in the course. Instructional techniques specific to the learning needs of students with disabilities and English Language Learners will be emphasized. Technology applications for teaching writing will be covered. This course includes a 25 hour practicum with children who have identified reading difficulties or disabilities.

M.S. in Childhood Education - Math
9 credits
EDU 571 (3)
Introductory Teaching Methods in Childhood STEAM Education (Science, Technology, Engineering, Arts, and Mathematics)

This course will emphasize the methods, materials, instructional strategies, organization and assessments, plus philosophy needed to become an effective STEAM educator in childhood settings. Science, technology, engineering, arts through mathematics concepts and content will accompany practice lessons and units that emphasize assessment and learning. Students will learn how to incorporate methods for teaching English Language Arts through STEAM. This course will include an examination of current curriculum reform movements and their impact on STEAM education in elementary schools, and the implications of State, National, and International Tests and Standards on student development. Differentiated lessons for learners who are ELL or who have disabilities will be included. Current NYS regulations and policies will be emphasized. Fieldwork hours are required.

EDU 534 (3)
Mathematical Statistics for Teachers

Teacher candidates will learn the nature and purpose of statistics and its foundations in probability theory, introduction to basic methods and models used in statistics will be covered. Methods for teaching statistics to children will be covered in this course including ways to gather data, and represent, analyze, and interpret data to guide instruction and classroom assessment. Through explorations, problem solving, and hands-on experiences, teacher candidates will learn strategies that address formulating questions and conducting investigations, gathering data, representing data in a variety of formats, developing strategies for analyzing and interpreting data, making inferences, observing trends, drawing conclusions, and making predictions; and assessing students data analysis skills and knowledge. The use of internet sources will be covered. Differentiated lessons for learners who are ELL or who have disabilities will be included.

EDU 543 (3)
Project-Based Learning in the Elementary Classroom

This course will enable students to understand the principles of Project-Based Learning (PBL) and to create and implement PBL projects with children. The course consists of eight sessions where students will actively explore and develop engaging, student-centered projects that are long term, collaborative and that promote understanding of content, while integrating other content areas. Students will learn to develop comprehensive questions, frame activities and create meaningful assessments for PBL Learning projects. Students will reference and apply state common core standards in this course. In addition, students will learn how to include ELL students and students will disabilities in PBL.

Field hours are required for this course.

M.S. in Childhood Education - Science
9 credits
EDU 549 (3)
Introduction to Teaching Science in the Elementary School

In this course, graduate students will learn how the cognitive development of elementary grade students aligns with the learning of science in the contemporary classroom. Topics including attitudes toward science, gender and cultural influences will be discussed. Teachers will learn to create developmentally appropriate lesson plans and experiments, and assessments. Scientific literacy, national and state standards for science education will be covered. Strategies for differentiating lessons for students who are ELL or have disabilities will be discussed. Teachers taking this course will be introduced to the National Science Teachers Association.

Field hours are required.

EDU 542 (3)
Using Digital and Interactive Media in Teaching at the Elementary Level

This course provides graduate students with skills in using digital and interactive media for the purpose of enhancing learning across the content areas, including science and mathematics. A variety hardware and software will be discussed in this class. This course will help teachers in the elementary grades to use Internet sources and tools to create digital stories and presentations. Resources for all aspects of production and distribution will be presented. The knowledge and skills acquired in this course will enable teachers to successfully perform and interact in our current technology-driven world. In this course, differentiated strategies for teaching ELLs and students with disabilities to use digital and interactive media will be covered.

Field hours are required.

EDU 543 (3)
Project-Based Learning in the Elementary Classroom

This course will enable students to understand the principles of Project-Based Learning (PBL) and to create and implement PBL projects with children. The course consists of eight sessions where students will actively explore and develop engaging, student-centered projects that are long term, collaborative and that promote understanding of content, while integrating other content areas. Students will learn to develop comprehensive questions, frame activities and create meaningful assessments for PBL Learning projects. Students will reference and apply state common core standards in this course. In addition, students will learn how to include ELL students and students will disabilities in PBL.

Field hours are required for this course.

M.S. in Childhood Education - STEAM
9 credits
EDU 571 (3)
Introductory Teaching Methods in Childhood STEAM Education (Science, Technology, Engineering, Arts, and Mathematics)

This course will emphasize the methods, materials, instructional strategies, organization and assessments, plus philosophy needed to become an effective STEAM educator in childhood settings. Science, technology, engineering, arts through mathematics concepts and content will accompany practice lessons and units that emphasize assessment and learning. Students will learn how to incorporate methods for teaching English Language Arts through STEAM. This course will include an examination of current curriculum reform movements and their impact on STEAM education in elementary schools, and the implications of State, National, and International Tests and Standards on student development. Differentiated lessons for learners who are ELL or who have disabilities will be included. Current NYS regulations and policies will be emphasized. Fieldwork hours are required.

EDU 542 (3)
Using Digital and Interactive Media in Teaching at the Elementary Level

This course provides graduate students with skills in using digital and interactive media for the purpose of enhancing learning across the content areas, including science and mathematics. A variety hardware and software will be discussed in this class. This course will help teachers in the elementary grades to use Internet sources and tools to create digital stories and presentations. Resources for all aspects of production and distribution will be presented. The knowledge and skills acquired in this course will enable teachers to successfully perform and interact in our current technology-driven world. In this course, differentiated strategies for teaching ELLs and students with disabilities to use digital and interactive media will be covered.

Field hours are required.

EDU 543 (3)
Project-Based Learning in the Elementary Classroom

This course will enable students to understand the principles of Project-Based Learning (PBL) and to create and implement PBL projects with children. The course consists of eight sessions where students will actively explore and develop engaging, student-centered projects that are long term, collaborative and that promote understanding of content, while integrating other content areas. Students will learn to develop comprehensive questions, frame activities and create meaningful assessments for PBL Learning projects. Students will reference and apply state common core standards in this course. In addition, students will learn how to include ELL students and students will disabilities in PBL.

Field hours are required for this course.

M.S. in Childhood Education - Special Education
9 credits
EDU 554 (2)
Inclusion/Collaboration: Working with Communities and Families

This course focuses on the whole child as he/she exists in within a network of family and service providers. It will examine the rights and responsibilities of general and special education teachers and other professional staff, students, parents, community members, school administrators, and others with regard to special education. The importance of productive collaborative relationships and interactions among the school, home and community for enhancing student learning and supporting the educational vision will be emphasized. Communication skills fostering effective relationships and interactions to support student growth and learning, including skill in resolving conflicts, will be practiced. A required ten-hour field experience will be structured to establish and/or strengthen community resources for students with special needs and their families.

Prerequisite: EDU 501.

EDU 552 (2)
Differentiated Instruction: Adapting Curriculum and Material

This course will present a variety of curriculum models (including Universal Design for Learning), prototypes, research-validated methods of instruction, and educational principles that promote the development of differentiated curriculum and instruction to prepare students with disabilities and special needs to their highest levels of academic achievement and independence. Skills in identifying and supplementing student strengths will be reinforced. Lessons focusing on the Common Core standards will be developed.

EDU 553 (2)
Integrating Assistive Technology in the Classroom

This course will explore uses of technology, including instructional and assistive technology (and augmentative communication devices/strategies), in teaching and learning -and skill in selecting technology and teaching students to use technology to acquire information, communicate, and enhance learning. It also concentrates on how assistive technology can be used in schools to create accessible classrooms that increase the teaching and learning of students with disabilities. Use of the iPad for students with disabilities will be covered. Ten hours of field experience including a visit to a center dedicated to the use of instructional and assistive technology is required (approximately half the hours in grades 1-3 and the other half in grades 4-6).

EDU 539 (3)
Curriculum Development, Instruction and Accountability

This course will present a variety of curriculum models (including Universal Design for Learning, Inquiry-based learning, and Differentiated Instruction), prototypes, research- validated methods of instruction, and educational principles that promote the development of differentiated curriculum and instruction to prepare students to their highest levels of academic achievement and independence. Direct instructional methods with be covered in this course. Skills in identifying and supplementing student strengths will be reinforced. Lessons focusing on the Common Core standards will be developed.

Prerequisite: EDU 501

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