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
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)
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)
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
EDU 600 (3)
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.