Elementary Education

• Master’s Core Component – 9 credits
• 3
  ED 5000 Social Behavior in a Diverse Society
  Seeks to examine the manner in which the behavior, feelings, or thoughts of one individual are influenced by the behavior or characteristics of others. Topics to be considered include social perception, attitudes, gender, social cognition, conflict, social influence, intercultural awareness, prejudice, discrimination, aggression, and group behavior. Fall, spring, and summer.
• 3
  ED 5010 Philosophy, Ethics, and Education
  A study of the historical, philosophical, and social-philosophic foundations of education. Emphasis is placed upon the ideas of the classical, medieval, Enlightenment, and post-Enlightenment periods that have influenced types of American educational systems relative to their mission and purpose. Analysis of how these systems have defined ethics and the characteristics of the virtuous person.
• 3
  ED 5030 Research Design
  Knowledge and understanding of the commonly accepted research designs. Study of research instruments and statistics used in educational research. Wide reading in various types of research design. Critical analysis of research design.
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• 3
  ED 5180 Collaborative Action Research
  A course for teaching/administrative practitioners in which a local educational problem is examined from the standpoint of how it can best be studied and solved. A blueprint for solving the problem is prepared including: statement and purpose, scope, assumptions/hypotheses, limitations and essential definitions. Course culmination will include collection of data, analysis of that data, conclusions and recommendation preparation that follow appropriate form and style.

• Learning Theory Requirements – 15 credits
• 3
  ED 5270 Foundations of Teaching
  An introduction to the teaching profession and the realities of teaching in today's schools. A series of seminars includes such topics as the history and structure of education, societal issues, the role of the teacher, instructional planning, legal rights and responsibilities of students and teachers, learning styles and effective teaching. A school observation/participation experience of a minimum of 30 hours is required.
• 3
  ED 5060 Theories of Learning and Cognitive Development
  An overview of current theories concerning the brain, development, and learning. Analysis of developmental concepts from birth through adolescence and adulthood. Discussion of language acquisition, thinking and learning styles, multiple intelligence, and creativity. Topics include teaching, learning, and assessment issues related to cultural diversity, technology, and learning differences.
• 3
  ED 5080 Instructional Strategies and Curriculum Design
  Focuses on providing students interested in elementary or secondary teaching with prerequisite skills necessary for successful student teaching. Students will demonstrate competence in: knowledge of curriculum, lesson and interdisciplinary unit planning, organizing and delivering instruction, adjusting instruction for diverse learning styles, individual needs and cultures, evaluating outcomes of instruction and use of a variety of classroom management strategies. Seminars will address issues related to teaching and emphasize student reflection and evaluation of their teaching. All students will be required to complete directed observation, participation and teaching in an assigned school. Discussions of ethical practices and professionalism will permeate the course. Prerequisite: ED 5270.
• 3
  SE 5400 Classroom Interventions and Special Education Strategies
  Analysis of models and dynamics involved in planning, teaching, and evaluating environments for special needs students. An overview of special education, characteristics of individuals with disabilities, individualized educational plans, functional behavior assessment, practical teaching strategies, and the New Hampshire Special Education Process and Policies. An observation component of 15 hours will be required of all students not presently in a school or teaching situation.
• 3
  ED 6100 Curriculum Integration and Performance Based Assessment
  This course will focus on assessing curricula and assessment practices which correlate with state and national standards. Students will be introduced to a range of curriculum models. Various strategies and the administration of performance-based assessment will be studied. This course is designed for students in the Elementary and Secondary Teacher Certification programs.
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• 3
  RL 5710 Advanced Diagnostic Testing and the Improvement of Reading and Writing
  Diagnostic and instructional issues presented include: reading and writing development; factors related to reading and writing disabilities; varied approaches to individual diagnosis and proven emergent reading, corrective, standardized tests and authentic assessments currently used in reading and special education programs. Seminars in conjunction with the practicum emphasize peer coaching and the application of current literacy research. May be repeated with the permission of the instructor.

• Interdisciplinary Methods Requirements Component – 23 credits
• 3
  ED 5500 Science Methods
  An in-depth study of a particular topic, contemporary issue, or concern. The course will be taught by a specialist within the field being studied or as an alternative methodology. A faculty member will coordinate a series of guest speakers who will meaningfully address the topic. Since topics vary, the course may be repeated with permission of the instructor.
• 3
  ED 5500 Math Methods
  An in-depth study of a particular topic, contemporary issue, or concern. The course will be taught by a specialist within the field being studied or as an alternative methodology. A faculty member will coordinate a series of guest speakers who will meaningfully address the topic. Since topics vary, the course may be repeated with permission of the instructor.
• 3
  IN 5970 Integrated Arts
  Practicum-based course introduces students to the value and practical application of incorporating the arts into educational, cultural, recreational, and human service settings. In addition to classroom lecture and discussion, a series of workshops with professional artists and teachers will allow students to observe a variety of teaching methods and philosophies. Basic skills and materials will be developed and discussed in creative drama, puppetry, music, theatre, poetry, art, and movement. Winters and summers.
• 3
  RL 5110 Research in Reading and Writing
  Research in Reading and Writing is an investigation into the significant research theory and principles on the development of reading and writing, the teaching of reading and writing, the assessment of reading and writing, and the implications of this knowledge that enrich our understandings and refine our practices. From historical perspectives to current trends and issues, we will explore the transformation of the reading and writing landscape. In doing so, we will discover what research in reading and writing is; how it is used; the value of reading and writing research; how it is applied to improve practice, understanding, and reflective thought; and its role in determining best institutional practices.
• 3
  LM 5300 Advanced Children and Young Adult Literature
  This advanced literature course will survey fiction and non-fiction books for school age students. Genres to be discussed include picture books, traditional literature, modern fantasy, contemporary realistic fiction, historical fiction, multicultural literature, informational books, biographies and graphic books. Students will also explore new issues and trends in literature including technological advancements. The course is designed to help the educator evaluate and select appropriate literature to develop and maintain school library collections as well as classroom and instructional libraries. During this course, students will critically discuss current issues in children's and young adult literature.
• 3
  HS 5100 Heritage Studies (Social Studies Methods)
  Heritage Studies Foundations is designed for those interested in bringing heritage studies to areas such as schools, museums, and historical societies. Relevant concepts and techniques used in history, geography, English, anthropology, and sociology will be presented so participants may create models for class exercises, build museum exhibits, and incorporate heritage studies methodology into their work. Participants will learn methods of social science interpretation and inference about historical events, structures, artifacts, settlement patterns, and various ideologies of the past. Multi-disciplinary techniques will be used in interpretations of nearby history and in the development of materials that may be used in educating the general public and students in the classroom.
• 2
  HP 5110 Wellness Concepts for Educators
  An introduction to the teaching of health education in our school systems. Organization of curriculum including content and methodology will be stressed. Offered Fall and Spring.
• 3
  CE 5120 Integration of Technology in the K-12 Curriculum
  This instructional technology foundation course is designed to provide K-12 educators, school librarians/media teachers, and administrators with an understanding of the ways that current and emerging technologies can be used to facilitate teaching, learning, and managing instruction. Discussions will focus on issues, trends, and current uses of technology in K-12 education. Lab sessions will focus upon gaining experience on IBM compatible or Macintosh computers, learning software applications with Microsoft Office, evaluating educational software, designing technology-enhanced lessons, and utilizing telecommunications for K-12 curriculum integration. This is an introductory course and is specifically focused on educators wanting a hands-on approach to learning new technology skills.

• Capstone Component – 6-9 credits
• 6
  ED 5210 Graduate Practicum*
  A supervised practicum experience in one of several cooperating institutions or agencies in New Hampshire. The purpose is to gain meaningful work experience through applying knowledge learned in previous course work to the on-the-job situation. Commitment includes a negotiated number of hours per week and participation in seminars. Supervision is by the institution or agency concerned, and by Plymouth faculty. Students anticipating more than three hours of credit should confer early in their program with the department chair to free up sufficient blocks of time. Permission of advisor, department chair and Associate Vice President is required.
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• 9
  ED 5960 Internship in Education*
  Student teaching for students in the Master of Education Elementary or Secondary Education programs. Students must have all course work for the degree, including any required undergraduate prerequisites, completed before taking this course.

* Passing PRAXIS II scores required before starting field experience

• Total for MEd in Elementary Education, K–8 Certification – 54-57 credits