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Early Childhood Education (PreK-2) Professional Licensure

The MSEd/EdS in Early Childhood Education grades PreK-2 with Massachusetts Professional Licensure, can be completed on a full-time or part-time basis. Most classes are available online with some courses being held on weekends at our Concord or East Longmeadow, Massachusetts campuses.

MSEd 39 credits
• Choose 4 Required Courses (12 credits): SPE543, SPE547, RDG530, RDG532, RDG534, RDG538, RDG548
• Choose 9 Elective Course (27 credits): Students can select from a wide number of approved graduate elective courses from Early Childhood Education, Elementary Education, English as a Second Language, Reading & Literacy Instruction, Special Education, or Special Education Administration.

EdS 39 credits
The EdS is an advanced degree that provides teachers who currently hold a master’s degree with an area of specialization. Students must complete the same coursework as the MSEd with the addition of SPE540.

Curriculum & Schedules

Code Course Name Credit Hours
EDU490 Pre-Practicum Seminar 1

Facilitated by a college program supervisor, students discuss curriculum, pedagogy and critical issues in support of their success as future teachers (Corequisite: EDU441P or EDU441Q).

EDU491 Practicum Seminar 1

Students discuss curriculum, pedagogy, the professional standards for teachers, and critical issues in support of their success as future teachers. Additional Seminar topics include: the Preservice Performance Assessment, creation of a professional teaching portfolio, and licensure (Corequisite: EDU497 or EDU499).

RDG530 Reading Research 3

This course will provide a definition of scientific research and a review of reading research. The focus will be on the importance of using research to guide evidence-based instructional practice in literacy, define scientific research, examine three types of research studies (longitudinal research, meta-analysis, and clinical trials), present guidelines for evaluating the quality of particular research studies.

RDG532 Informational and Narrative Text for Children and Adolescence 3

This course introduces the reading comprehension strand of the Project Read Program combined with exposure to the Madeline Hunter lesson plan guide and instruction techniques. Participants will become familiar with the Project Read Comprehension curriculums in order to successfully teach the concepts and skills required for student to become successful readers and become fluent in planning lessons using Hunter’s elements of effective instruction that elicit active participation, time on task, and learning and retention.

RDG534 Reading and Writing Assessment 3

This course will provide experience in administering and interpreting data obtained from formal and informal reading, spelling and writing assessments, and provide the ability to develop specific recommendations for appropriate reading, spelling, and written language curricula in order to enhance skills for all students, particularly those who have difficulty learning to read, write, or spell through traditional classroom methods.

RDG538 Language Disorders and Literacy 3

This course explores the components of typical and atypical language development. Instruction will focus on the different aspects of language, including, phonology, morphology, semantics, syntax, and pragmatics. In addition, time will be spent on exploring the behavioral manifestations associated with language disorders and the influence on academic performance, including written language skills and the relationship to reading/writing instruction will be carefully reviewed.

RDG548 Structure of Language Part ll – Meaning, Syntax and Semantics 3

This course will focus on reading comprehension instruction. Participants will study the factors that influence comprehension including fluency, word meaning (semantics), sentence structure (syntax), text organization, discourse structure and meta-cognitive processes. Throughout the course, students will construct knowledge in the development of reading comprehension in order to recognize and support students with reading difficulties.

SPE540 Research in Education 3

Applied research methodologies, including case analysis, action research, and survey research will be investigated to enable educators to become consumers of available research and to conduct appropriate research projects focusing on the application of programmatic coursework to improving school/community-based curriculum and instruction.

SPE543 Teaching of Writing 3

Designed to provide educators with the information necessary to teach all students, this course focuses on the current research on evidence-based writing strategies and programs. Participants will identify and engage in instructional methods for supporting struggling writers. Exposure to assistive technology, assessment, and the arts will be explored as ways to increase and support writing outcomes for all students.

SPE547 Structure of Language Part l: Phonology, Orthography, Morphology 3

This course is designed to give participants a working knowledge of phonetics, phonology, orthography, and morphology - the building blocks for effective teaching of word recognition, vocabulary, and spelling - and insight into the difficulties of children with decoding and encoding problems.