About The Program
Get ready to teach young children in grades Pre-kindergarten to six in elementary schools and community preschool settings. We focus on providing you with a solid foundation in child development, educational psychology and the role of the family and society in education. You'll graduate with an in-depth understanding of instructional approaches, practical field-based experience and the skills to advocate for equitable learning opportunities for all children.
The application for the Master of Teaching, Early and Elementary Education currently is only open to those enrolled in the VCU Interdisciplinary Studies, Bachelor of (B.I.S.) [University College] with a concentration in Liberal Studies for Early and Elementary Education (LSEE).
Other prospective applicants may be interested in our Teaching Elementary Education Graduate Certificate and the RTR Teacher Residency Program.
Career Paths
- Preschool teacher
- Kindergarten teacher
- Elementary school teacher (Grades 1-6)
- Early childhood program director
- Curriculum developer
At a Glance
Degree Earned
Master of Teaching (M.T.)
Credits: 34
Application Semesters and Deadlines
Fall and Summer: February 1
Spring: October 1
Program Modality
In-person
Estimated Completion Time
Full-time (9-15 credits): average completion in 3 semesters
Part-time (1-8 credits): average completion in 5 semesters
*Note: Student Teaching for secondary teachers is Spring only
Admission requirements
| Degree: | Semester(s) of entry: | Deadline dates: | Test requirements: |
|---|---|---|---|
| M.T. | Fall | Feb 1 | |
| Spring | Oct 1 | ||
| Summer | Feb 1 |
In addition to the general admission requirements of the VCU Graduate School, the following requirements represent the minimum acceptable standards for admission:
- Bachelor of Interdisciplinary Studies (B.I.S.) degree with a liberal studies for early and elementary education major
- Three letters of recommendation addressing the student’s potential for graduate study in education
- Statement of intent
- Transcripts of all previous college work
Additionally, there are several tests that students must pass for admission to teacher preparation, admission to student teaching and licensure in Virginia. Students should consult the Teacher Preparation page on the School of Education website for current testing requirements. Admission to clinical experiences in schools requires a background check and fingerprinting.
Please visit the School of Education website for further information.
Degree requirements
In addition to general VCU Graduate School graduation requirements, students are required to complete course work in core and elective courses.
- Credit hour requirements: Students are required to complete a minimum of 33-34 credit hours depending on concentration.
- Grade requirements: Receipt of a grade of C or below in two courses constitutes automatic dismissal from the program. Courses with a grade below C cannot be used to satisfy degree requirements.
- Student teaching requirements: Students must successfully complete approved student teaching experience. Note: Students must complete all undergraduate courses before student teaching.
- Additional testing requirement: Students must pass Praxis II, where applicable, for licensure.
Curriculum requirements
Program requirements – mathematics and statistical reasoning
The early childhood/elementary education program requirement is six credit hours, including three credit hours in mathematics at the college algebra level or higher and three credit hours in a statistics course typically taught by a college department of mathematics. Choosing among these courses or their equivalencies is recommended:
| Course | Title | Hours |
|---|---|---|
| MATH 303 MATH 303. Investigations in Geometry. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: MATH 361 with a minimum grade of C. Enrollment is restricted to students majoring in programs to prepare early childhood and elementary teachers (B.S.Ed. in Elementary Education and Teaching and B.S.Ed. in Early Childhood Education and Teaching). A study of topics in Euclidean geometry to include congruence, similarity, measurement, coordinate geometry, symmetry and transformation in both two and three dimensions. These topics will be investigated using manipulatives and computer software. | Investigations in Geometry | 3 |
| MATH 361 MATH 361. Numbers and Operations. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: MATH 131, STAT 208 or STAT 210 with a minimum grade of C. Pre- or corequisite: TEDU 101. Enrollment is restricted to students majoring in programs to prepare early childhood and elementary teachers (B.S.Ed. in Elementary Education and Teaching and B.S.Ed. in Early Childhood Education and Teaching). Ways of representing numbers, relationships between numbers, number systems, the meanings of operations and how they relate to one another, and computation within the number systems as a foundation for algebra. The course includes structured observations of elementary-level students. | Numbers and Operations | 3 |
| MATH 362 MATH 362. Algebra and Functions. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: MATH 361 with a minimum grade of C. Enrollment is restricted to students majoring in programs to prepare early childhood and elementary teachers (B.S.Ed. in Elementary Education and Teaching and B.S.Ed. in Early Childhood Education and Teaching). This course will explore a variety of numerical topics including proportional reasoning, number theory and algebraic concepts. Attention will be given to the transition from arithmetic to algebra, working with quantitative change, and the description and prediction of change. Topics will be investigated through problem-solving and mathematical discourse. The course includes structured observations of elementary-level students. | Algebra and Functions | 3 |
| STAT 206 STAT 206. Data Analysis and Statistics for Elementary Education. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Enrollment is restricted to students majoring in liberal studies for early and elementary education who have received a passing score on the PRAXIS I exam. Understanding probability, describing data both graphically and numerically, regression/correlation, common distributions and interpretation, item analysis for tests, interpreting test scores and educational studies, experimental design and limitations, comparing results using t-tests. This course relies heavily on using a graphing calculator as a data-analysis tool. Students may receive credit toward graduation for only one of STAT 206, STAT 208, STAT 210, STAT 212, STAT 312 or SCMA 301. | Data Analysis and Statistics for Elementary Education | 3 |
Program requirements – history
The early childhood/elementary education program requires the following courses or their equivalencies:
| Course | Title | Hours |
|---|---|---|
| ECON 203 ECON 203. Introduction to Economics. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A survey of economic principles, institutions and problems. The course is designed to provide basic economic understanding for students who do not expect to major in economics or in the School of Business. Not applicable for credit toward economics and business majors. Students may receive credit toward graduation for only one of the following three courses: ECON 203, ECON 205 or ECON 210. | Introduction to Economics | 3 |
| HIST 103 HIST 103. Survey of American History I. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A survey of American civilization from prehistory to Reconstruction, emphasizing the events, ideas and institutions that have shaped, influenced and defined America's place in the world. | Survey of American History I | 3 |
| HIST 205 HIST 205. Survey of Virginia History. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Examines the history of Virginia from the colonial era to the present. Provides foundational knowledge of Virginia government, geography and economics. Discusses not only local history, but also the commonwealth’s relationship with the United States and the world. | Survey of Virginia History | 3 |
| POLI 103 POLI 103. U.S. Government and Politics. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A study of American national government focusing on its underlying political ideas, constitutional basis, major institutions and their interaction in the determination of public policy. | U.S. Government and Politics | 3 |
Program requirements – natural sciences
The early childhood/elementary education program requirement is 12 credit hours with at least one course from each of the four core science disciplines of earth science, biology, chemistry and physics, plus two one-credit laboratories.
| Course | Title | Hours |
|---|---|---|
| Biological sciences | ||
| BIOL 101 BIOL 101. Biological Concepts. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A topical approach to basic biological principles. Topics include molecular aspects of cells, bioenergetics, photosynthesis, cellular respiration, cellular and organismal reproduction, genetics and evolution, and ecology. Not applicable for credit toward the major in biology. | Biological Concepts | 3 |
| INSC 201 INSC 201. Energy!. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: MATH 131, MATH 139, MATH 141, MATH 151, MATH 200 or higher MATH; or BUSN 171*, BUSN 212** or SCMA 301***; or STAT 208, STAT 210, STAT 212 or higher STAT; or satisfactory score on the VCU Mathematics Placement Test within the one-year period immediately preceding the beginning of the course. A study of global energy demands, how they are being met, environmental consequences and alternative energy sources. *Formerly MGMT 171, SCMA 171; **formerly MGMT 212, SCMA 212; ***formerly MGMT 301. | Energy! | 3 |
| or INSC 300 INSC 300. Experiencing Science. 3 Hours.
Semester course; 5 studio hours. 3 credits. Prerequisites: 4 credits in biology, 3 credits in physical science, 3 credits in mathematics, and STAT 208, 210, 212, or 312. Study of the methods and processes used by scientists in investigations. Guided, active replication of great discoveries in major scientific disciplines in physical science, life science and earth science. | Experiencing Science | |
| or PHYS 101 PHYS 101. Foundations of Physics. 3 Hours.
Semester course; 3 lecture hours. 3 credits. For non-science majors. Introduction to the fundamental ideas of physics. The course covers selected topics in mechanics, heat, optics, electricity and magnetism, and modern physics. Not applicable toward the physics major. An optional laboratory may be taken with this course; see PHYZ 101. | Foundations of Physics | |
| CHEM 100 CHEM 100. Introductory Chemistry. 3 Hours.
Semester course; 3 lecture and 1 problem session hour. 3 credits. Prerequisite: students must be eligible to take MATH 131 or higher. A course in the elementary principles of chemistry for individuals who do not meet the criteria for enrollment in CHEM 101; required for all students without a high school chemistry background who need to take CHEM 101-102. These credits may not be used to satisfy any chemistry course requirements in the College of Humanities and Sciences. | Introductory Chemistry | 3 |
| or CHEM 101 CHEM 101. General Chemistry I. 3 Hours.
Semester course; 3 lecture and 1 recitation hours. 3 credits. Prerequisites: MATH 139, MATH 141, MATH 151, MATH 200, MATH 201 or satisfactory score on the VCU mathematics placement test within the one-year period immediately preceding the beginning of the course; and CHEM 100 with a minimum grade of B or satisfactory score on the chemistry placement exam/assessment within the one-year period immediately preceding the beginning of the course. Fundamental principles and theories of chemistry. | General Chemistry I | |
| or CHEM 110 CHEM 110. Chemistry and Society. 3 Hours.
Semester course; 3 lecture hours. 3 credits. The basic principles of chemistry are presented through the use of decision-making activities related to real-world societal issues. Not applicable for credit toward the B.S. in Chemistry. | Chemistry and Society | |
| ENVS 105 ENVS 105. Physical Geology. 3 Hours.
Semester course; 3 lecture hours. 3 credits. A descriptive approach to physical geology dealing with the history and structure of the earth, catastrophic events and geology as it relates to the contemporary environment. An optional laboratory, ENVZ 105, may be taken with this course. | Physical Geology | 3 |
| or ENVS 201 ENVS 201. Earth System Science. 3 Hours.
Semester course; 3 lecture hours. 3 credits. An introduction to the processes of and linkages among the major systems that drive planet Earth. The biosphere, geosphere, hydrosphere, atmosphere and sociosphere are presented as dynamic and interdependent systems. | Earth System Science | |
| or ENVS 301 ENVS 301. Introduction to Meteorology. 3 Hours.
Semester course; 3 lecture hours. 3 credits. An introductory course designed to provide the student with an overview of the structures and processes that cause weather. These include atmospheric circulations and the weather patterns that we observe. Emphasis will be placed upon the tracking and display of weather phenomena, as well as their forecast movement and impact. | Introduction to Meteorology | |
| or ENVS 310 ENVS 310. Introduction to Oceanography. 3 Hours.
Semester course; 3 lecture hours. 3 credits. An introductory course designed to provide the student with an overview of the structures and processes of the world's oceans. These include the systems that impact the oceans: the hydrosphere, the atmosphere, the geosphere, the biosphere and the sociosphere. Emphasis will be placed upon hands-on techniques for understanding these systems, including online simulations and in-class activities. | Introduction to Oceanography | |
| or URSP 204 URSP 204. Physical Geography. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Examines the interrelated systems of the earth and the physical processes that create regional differences in climate and physiography. Provides a solid foundation for better understanding human-environment interactions, such as those related to climate change, by exploring topics such as earth-sun relationships, air temperature, atmospheric pressure and precipitation, winds and global circulation, plate tectonics, tectonic and volcanic landforms, weathering, and the impacts of running water, waves, wind and glaciers in shaping the landscape. | Physical Geography | |
| Science labs 1 | 2 | |
Two of the science content courses must pair with a one-credit lab for a total of two credits of laboratory course work in the degree program. Possible partner laboratory courses include BIOZ 101, PHYZ 101, CHEZ 101, CHEZ 110, ENVZ 105 and URSZ 204.
Program requirements – writing
The early childhood/elementary education program requires the following courses or their equivalencies:
| Course | Title | Hours |
|---|---|---|
| UNIV 112 UNIV 112. Focused Inquiry II. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: UNIV 111 or equivalent. Builds on skills introduced in UNIV 111 by providing practice in expository essays, argument and contextual analysis. Focuses on practice in writing in a variety of genres, framing writing according to both purpose and audience and identifying academically valid sources. Students must earn a minimum grade of C to receive credit for this course.  Play course video for Focused Inquiry II | Focused Inquiry II | 3 |
| UNIV 200 UNIV 200. Advanced Focused Inquiry: Literacies, Research and Communication. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: UNIV 112 or HONR 250 with a minimum grade of C. Asks students to consider real-world applications of writing and research. Students will develop critical analysis, inquiry-based research skills, communication of argument and research across media. Work represents the culmination of foundational ConnectED competencies developed in UNIV 111 and UNIV 112. Students must earn a minimum grade of C to receive credit for this course. | Advanced Focused Inquiry: Literacies, Research and Communication | 3 |
Professional studies requirements
Undergraduate courses
| Course | Title | Hours |
|---|---|---|
| EDUS 301 EDUS 301. Human Development and Learning. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A study of human development through the life span with special emphasis on child and adolescent psychology, the nature of learning and basic concepts of learning theories. | Human Development and Learning | 3 |
| or PSYC 301 PSYC 301. Child Psychology. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: PSYC 101. A study is made of the growth and development of the child until puberty. Childlike is viewed in terms of physical, mental, social, emotional and educational factors. PSYC 304 Life Span Developmental Psychology also may not be taken for credit. | Child Psychology | |
| SEDP 401 SEDP 401. Assessment in Diverse Settings. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: TEDU 413 or SEDP 201. Enrollment is restricted to students enrolled in a B.S.Ed. program. This course explores all aspects of assessment that a teacher encounters in preK-12 educational settings. The course will cover current assessment theories, approaches and instruments used to measure the performance of the children and students representing the diverse learners in today’s classrooms -- including students with and without disabilities, English language learners and students representing a range of cultural backgrounds. Assessments at all stages of instruction (before, during and after), including formal and informal assessments and their applications in an inclusive educational setting, will be addressed. Particular attention is paid to the ways in which teachers can gather and use assessments to make data-informed decisions for effective instruction and intervention leading to optimal child development and student achievement. Specifically, the course will explore the relationships among content standards, instruction and assessment as well as ways to use a variety of assessments to monitor student progress. The course emphasizes making valid inferences from assessments in a variety of formats; understanding the legal and policy context of assessment; and the implications for appropriate grading practices and decision-making. Course content and assignments will promote critical-thinking and problem-solving skills. Crosslisted as: EDUS 401. | Assessment in Diverse Settings | 3 |
| TEDU 310 TEDU 310. Elementary School Practicum A. 2 Hours.
Semester course; 2 lecture hours. 2 credits. Corequisites: TEDU 410, TEDU 414 and TEDU 426. Restricted to students admitted to the Extended Teacher Preparation Program. A field placement that precedes student teaching/internship. Includes planned observations, tutorials and small-group involvement. Graded pass/fail. | Elementary School Practicum A (taken with TEDU 410 TEDU 410. Building a Community of Learners: Classroom Management. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: EDUS 301, PSYC 301 or PSYC 304 with a minimum grade of C. The course is designed to encompass pre-K through grade 12 classroom management theory and application, motivation theory and application, diversity, socio-emotional development, trauma-informed care, and restorative justice for regular education and special education students. Crosslisted as: SEDP 410. TEDU 414. Curriculum and Methods for Early/Elementary Children. 4 Hours.
Semester course; 4 lecture hours. 4 credits. Prerequisite: admission to teacher preparation program. Corequisites: TEDU 310 (Practicum A) and 426. A study of developmentally appropriate curriculum and methods for early/elementary children, including diversity, assessment, behavior guidance and management, planning instruction and creating positive learning environments. Includes an overview of the history of early/elementary education and issues currently facing the profession. TEDU 426. Teaching Reading and Other Language Arts. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Presents teaching strategies and materials in reading and the other language arts based on current theory and research. Emphasizes the interrelatedness of listening, speaking, reading and writing and the importance of naturalistic language experiences. | 2 |
| TEDU 313 TEDU 313. Elementary School Practicum B. 2 Hours.
Semester course; 2 practicum hours. 2 credits. Prerequisite: TEDU 310. Corequisites: TEDU 517, TEDU 522 and TEDU 591. Enrollment is restricted to students admitted to the M.T. program with a concentration in early and elementary education. A field placement that precedes student teaching/internship. Includes planned observations, tutorials and small-group and whole class involvement. Graded as pass/fail. | Elementary School Practicum B (taken with TEDU 517 TEDU 517. Science Education in the Elementary School. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: TEDU 511 or permission of the instructor. A course designed to renew and/or expand teachers' knowledge and skills in the teaching of science in the classroom and the community. New materials and methodologies will be examined in the light of current trends, research findings and professional recommendations. TEDU 522. Teaching Mathematics for Elementary Education. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: TEDU 511 or permission of the instructor. Emphasis on current instructional strategies, learning theories and manipulative materials appropriate for teaching mathematics to children. The content focus is on the primary and elementary grades. TEDU 591. Social Studies Education in the Elementary School. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: TEDU 511 or permission of the instructor. A course designed to renew and/or expand the knowledge and skills of the classroom teacher in the teaching of social studies. Curriculum emphasis on the development of knowledge, skills, values and attitudes will be examined in the light of professional recommendations, current trends and research findings. | 2 |
| TEDU/ENGL 386 TEDU 386. Children's Literature I. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to give students an appreciation of the value of children’s literature, present a look at current trends and provide a wide range of reading from different literary genres and diverse authors. The course will also explore the creative use of literature and its contribution to the development of oral and written expression in children from birth to grade 6. Throughout the course students will develop skills as educators who are critically reflective practitioners. Crosslisted as: ENGL 386. | Children's Literature I | 3 |
| TEDU 389 TEDU 389. The Teaching of Writing Skills. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course will focus on the art of teaching writing through a writer’s workshop approach. The course will critically examine theory, techniques and strategies in the context of how students learn to think and write in k-12 classrooms. The class will also address issues of assessing and responding to student writing, and it includes extensive journal and essay writing with an examination of the student’s own personal writing processes. Students will be encouraged to be critically reflective practitioners throughout the course. Crosslisted as: ENGL 389. | The Teaching of Writing Skills | 3 |
| TEDU 390 TEDU 390. Movement Education. 3 Hours.
Semester course; 2 lecture and 2 laboratory hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: TEDU 101. This service-learning course will examine the physiological changes that occur in the brain as a result of moderate physical activity and the relationship to increased cognition. Students will also examine how to develop movement-based lessons to complement existing curricula across all content areas. Students enrolled in this course will receive a movement education certification upon completion of the course requirements. | Movement Education | 3 |
| TEDU/SEDP 410 TEDU 410. Building a Community of Learners: Classroom Management. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: EDUS 301, PSYC 301 or PSYC 304 with a minimum grade of C. The course is designed to encompass pre-K through grade 12 classroom management theory and application, motivation theory and application, diversity, socio-emotional development, trauma-informed care, and restorative justice for regular education and special education students. Crosslisted as: SEDP 410. | Building a Community of Learners: Classroom Management | 3 |
| TEDU 411 TEDU 411. Integrating the Arts in Curriculum for Young Children. 2 Hours.
Semester course; 2 lecture hours. 2 credits. Provides pre-service teachers with an understanding of how experiences in visual art, music, drama and movement can be used to support the growth and development of children in pre-K through 5th grade. Students will learn of the importance of all of the arts for children's cognitive, socio-emotional and psychomotor development. Emphasis will be given to integrating developmentally appropriate experiences in the arts into early childhood curriculum. | Integrating the Arts in Curriculum for Young Children 1 | 3 |
| or ARTE 301 ARTE 301. Art for Elementary Teachers. 3 Hours.
Continuous courses; 1 lecture, 1 seminar and 2 studio hours. 3-3 credits. Prerequisite: completion of ARTE 301 to enroll in ARTE 302. The nature of art and its function in the lives of individuals and society is considered in addition to materials and methods for guiding the visual expression of children. | Art for Elementary Teachers | |
| TEDU 414 TEDU 414. Curriculum and Methods for Early/Elementary Children. 4 Hours.
Semester course; 4 lecture hours. 4 credits. Prerequisite: admission to teacher preparation program. Corequisites: TEDU 310 (Practicum A) and 426. A study of developmentally appropriate curriculum and methods for early/elementary children, including diversity, assessment, behavior guidance and management, planning instruction and creating positive learning environments. Includes an overview of the history of early/elementary education and issues currently facing the profession. | Curriculum and Methods for Early/Elementary Children | 4 |
| TEDU 426 TEDU 426. Teaching Reading and Other Language Arts. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Presents teaching strategies and materials in reading and the other language arts based on current theory and research. Emphasizes the interrelatedness of listening, speaking, reading and writing and the importance of naturalistic language experiences. | Teaching Reading and Other Language Arts | 3 |
| TEDU 452 TEDU 452. Teaching Multilingual Learners. 2 Hours.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: TEDU 413 or SEDP 405. This course is designed to help teachers who plan to teach English and other content areas to PK-12 students who are speakers of other languages. The course includes attention to social and cultural contexts, the diversity of multilingual learners in the United States, legal and policy contexts, models of ESL programs and advocacy for students. Students will also develop skills in lesson preparation and delivery for multilingual learners within ESL classrooms as well as in other content area classrooms. | Teaching Multilingual Learners | 2 |
| TEDU 510 TEDU 510. Instructional Technology in PK-12 Environments. 2 Hours.
Semester course; 2 lecture hours (delivered online). 2 credits. Prerequisite: EDUS 301, PSYC 301 or PSYC 304 with a minimum grade of C. An introduction to effectively integrating technology into pK-12 instruction to improve student learning outcomes. Students will have hands-on experiences with a variety of current instructional technologies and learn how to integrate these technologies into their practice using research-driven theoretical frameworks. This online course models effective virtual teaching methods that can be utilized in hybrid and fully online environments. Students will design technology-rich instructional modules that can be utilized to improve student learning in their content areas, as well as develop personal learning networks that will continue to provide them with informal and independent learning opportunities well after the conclusion of the course. | Instructional Technology in PK-12 Environments | 2 |
Students may choose another applied arts course.
Graduate courses
| Course | Title | Hours |
|---|---|---|
| EDUS/PSYC 607 EDUS 607. Advanced Educational Psychology. 3 Hours.
Semester course; 3 lecture hours (delivered online, hybrid or face-to-face). 3 credits. Application of the principles of psychology to the teaching-learning process. Discussion will focus on the comprehensive development of individual learning experiences and educational programs from the point of view of the PK-12 educator and administrator. | Advanced Educational Psychology | 3 |
| EDUS 673 EDUS 673. Democracy, Equity and Ethics in Education. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course is designed to engage participants in a critical exploration of education issues and inequities within sociocultural, historical and philosophical contexts. Students will examine the relationship between an increasingly diverse society and democracy in education. The course will also develop strategies for participants to understand the ethical obligations of educational professionals and to become active agents for democratic, equity-oriented schools. | Democracy, Equity and Ethics in Education | 3 |
| SEDP 505 SEDP 505. Theory and Practice of Educating Individuals with Special Needs. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Not for certification or endorsement in special education. In-depth study of past and current philosophies and approaches to serving students with special needs in educational settings. Attends to specific ways school services and classroom practices of general education teaching can assist in meeting these needs in today's schools through collaboration and inclusion. | Theory and Practice of Educating Individuals with Special Needs | 3 |
| TEDU 517 TEDU 517. Science Education in the Elementary School. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: TEDU 511 or permission of the instructor. A course designed to renew and/or expand teachers' knowledge and skills in the teaching of science in the classroom and the community. New materials and methodologies will be examined in the light of current trends, research findings and professional recommendations. | Science Education in the Elementary School | 3 |
| TEDU 522 TEDU 522. Teaching Mathematics for Elementary Education. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: TEDU 511 or permission of the instructor. Emphasis on current instructional strategies, learning theories and manipulative materials appropriate for teaching mathematics to children. The content focus is on the primary and elementary grades. | Teaching Mathematics for Elementary Education | 3 |
| TEDU 566 TEDU 566. Diagnosis and Remediation in Reading. 3 Hours.
Semester course; 3 lecture hours and 1 practicum hour (delivered online, face-to-face or hybrid). 4 credits. Prerequisite: TEDU 426 or TEDU 561. Studies reading problems by focusing on reading diagnosis and correction related to classroom and clinic. Involves evaluating and tutoring individuals with reading difficulties. A supervised practicum is a course component that includes site-based requirements. | Diagnosis and Remediation in Reading | 4 |
| TEDU 591 TEDU 591. Social Studies Education in the Elementary School. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: TEDU 511 or permission of the instructor. A course designed to renew and/or expand the knowledge and skills of the classroom teacher in the teaching of social studies. Curriculum emphasis on the development of knowledge, skills, values and attitudes will be examined in the light of professional recommendations, current trends and research findings. | Social Studies Education in the Elementary School | 3 |
| TEDU 626 TEDU 626. Family-School Partnerships. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: TEDU 414 or permission of instructor. Studies the rationale, methods, programs and current research of family-school partnerships, preschool through secondary education. | Family-School Partnerships | 3 |
| TEDU 672 TEDU 672. Internship. 4 Hours.
Semester course; 4 hours. 4 credits. May be repeated for a maximum of 12 credits. Prerequisites: passing scores on Praxis II examination and Virginia Communication and Literacy Assessment and permission of adviser. Study and integration of theory with practice in clinical or off-campus settings supervised by an approved professional and university faculty. May include seminars, selected readings, projects and other activities designed and evaluated by supervising faculty. | Internship | 4 |
| TEDU 674 TEDU 674. Internship II. 1-6 Hours.
Semester course; full time, eight weeks. 1-6 credits. Prerequisites: passing scores on Praxis II examination and Virginia Communication and Literacy Assessment and permission of adviser. Study and integration of theory with practice in clinical or off-campus settings supervised by an approved professional and university faculty member. May include seminars, selected readings, projects and other activities designed and evaluated by supervising faculty. | Internship II | 4 |
| TEDU 681 TEDU 681. Investigations and Trends in Teaching. 1-3 Hours.
Semester course; 1-3 lecture hours (delivered online, face-to-face or hybrid). 1-3 credits. May be repeated for a maximum of nine credits. A course designed to familiarize educational professionals with recent trends and developments in course content, strategies for organizing learning experiences and presenting material. Laboratory experience may be incorporated where appropriate. Students must contact their adviser for information regarding which section to register for based on their program. | Investigations and Trends in Teaching | 1 |
| Total Hours | 34 | |
The minimum number of graduate credit hours required for this degree is 34.
The VCU Bulletin is the official source for academic course and program information.
The School of Education (SOE) degree programs that lead to professional licensure are designed to prepare students to meet the requirements for professional licensure in the Commonwealth of Virginia as outlined by the Virginia Department of Education (VDOE). The SOE has determined that the curriculum includes applicable educational prerequisites for the following professional licensure(s) and/or certification(s) as outlined on this page of our website.