Phone: 703-993-2892
Web: cehd.gmu.edu
The Graduate School of Education (GSE) offers doctoral and master degrees, as well as teacher licensure and certificate programs.
Professors: Anderson, Behrmann, Bemak, Brozo, Chung, Dimitrov, Earley, Ford, Galluzzo, Gorrell, Haley, Isenberg, Kelly, King-Sears, Mastropieri, Maxwell, Norton, Schrum, Scruggs, Shaklee, Sterling, Sturtevant, White, M. Williams
Associate professors: Bannan-Ritland, Bauer, Berger, Bon, Brazer, Brigham, Burns, Castle, Clark, Dabbagh, DeMulder, Duck, Dunklee, Dzama, Falconer, Fowler, Fox, Grant, Hicks, Kaffenberger, Kidd, Kitsantas, Ndura, Osterling, Pierce, Razeghi, Reybold, Samaras, Sanchez, Sprague, Talleyrand, Thomas, Thorp, Upperman, Werner, Wong
Assistant professors: Baker, Buehl, Carter, Chung, Cozart, Day, Frazier, Fletcher, Fulcher, Groth, Hall, Hardy, Henderson, Hjalmarson, Kalbfleisch, Kayler, Kinas-Jerome, Lomis, Miller, Nasser, Peters, Pfoutz, Shahrokhi, Sheridan, Shockley, Steeley, Strawn, Suh, Taboada, Wang, Weller, N. Williams, Wiley, Woody
Instructors: Daniels, Ganley, George, Graff, Hanfman, Hathaway, Ingram, Jang, Neuber, Rollins, Rioux-Bailey, Zam
Administrative faculty: Barcher, Ford, Gorrell, Isenberg, McCreadie, Parker, E. Rodgers, Tate
MED-CNDV
The 45-52-credit master’s program offers two separate concentrations. The first option is community agency and the second is school counseling. It emphasizes the integration of theory and practice, and culminates with an internship in an appropriate setting. Those with a master’s degree in education or a related profession who are seeking licensure either as a school counselor or professional counselor may apply to the post-master’s counseling licensure graduate certificate program. For more information, see the Graduate Certificate Programs section of this chapter.
MEd Core (28 credits)
| Course Work | Credits |
|---|---|
|
EDCD 525 Advanced Human Growth and Development |
3 |
|
EDCD 601 Introduction to Research in Counseling |
3 |
|
EDCD 602 Foundations of Counseling |
3 |
|
EDCD 603 Counseling Theories and Practice |
3 |
|
EDCD 604 Assessment and Appraisal in Counseling |
3 |
|
EDCD 608 Group Processes and Analyses |
4 |
|
EDCD 610 Career and Educational Counseling |
3 |
|
EDCD 628 Counseling and Social Justice |
3 |
|
EDCD 660 Multicultural Counseling |
3 |
| Course Work | Credits |
|---|---|
|
EDCD 609 Advanced Counseling Skills and Strategies |
4 |
|
EDCD 652 Introduction to Substance Abuse Counseling |
3 |
|
EDCD 654 Counseling, Ethics, and Consultation in Community Agencies |
3 |
|
EDCD 656 Diagnosis and Treatment Planning for Mental Health Professionals |
3 |
|
EDCD 658 Couples and Family Counseling |
3 |
|
Elective |
2 |
| Course Work | Credits |
|---|---|
|
EDCD 606 Counseling Children and Adolescents |
4 |
|
EDCD 611 Introduction to Ethical and Legal Issues in School Counseling |
2 |
|
EDCD 626 Principles and Practices of School Counseling |
3 |
|
Elective |
2 |
| Course Work | Credits |
|---|---|
|
EDCD 755 Practicum in Counseling |
3 |
|
EDCD 791 Internship in Counseling |
3 |
MED-CRIN
This master’s degree is offered to students preparing for initial teacher licensure, advanced teacher education, and ancillary educational programs.
The ASTL concentrations are for teachers and other educators with one or more years of teaching or education-related experience who want to continue to grow professionally. The program offers advanced study in a specific concentration area, including Virginia’s Standards of Learning content areas, cohort classes, an innovative schedule, and the use of technology. The courses, aligned with the National Board for Professional Teaching Standards, help teachers think and practice as board-certified teachers. The program develops teacher-leaders who practice reflection through action research, problem-based learning, and self-inquiry, and teacher expertise in a concentration that will identify the teacher as a potential leader in that area.
The program provides two options to experienced teachers and other educators. Educators with or without a master’s degree may apply for the full master’s degree program, which includes core and emphases, or an 18- to 21-credit graduate certificate program or advanced study in a particular area.
Core Classes Required for MEd (15 credits)
| Course Work | Credits |
|---|---|
|
EDUC 612 Inquiry into Practice |
3 |
|
EDUC 613 How Students Learn |
3 |
|
EDUC 614 Designing and Assessing Teaching and Learning |
3 |
|
EDUC 606 Education and Culture |
3 |
|
EDUC 615 Educational Change |
3 |
This 18-credit IB concentration provides advanced professional development for teachers on the philosophy, elements, and assessments of the PYP, MYP, and DP programs. The concentration focuses on the theory, pedagogy, and research undergirding the IB programs.
| Course Work | Credits |
|---|---|
|
EDUC 621 Teaching and Learning in International Baccalaureate Schools |
3 |
|
EDUC 622 Curriculum Development across International Baccalaureate Programs |
3 |
|
EDUC 623 Models and Strategies for Teaching and Learning in International Baccalaureate Schools |
3 |
|
EDUC 624 Assessment and Learning in International Baccalaureate Schools |
3 |
|
EDUC 626 Inquiry into Action: International Baccalaureate Teachers, Learners, and Schools |
3 |
|
EDUC 627 Contemporary Issues and International Baccalaureate |
3 |
The 18-credit alternative education concentration provides advanced professional development for practicing teachers who work in programs for students who are at risk of dropping out of school, have significant life challenges, or have been suspended. Completion of the concentration provides a certificate in alternative education.
| Course Work | Credits |
|---|---|
|
EDAE 600 Alternative Education for At-Risk Youth |
3 |
|
EDAE 601 Curriculum and Methods in Alternative Education |
3 |
|
EDAE 602 Preparing Students for Employment and Living Independently |
3 |
|
EDAE 603 Communication and Management Strategies for Alternative Education |
3 |
|
EDAE 604 Multidisciplinary and Interagency Collaboration Elective (with advisor approval) |
3 |
|
EDSE 551 Classroom Management: Theory and Practice |
3 |
The 18-credit art education concentration is designed for art teachers with current licensure in art PK–12. It consists of six required courses that address contemporary professional development content areas in art education.
| Course Work | Credits |
|---|---|
|
AVT 605 Issues and Research in Art Education |
3 |
|
AVT 694 Advanced Studies in Teaching Critical Response to Art, PK–12 |
3 |
|
AVT 615 Technology for Art Teachers* |
3 |
|
AVT 697 Advanced Strategies and Curricular Innovations in the Visual Arts |
2 |
|
EDEP 601 Creativity and Cognition in the Arts and Media |
3 |
|
Select one studio course from the following: |
|
|
AVT 667 Two-Dimensional Art Making: Form, Theme, and Context |
4 |
|
AVT 668 Three-Dimensional Art Making across Cultures |
4 |
|
AVT 669 Four-Dimensional Art Making: Technology and New Media |
4 |
*AVT 615 is considered a 3-credit studio course. Qualified students who test out of this course will elect two of the following 4-credit studio courses for a total of 8 studio credits.
The 18-credit early childhood concentration provides advanced professional development in preschool through third grade content and includes three required courses and three electives. The concentration focuses on practicing teachers who may or may not be licensed to teach young children.
| Course Work | Credits |
|---|---|
|
EDCI 603 Trends, Issues, and Research in Early Childhood Education |
3 |
|
EDCI 615 Advanced Human Development |
3 |
|
EDCI 784 Capstone Seminar in Early Childhood Education |
3 |
| Electives: choose three from the following: | |
|
EDCI 516 Bilingualism and Language Acquisition Research |
3 |
|
EDCI 601 Applied Study of Communicative Competence and Classroom Discourse |
3 |
|
EDCI 613 Curriculum and Assessment in Early Childhood Education |
3 |
|
EDCI 614 Curriculum and Assessment in Early Childhood Education I |
3 |
|
EDCI 616 The Creative Arts and Play in Early Childhood Education |
3 |
|
EDRD 630 Advanced Literacy Foundations and Instruction, Birth to Middle Childhood |
3 |
|
EDSE 556 Language Development and Communication for Diverse Infants and Toddlers |
3 |
|
EDSE 557 Language Development and Emergent Literacy for Diverse Learners Ages 3–5 |
3 |
|
EDSE 656 Assessment of Diverse Young Learners Ages 3–5 |
3 |
|
EDSE 667 Cognitive Development of Diverse Young Children |
3 |
The 18-credit elementary math concentration combines the study of mathematics content appropriate for kindergarten through eighth grade with the study of mathematics education research, curriculum, leadership, and assessment.
| Course Work | Credits |
|---|---|
|
MATH 600 Special Topics: Number Systems and Number Theory for K–8 Teachers |
3 |
|
MATH 600 Special Topics: Geometry and Measurement for K–8 Teachers |
3 |
|
MATH 600 Special Topics: Probability and Statistics for K–8 Teachers |
3 |
|
MATH 600 Special Topics: Algebra and Functions for K–8 Teachers |
3 |
|
MATH 600 Special Topics: Rational Numbers and Proportional Reasoning for K–8 Teachers |
3 |
|
Electives: choose one from the following: |
|
|
EDCI 597 Special Topics in Education |
3 |
|
or EDCI 666 Research in Mathematics Teaching |
3 |
The 18-credit foreign language concentration provides advanced professional development and language study for practicing foreign language teachers. The 18 credits include a combination of modern language courses and targeted electives.
| Course Work | Credits |
|---|---|
| Choose 6 credits in literature. | |
|
FREN 515 Medieval French Literature |
3 |
|
FREN 517 Studies in 17th-Century French Literature |
3 |
|
FREN 518 Studies in 18th-Century French Literature |
3 |
|
FREN 519 Studies in 19th-Century French Literature |
3 |
|
FREN 525 Studies in Modern French Literature |
3 |
|
FREN 550 Special Topics |
3 |
|
Courses may be substituted with advisor-approved literature-related electives in French. |
|
| Choose 6 credits in language and linguistics. | |
|
FREN 560 History of the French Language |
3 |
|
FREN 575 Grammatical Analysis |
3 |
|
FREN 576 Advanced Translation |
3 |
|
Courses may be substituted with advisor-approved language- and linguistics-related electives. |
|
| Choose 6 credits of electives in literature or language (select from above and below). | |
|
FREN 580 Contemporary French Society and Culture |
3 |
|
FRLN 510 Bibliography and Research in Foreign Languages and Literature |
3 |
|
FRLN 525 Literary Translation |
3 |
|
FRLN 550 Special Topics |
3 |
|
FRLN 565 Theory of Translation |
3 |
|
FRLN 572 Integrating Technology into Language Learning |
3 |
|
FRLN 573 Basic Issues in Language Pedagogy |
3 |
|
FRLN 590 Internship and Seminar in Translation |
3 |
|
FRLN 620 Literary Theory and Criticism |
3 |
|
FRLN 660 Approaches to the Study of Language |
3 |
|
FRLN 670 Foreign Language Learning and Teaching |
3 |
|
Courses may be substituted with advisor-approved language- and literature-related electives. |
The 18-credit foreign language concentration provides advanced professional development and language study for practicing foreign language teachers. The 18 credits include a combination of modern language courses and targeted electives.
| Course Work | Credits |
|---|---|
|
SPAN 502 Hispanic Sociolinguistics |
3 |
|
SPAN 505 Applied Spanish Stylistics |
3 |
|
SPAN 510 Introduction to the Graduate Study of Literature in Spanish |
3 |
|
Choose 9 credits from among the following: |
|
|
FRLN 510 Bibliography and Research in Foreign Languages and Literature |
3 |
|
FRLN 525 Literary Translation |
3 |
|
FRLN 550 Special Topics |
3 |
|
FRLN 565 Theory of Translation |
3 |
|
FRLN 572 Integrating Technology into Language Learning |
3 |
|
FRLN 573 Basic Issues in Language Pedagogy |
3 |
|
FRLN 590 Internship and Seminar in Translation |
3 |
|
FRLN 620 Literary Theory and Criticism |
3 |
|
FRLN 650 The Teaching of Culture in Foreign Language Programs |
3 |
|
FRLN 660 Approaches to the Study of Language |
3 |
|
FRLN 670 Foreign Language Learning and Teaching |
3 |
|
SPAN 501 Applied Spanish Grammar |
3 |
|
SPAN 520 Studies in Medieval Spanish Literature |
3 |
|
SPAN 525 Studies in Renaissance Literature |
3 |
|
SPAN 530 Studies in Literature of the Golden Age |
3 |
|
SPAN 540 Studies in 20th-Century Literature |
3 |
|
SPAN 545 Studies in Hispanic Literature |
3 |
|
SPAN 551 Special Topics in Spanish |
3 |
|
SPAN 560 Studies in Spanish American Poetry |
3 |
|
SPAN 565 Studies in Spanish American Drama |
3 |
|
SPAN 576 Advanced Translation |
3 |
|
SPAN 580 Contemporary Hispanic Institutions |
3 |
|
SPAN 635 Seminar in Don Quixote |
3 |
|
SPAN 650 Seminar in 20th-Century Drama |
3 |
|
SPAN 655 Seminar in 20th-Century Prose |
3 |
|
SPAN 670 Seminar in Spanish American Prose |
3 |
|
SPAN 675 Seminar in Literature and Art |
3 |
|
SPAN 680 Seminar in Literature and Society |
3 |
|
SPAN 685 Seminar in Literature and Ideas |
3 |
Courses may be substituted with advisor-approved language- and literature-related electives.
The 21-credit gifted education concentration provides advanced professional development through endorsement or master’s degree for teachers of gifted students. The concentration meets NAGC/CEC graduate standards and focuses on culturally diverse, multilingual, twice exceptional, and traditionally defined gifted students and programs.
| Course Work | Credits |
|---|---|
|
EDCI 621 Introduction to Gifted and Talented Learners |
3 |
|
EDCI 622 Curriculum Differentiation for Diverse Learners |
3 |
|
EDCI 623 Models and Strategies for Teaching Gifted Learners |
3 |
|
EDCI 624 Assessment, Identification, and Evaluation of Gifted Learners |
3 |
|
EDCI 625 Contemporary Issues and Trends in Gifted Education |
3 |
|
EDCI 626 Action Research in Gifted Education |
3 |
|
EDCI 627 Advanced Practicum in Gifted Education |
3 |
[One year of successful full-time teaching in an accredited public or nonpublic school may be accepted in lieu of the practicum (VA Licensure Regulations for School Personnel, 1998).]
The 18-credit history concentration includes one geography and five history courses that are required. The concentration is designed for elementary, middle, and high school teachers who seek a foundation in the history courses that are taught within Virginia public schools.
| Course Work | Credits |
|---|---|
|
GEOG 520 Geography for Teachers |
3 |
|
HIST 601 Themes in U.S. History I |
3 |
|
HIST 602 Themes in U.S. History II |
3 |
|
HIST 508 Themes in World History |
3 |
|
HIST 605 Themes in European History |
3 |
|
HIST 510 Approaches to Modern World History |
3 |
Courses may be substituted with advisor-approved history electives.
The 18-credit individualized concentration is developed in concert with a student’s advisor to provide course work in a student’s specialized area that is not provided in other ASTL concentrations. The student works with the program director to design a program of study that provides individualized learning experiences in an area of expertise relevant to one’s professional educational setting.
The 18-credit instructional technology certificate focuses on integrating current and emerging technologies into the K–12 classroom. The concentration includes four required courses and two electives.
| Course Work | Credits |
|---|---|
|
EDIT 611 Innovation in Distance Learning |
3 |
|
EDIT 725 Technology and Diversity |
3 |
|
EDIT 746 Educational Technology and Assessment |
3 |
|
EDIT 750 Emerging Educational Technologies |
3 |
|
Choose two of the following: |
|
|
EDIT 742 Interactive Technologies: Gaming and Robotics |
3 |
|
EDIT 743 Technology and Community Partnerships |
3 |
|
EDIT 747 Technology and Teacher Education |
3 |
This 18-credit concentration includes three required literacy courses and three approved electives in ESOL, special education, psychology, secondary and elementary education, early childhood, writing, and other areas. Theory and strategies in literacy and reading for teachers in any discipline, PK–12.
| Course Work | Credits |
|---|---|
|
EDRD 630 Advanced Literacy Foundations and Instruction, Birth to Middle Childhood |
3 |
|
EDRD 631 Advanced Literacy Foundations and Instruction, Adolescence through Adulthood |
3 |
|
EDRD 632 Literacy Assessments and Interventions for Groups |
3 |
| Electives: choose three from among the following courses, or choose a course preapproved by advisor: | |
|
EDCI 520 Assessment of Language Learners |
3 |
|
EDRD 615 Reading and Writing for Multilingual Students |
3 |
|
EDRD 633 Literacy Assessments and Interventions for Individuals |
3 |
|
EDRD 637 Supervised Literacy Practicum |
3 |
|
EDSE 662 Consultation and Collaboration |
3 |
|
EDSE 627 Psychoeducational Assessment |
3 |
This concentration is a 21-credit state-approved sequence of courses leading to Virginia reading specialist licensure. Course work includes foundational knowledge, instructional and assessment strategies for individuals and groups, and preparation as a literacy coach and staff developer. Licensure also requires a master’s degree, passing of the Virginia Reading Assessment, and three years of teaching under contract.
| Course Work | Credits |
|---|---|
|
EDRD 630 Advanced Literacy Foundations and Instruction, Birth to Middle Childhood |
3 |
|
EDRD 631 Advanced Literacy Foundations and Instruction, Adolescence through Adulthood |
3 |
|
EDRD 632 Literacy Assessments and Intervention for Groups |
3 |
|
EDRD 633 Literacy Assessments and Interventions for Individuals |
3 |
|
EDRD 637 Supervised Literacy Practicum |
3 |
|
EDRD 634 School-Based Leadership in Literacy |
3 |
|
EDRD 635 School-Based Inquiry in Literacy |
3 |
This 18-credit concentration provides advanced professional development in mathematics teaching and learning for practicing middle, or high school mathematics teachers. The 18 credits include five mathematics classes and one elective.
| Course Work | Credits |
|---|---|
|
Middle Education, Grades 6–8 |
|
|
EDCI 597 Special Topics in Education |
3 |
|
MATH 601 Analysis I for Teachers |
3 |
|
MATH 604 Geometry for Teachers |
3 |
|
MATH 605 Discrete/Finite Mathematics for Teachers |
3 |
|
MATH 607 Algebraic Structures for Teachers |
3 |
|
MATH 608 Problem Solving in Mathematics |
3 |
|
Secondary Education, Grades 9–12 |
|
|
EDCI 597 Special Topics in Education |
3 |
|
MATH 601 Analysis I for Teachers |
3 |
|
MATH 602 Analysis II for Teachers |
3 |
|
MATH 604 Geometry for Teachers |
3 |
|
MATH 605 Discrete/Finite Mathematics for Teachers |
3 |
|
MATH 607 Algebraic Structures for Teachers |
3 |
The 18-credit physical education concentration provides course work in research design, curriculum development, collaborative supervision, research in pedagogy, and advanced adapted content. It is designed for practicing teachers seeking to improve their professional knowledge and teaching performance for improving student learning.
| Course Work | Credits |
|---|---|
|
EFHP 623 Research Design and Statistical Reasoning Elective |
3 |
|
PHED 670 Analysis of Teaching in Physical Education |
3 |
|
PHED 672 Curriculum Development and Assessment in Physical Education |
3 |
|
PHED 673 Motor Development for Special Populations |
3 |
|
PHED 680 Mentoring and Supervision in Physical Education |
3 |
| Choose one course below or a course preapproved by advisor: | |
|
DANC 553 Teaching Creative Movement |
3 |
|
DANC 580 Laban Movement Analysis |
3 |
|
EDLE 610 Leading Schools and Communities |
3 |
|
EDUC 539 Human Development and Learning: PK–12 |
3 |
|
EDUC 672 Human Development and Learning: Secondary Education |
3 |
|
EFHP 606 Foundations of Exercise, Fitness, and Health Promotion |
3 |
|
EFHP 610 Advanced Exercise Physiology |
3 |
|
EFHP 611 Fitness Assessment: Theory and Practice |
3 |
|
EFHP 614 Advanced Exercise Nutrition |
3 |
|
EFHP 618 Exercise and Sport Psychology |
3 |
The 18-credit science concentration provides advanced professional development in science teaching and learning for practicing elementary, middle, or high school science teachers. The 18 credits include a combination of three science courses including an internship and three science education courses.
| Course Work | Credits |
|---|---|
|
EDCI 663 Research in Science Technology |
3 |
|
EDCI 683 Curriculum Development and Evaluation in Science Education |
3 |
|
EDCI 693 Leadership and Organizational Issues in Science Education |
3 |
|
EDLE 791 Internship in Educational Leadership |
3 |
|
Science courses relevant to school level, with advisor approval |
6 |
The 18-credit special education concentration provides advanced expertise for educators, administrators, and other professionals providing services to individuals with special needs. The following areas of focus are available: applied behavior analysis; assistive technology; emotional disturbance and learning disabilities; emotional disturbance, learning disabilities, and mental retardation; mental retardation; and severe disabilities. Select 18 credits from
| Course Work | Credits |
|---|---|
|
Applied Behavior Analysis |
|
|
EDSE 619 Applied Behavior Analysis: Principles, Procedures, and Philosophy |
3 |
|
EDSE 621 Advanced Applied Behavior Analysis Empirical Bases |
3 |
|
EDSE 623 Advanced Applied Behavior Analysis Assessments and Interventions |
3 |
|
EDSE 624 Applied Behavior Analysis Applications |
3 |
|
EDSE 625 Applied Behavior Analysis Verbal Behavior |
3 |
|
EDSE 790 Internship in Special Education |
1–4 |
|
Emotional Disturbance and Learning Disabilities (ED/LD)K–12 |
|
|
EDSE 501 Introduction to Special Education |
3 |
|
EDSE 502 Classroom Management and Applied Behavior Analysis |
3 |
|
EDSE 503 Language Development and Reading |
3 |
|
EDSE 540 Characteristics of Students with ED/LD |
3 |
|
EDSE 627 Psychoeducational Assessment |
3 |
|
EDSE 628 Elementary Reading, Curriculum, and Strategies for Mild Disabilities |
3 |
|
or EDSE 626 The Inclusive Classroom |
3 |
|
EDSE 629 Secondary Curriculum and Strategies for Mild Disabilities |
3 |
|
EDSE 662 Consultation and Collaboration |
3 |
|
EDSE 790 Internship Special Education |
1–4 |
|
EDSE 791 Midpoint Portfolio |
1 |
|
EDSE 792 Final Portfolio |
1 |
Emotional Disturbance, Learning Disabilities, and Mental Retardation (ED/LD/MR) K–12
|
EDSE 501 Introduction to Special Education |
3 |
|
EDSE 502 Classroom Management and Applied Behavior Analysis |
3 |
|
EDSE 503 Language Development and Reading |
3 |
|
EDSE 540 Characteristics of Students with ED/LD |
3 |
|
EDSE 542 Characteristics of Students with Mental Retardation |
3 |
|
or EDSE 547 Medical and Developmental Risk Factors for Children with Disabilities |
3 |
|
EDSE 627 Psychoeducational Assessment |
3 |
|
EDSE 628 Elementary Reading, Curriculum, and Strategies for Mild Disabilities |
3 |
|
or EDSE 626 The Inclusive Classroom |
3 |
|
EDSE 629 Secondary Curriculum Strategies for Mild Disabilities |
3 |
|
EDSE 661 Curriculum and Methods: Severe Disabilities |
3 |
|
EDSE 662 Consultation and Collaboration |
3 |
|
EDSE 790 Internship Special Education |
1–4 |
|
EDSE 791 Midpoint Portfolio |
1 |
|
EDSE 792 Final Portfolio |
1 |
Mental Retardation (MR) K–12
|
EDSE 501 Introduction to Special Education |
3 |
|
EDSE 502 Classroom Management and Applied Behavior Analysis |
3 |
|
EDSE 503 Language Development and Reading |
3 |
|
EDSE 542 Characteristics of Students with Mental Retardation |
3 |
|
EDSE 547 Medical and Developmental Risk Factors for Children with Disabilities |
3 |
|
EDSE 627 Psychoeducational Assessment |
3 |
|
EDSE 628 Elementary Reading, Curriculum, and Strategies for Mild Disabilities |
3 |
|
or EDSE 626 The Inclusive Classroom |
3 |
|
EDSE 629 Secondary Curriculum Strategies for Mild Disabilities |
3 |
|
EDSE 661 Curriculum and Methods in Severe Disabilities |
3 |
|
EDSE 662 Consultation and Collaboration |
3 |
|
EDSE 790 Internship Special Education |
1–4 |
|
EDSE 791 Midpoint Portfolio |
1 |
|
EDSE 792 Final Portfolio |
1 |
Severe Disabilities (SD) K–12
|
EDSE 531 Transition and Community-Based Instruction |
3 |
|
EDSE 547 Medical and Developmental Risk Factors for Children with Disabilities |
3 |
|
EDSE 557 Language Development and Emergent Literacy for Diverse Learners |
3 |
|
EDSE 532 Positive Behavior Supports |
3 |
|
or EDSE 502 Classroom Management and Applied Behavior Analysis |
3 |
|
EDSE 534 Communication and Severe Disabilities |
3 |
|
or EDSE 622 Augmentative Communication |
3 |
|
EDSE 533 Curriculum and Assessment in Severe Disabilities |
3 |
|
or EDSE 627 Psychoeducational Assessment |
3 |
|
EDSE 661 Curriculum and Methods: Severe Disabilities |
3 |
|
EDSE 662 Consultation and Collaboration |
3 |
|
EDSE 669 Interdisciplinary Approaches for Children with Sensory and Motor Disabilities |
3 |
|
EDSE 790 Internship Special Education |
1–4 |
|
EDSE 791 Midpoint Portfolio |
1 |
|
EDSE 792 Final Portfolio |
1 |
This 18-credit concentration provides advanced professional development in school leadership. The educational leadership course work focuses on teachers as leaders in their classrooms, teams, departments, programs, and schools.
| Course Work | Credits |
|---|---|
|
EDLE 610 Leading Schools and Communities |
3 |
|
EDLE 612 Educational Law |
3 |
|
EDLE 618 Supervision and Evaluation of Instruction |
3 |
|
EDLE 620 Organizational Theory and Leadership Development |
3 |
|
EDUC 597 Special Topics in Education: Trends and Issues in Instruction |
3 |
|
EDUC 598 Directed Reading, Research, and Individual Projects |
3 |
This 63-credit concentration prepares students to apply for triple teacher licensure. It provides professionals with the skills to work with culturally, linguistically, and ability-diverse young children and their families in schools and diverse community settings. Participation in the program requires a full-time, primarily daytime commitment for one summer and two academic years of integrated study and ongoing practice in four different internships. The program is designed to provide professionals with the specialized knowledge, skills, and dispositions needed to meet the developmental and educational needs of young children.
Portfolio
A professional portfolio is required. The portfolio reflects the student’s professional development throughout the program and contains examples of performance assessments associated with standards.
| Course Work | Credits |
|---|---|
|
EDRS 590 Education Research |
3 |
|
EDSE 517 Computer Applications for Special Populations |
3 |
|
EDUT 511 Universality and Diversity in Child and Family Development, Ages 3 to 5 |
3 |
|
EDUT 512 Assessment of Diverse Young Learners, Ages 3 to 5 |
3 |
|
EDUT 513 Language Development and Emergent Literacy for Diverse Learners, Ages 3 to 5 |
3 |
|
EDUT 514 Creating Environments and Adapting Curriculum for Diverse Learners, Ages 3 to 5 |
3 |
|
EDUT 521 Infant and Toddler Development in Family and Cultural Contexts |
3 |
|
EDUT 522 Family-Centered Assessment of Diverse Infants and Toddlers |
3 |
|
EDUT 523 Language Acquisition and Communication for Diverse Infants and Toddlers |
3 |
|
EDUT 524 Culturally, Linguistically, and Developmentally Appropriate Practices with Infants, Toddlers, and Their Families |
3 |
|
EDUT 612 Development and Assessment of Diverse Learners, K to 3 |
3 |
|
EDUT 613 Language and Literacy Development for Diverse Learners, K to 3 |
3 |
|
EDUT 614 Integrating and Adapting Curriculum across the Content Areas for Diverse Learners, K to 3 |
3 |
|
EDUT 615 Developing Concepts in Early Childhood Mathematics and Science for Diverse Learners, K to 3 |
3 |
|
EDUT 781 Frameworks for Unified, Transformative Early Care and Education |
3 |
|
EDUT 782 Policy Perspectives Affecting Diverse Young Learners and Their Families |
3 |
|
EDUT 790 Internship with Diverse Learners, Ages 3 to 5 |
3 |
|
EDUT 791 Internship with Diverse Infants and Toddlers and Their Families |
3 |
|
EDUT 792 Internship with Diverse Learners, K to 3 |
3 |
|
EDUT 793 Specialization Internship with Diverse Learners and Their Families |
6 |
This 32-credit concentration prepares students to apply for initial teacher licensure. It provides professionals with the skills to work with culturally, linguistically, and ability-diverse young children and their families in schools and diverse community settings. The program is designed to provide professionals with the specialized knowledge, skills, and dispositions needed to meet the developmental and educational needs of young children in preschool to grade 3. A professional portfolio is required. The portfolio reflects the student’s professional development throughout the program and contains examples of performance assessments associated with standards.
| Course Work | Credits |
|---|---|
|
EDUT 511 Universality and Diversity in Child and Family Development, Ages 3 to 5 |
3 |
|
EDUT 513 Language Development and Emergent Literacy for Diverse Learners, Ages 3 to 5 |
3 |
|
EDUT 514 Creating Environments and Adapting Curriculum for Diverse Learners, Ages 3 to 5 |
3 |
|
EDUT 612 Development and Assessment of Diverse Learners, K to 3 |
3 |
|
EDUT 613 Language and Literacy Development for Diverse Learners, K to 3 |
3 |
|
EDUT 614 Integrating and Adapting Curriculum across the Content Areas for Diverse Learners, K to 3 |
3 |
|
EDUT 615 Developing Concepts in Early Childhood Mathematics and Science for Diverse Learners, K to 3 |
3 |
|
EDUT 781 Frameworks for Unified, Transformative Early Care, and Education |
3 |
|
EDUT 782 Policy Perspectives Affecting Diverse Young Learners and Their Families |
3 |
|
EDUT 790 Internship with Diverse Learners |
3 |
|
EDSE 791 Mid-Point Portfolio |
1 |
|
EDSE 792 Final Portfolio |
1 |
These 30-36-credit concentrations are designed to offer professionals and students the opportunity to apply principles of learning, cognition, and motivation to vital problems in the area of education; develop a solid understanding of research, assessment, and evaluation methodologies; and develop an analytical and scholarly approach to critically assessing theoretical perspectives, research, and practice within and across content domains. By participating in a supportive and collegial environment with faculty from numerous educational disciplines and expertise, students are expected to develop the skills to meet the needs of diverse populations, and design and implement effective educational programs appropriate for a broad range of cultural contexts.
Optional Supervised Project or Thesis 3–6 credits
Students in the following educational psychology concentrations may choose to work on a supervised research project or a master’s thesis as part of completing the MEd in curriculum and instruction. Students who select this option will conduct research in an area of interest.
Choose from the following:
|
EDUC 598 Directed Reading, Research, and Individual Project |
3 |
|
EDUC 599 Thesis |
3 |
| Course Work | Credits |
|---|---|
|
Educational Psychology Core |
9 |
|
EDEP 550 Theories of Learning and Cognition |
3 |
|
EDEP 551 Principles of Learner Motivation (Prerequisite: EDEP 550) |
3 |
| Elective (prerequisites: EDEP 550 and 551): choose one from the following: | |
|
EDUC 539 Human Development and Learning, PK–12 |
3 |
|
EDUC 672 Human Development and Learning, Secondary Education |
3 |
|
EDUC 597 Special Topics in Education (focus on human development) |
3 |
|
PSYC 666 Cognitive and Perceptual Development |
3 |
|
Research Methodology Core |
12 |
|
EDRS 590 Education Research* |
3 |
|
EDRS 620 Quantitative Inquiry in Education (prerequisite: EDRS 590 or appropriate prior experience) |
3 |
|
EDRS 621 Qualitative Inquiry in Education (prerequisite: EDRS 590 or appropriate prior experience) |
3 |
|
*This course may be waived if student has appropriate prior experience or course work. |
|
|
Elective (prerequisites: EDRS 620 and 621): choose one from the following: |
|
|
EDRS 531 Educational and Psychological Measurement |
3 |
|
EDUC 597 Special Topics in Education (focus on Research Methodology) |
3 |
|
PSYC 541 Survey Research |
3 |
|
PSYC 654 Naturalistic Methods in Psychology |
3 |
|
Emphasis |
9 |
|
EDEP 652 Process of Learning and Development |
3 |
|
Elective (prerequisite: EDEP 652): Choose two from the following: |
|
|
EDEP 653 Culture and Intelligence |
3 |
|
EDEP 654 Learning, Motivation, and Self-Regulation |
3 |
|
EDSE 667 Cognitive Development of Diverse Young Children |
3 |
|
EDUC 597 Special Topics (focus on learning, cognition, and/or motivation) |
3 |
| Course Work | Credits |
|---|---|
|
Educational Psychology Core |
9 |
|
EDEP 550 Theories of Learning and Cognition |
3 |
|
EDEP 551 Principles of Learner Motivation (Prerequisite: EDEP 550) |
3 |
|
Elective (prerequisites: EDEP 550 and 551), choose one from the following: |
|
|
EDUC 539 Human Development and Learning, PK–12 |
3 |
|
EDUC 597 Special Topics in Education (focus on human development) |
3 |
|
EDUC 672 Human Development and Learning, Secondary Education |
3 |
|
PSYC 666 Cognitive and Perceptual Development |
3 |
|
Research Methodology Core |
12 |
|
EDRS 590 Education Research* |
3 |
|
EDRS 620 Quantitative Inquiry in Education (prerequisite: EDRS 590 or appropriate prior experience) |
3 |
|
EDRS 621 Qualitative Inquiry in Education (prerequisite: EDRS 590 or appropriate prior experience) |
3 |
|
Elective (prerequisites: EDRS 620 and 621), choose one from the following: |
|
|
EDRS 531 Educational and Psychological Measurement |
3 |
|
EDUC 597 Special Topics in Education (focus on research methodology) |
3 |
|
PSYC 541 Survey Research |
3 |
|
PSYC 654 Naturalistic Methods in Psychology |
3 |
|
*This course may be waived if student has appropriate prior experience or course work. |
|
|
Emphasis |
9 |
|
EDRS 630 Educational Assessment |
3 |
|
Electives (prerequisite: EDRS 630): choose two from the following: |
|
|
EDEP 650 High Stakes Assessment and Accountability Systems |
3 |
|
EDEP 651 Test Design and Interpretation |
3 |
|
EDRS 631 Program Evaluation |
3 |
|
EDUC 597 Special Topics in Education (focus on assessment, evaluation, and/or testing) |
3 |
|
PSYC 557 Psychometric Methods |
3 |
The teacher preparation concentration is for individuals completing the requirements to become licensed to teach in a public school classroom and requires admission to and concurrent enrollment in one of the following teacher licensure certificate programs, administered by other programs in CEHD: secondary education, special education, foreign language, and English as a second language (ESL). For the teacher preparation concentration, students apply three courses (i.e., 9 credits) from within one teacher licensure certificate program toward their MS degree in educational psychology with the expectation that they will complete the teacher certification program.
| Course Work | Credits |
|---|---|
|
Educational Psychology Core |
9 |
|
EDEP 550 Theories of Learning and Cognition |
3 |
|
EDEP 551 Principles of Learner Motivation (prerequisite: EDEP 550) |
3 |
|
Elective (prerequisites: EDEP 550 and 551): choose one from the following: |
|
|
EDUC 539 Human Development and Learning, PK–12 |
3 |
|
EDUC 597 Special Topics in Education (focus on human development) |
3 |
|
EDUC 672 Human Development and Learning, Secondary Education |
3 |
|
PSYC 666 Cognitive and Perceptual Development |
3 |
|
Research Methodology Core |
12 |
|
EDRS 590 Education Research* |
3 |
|
EDRS 620 Quantitative Inquiry in Education (prerequisite: EDRS 590 or appropriate prior experience) |
3 |
|
EDRS 621 Qualitative Inquiry in Education (prerequisite: EDRS 590 or appropriate prior experience) |
3 |
|
*This course may be waived if student has appropriate prior experience or course work. |
|
|
Elective (prerequisites: EDRS 620 and 621): choose one from the following: |
|
|
EDRS 531 Educational and Psychological Measurement |
3 |
|
EDUC 597 Special Topics in Education (focus on research methodology) |
3 |
|
PSYC 541 Survey Research |
3 |
|
PSYC 654 Naturalistic Methods in Psychology |
3 |
|
Three approved teacher licensure certificate program courses |
9 |
The 39-credit elementary education concentration and initial licensure component provides professionals with the specialized knowledge, skills, and dispositions needed to meet the educational needs of students attending today’s elementary schools. Specific content and endorsement courses are required. Two programs (one- or two-semester internships) provide flexibility for all students. The two-semester internship program (Professional Development Schools (PDS) Program begins each fall semester; the one-semester internship program Partnership Schools (PS) Program begins each summer semester.
Performance-Based Assessment
All students are required to submit and successfully complete a series of performance-based assessments. These assessments include content knowledge, pedagogical skills, and dispositions.
| Course Work | Credits |
|---|---|
|
EDCI 544 Curriculum and Methods of Teaching in Elementary Education |
3 |
|
EDCI 545 Differentiation and Assessment |
3 |
|
EDCI 546 Integrating Technology in Elementary Classrooms: Literacy |
1 |
|
EDCI 547 Integrating Technology in Elementary Classrooms: Mathematics |
1 |
|
EDCI 548 Integrating Technology in Elementary Classrooms: Social Studies/Fine Arts |
1 |
|
EDCI 552 Mathematics Methods for the Elementary Classroom |
3 |
|
EDCI 553 Science Methods for the Elementary Classroom |
3 |
|
EDCI 554 Methods of Teaching Social Studies and Integrating Fine Arts in the Elementary Classroom |
3 |
|
EDCI 555 Literacy Teaching and Learning in Diverse Elementary Classrooms I |
3 |
|
EDCI 556 Literacy Teaching and Learning in Diverse Elementary Classrooms II |
3 |
|
EDCI 559 Research and Assessment in Elementary Education |
3 |
|
EDCI 790 Internship in Education |
6 |
|
EDUC 542 Foundations of Education |
3 |
|
EDUC 543 Children, Family, Culture, and Schools, 4- to 12-Year-Olds |
3 |
This 39-credit ESL/ESOL PK–12 concentration provides initial state teacher licensure (endorsement) for candidates wanting to teach in Virginia public schools, grades PK to 12. This program provides teachers with the specialized knowledge, skills, and professional dispositions required to meet the educational needs of English language learners (ELLs). Candidates whose first language is not English may be required to pass an oral and written proficiency assessment in English to meet state licensing requirements and national professional standards. This program has a licensure component of 27 credits and requires an additional 12 credits for completion of the MEd.
Prerequisite for admission: 6 credits of a modern foreign language (graduate or undergraduate, do not count toward the MEd)
Field experience: Field experiences involving observations and analyses in public schools are required throughout the program; a maximum of 15 clock hours per course or 30 clock hours per term. Arrangements can be made with each course instructor.
Licensure Requirements (27 credits)
| Course Work | Credits |
|---|---|
|
EDCI 510 Linguistics for PK–12 ESOL Teachers |
3 |
|
EDCI 516 Bilingualism and Language Acquisition Research |
3 |
|
EDCI 519 Methods of Teaching Multilingual Students |
3 |
|
EDCI 520 Assessment of Language Learners |
3 |
|
EDCI 790 Internship in Education* |
6 |
|
EDRD 615 Reading and Writing for Multilingual Students |
3 |
|
EDUC 537 Foundations of Multicultural Education |
3 |
|
EDUC 539 Human Development and Learning, PK–12 |
3 |
* For licensed teachers only, the add-on endorsement in ESL PK–12 requires completion of all licensure course work with the exception of EDCI 790.
MEd Requirements (12 credits)
Prerequisites: all licensure course work listed above
| Course Work | Credits |
|---|---|
|
EDCI 521 Curriculum Development for Language Learners |
3 |
|
EDCI 777 Research to Practice (exit course) |
3 |
|
EDRS 590 Education Research |
3 |
|
Elective: Any graduate course with preapproval of academic advisor |
3 |
A 6-credit, 15-week daytime internship (EDCI 790) is required for completion of the state-approved licensure program. Both elementary and middle school or secondary school placements are required. Two options are available to meet the needs of most individuals:
*Provisionally licensed teachers: In lieu of an internship, provisionally licensed teachers may use their full-time teaching to satisfy the internship requirements; however, the 39-credit master’s degree requires that candidates substitute 6 credits in approved courses for the internship.
This 39-credit foreign language or Latin concentration with an initial licensure component prepares professionals with the knowledge, skills, and professional dispositions needed to teach specific foreign languages, including Spanish, German, French, Russian, Japanese, Chinese, Arabic, or Latin, to students in grades PK through 12. The program has a licensure component of 27 credits and requires an additional 12 credits for completion of the MEd.
Prerequisite for admission: A language proficiency test is required.
Field experience: Field experiences involving observations and analyses in public schools are required throughout the program; a maximum of 15 clock hours per course or 30 clock hours per term. Arrangements can be made with each course instructor.
Licensure Requirements (27 credits)
| Course Work | Credits |
|---|---|
|
EDCI 516 Bilingualism and Language Acquisition Research |
3 |
|
EDCI 520 Assessment of Language Learners |
3 |
|
EDCI 560 Methods of Teaching in Foreign and World Languages |
3 |
|
EDCI 684 Advanced Methods of Teaching Foreign and Second Languages in PK–12 |
3 |
|
EDCI 790 Internship in Education |
6 |