Master of Arts in Education: Curriculum & Instruction
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Participants may choose one of three routes toward completion of this concentration area:
elementary school emphasis
middle school emphasis
high school emphasis
Curriculum & Instruction Curriculum and Course Plan
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Program Core (12 SH)
[Early in program]
EDCC 501 Creating Cultures of Change (3 SH)
EDCC 521 Peacebuilding & Conflict Transformation (3 SH)
EDCC 531 Social & Ethical Issues in Education (3 SH)
[Later in program]
EDCC 551 Action Research in Educational Settings (Prerequisite: Admission to Candidacy) (3 SH)
Concentration Area (15 SH required + 6 SH electives = 21 SH)
EDCI 501 Curriculum and Instructional Strategies (3 SH)
EDCI 511 Teaming and Collaboration (3 SH)
EDCI 561 Neuro-Education: Application of Research on the Brain, Trauma, Resilience, and Learning (3 SH)
EDDA 511 Teaching Diverse Learners (3 SH)
A Literacy course: The following courses are recommended:
Elementary: EDLA 501 Foundations of Literacy (3 SH)
Middle and High: EDLA 521 Integrated Literacy Instruction (3 SH)
Electives chosen from other MA in Education concentrations (6 SH)
Reflective Practice (3 SH)
EDPC 611 Action Research Project: Elementary, Middle or High School (3 SH)
Master of Arts in Education: Literacy/Reading Specialist
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Literacy Curriculum and Course Plan
NOTE: Course requirements may change as the program evolves. Candidates are accountable for completing the program of study listed in the catalog for the year in which they entered the program.
Program Core (12 SH)
[Early in program]
EDCC 501 Creating Cultures of Change (3 SH)
EDCC 521 Peacebuilding & Conflict Transformation (3 SH)
EDCC 531 Social & Ethical Issues in Education (3 SH)
[Later in program]
EDCC 551 Action Research in Educational Settings (Prerequisite: Admission to Candidacy) (3 SH)
Concentration Area (21 SH)
EDLA 501 Foundations of Literacy (3 SH)
EDLA 511 Literacy Assessment (3 SH)
EDLA 521 Integrated Literacy Instruction (3 SH)
EDLA 531 Literacy in Community and Family Arenas (3 SH)
EDSL 581 Language and Culture (3 SH)
Electives chosen from other MA in Education concentrations (6 SH)
Reflective Practice (3 SH)
EDPC 611 Action Research Project: Literacy (3 SH)
Reading Specialist Curriculum and Course Plan
Program Core (12 SH)
[Early in program]
EDCC 501 Creating Cultures of Change (3 SH)
EDCC 521 Peacebuilding & Conflict Transformation (3 SH)
EDCC 531 Social & Ethical Issues in Education (3 SH)
[Later in program]
EDCC 551 Action Research in Educational Settings (Prerequisite: Admission to Candidacy) (3 SH)
Concentration Area (25 SH required)
EDLA 501 Foundations of Literacy (3 SH)
EDLA 511 Literacy Assessment (3 SH)
EDLA 521 Integrated Literacy Instruction (3 SH)
EDLA 531 Literacy in Community and Family Arenas (3 SH)
EDLA 601 Multicultural Children’s Literature or OR EDLA 611 Adolescent/Young Adult Literature (3 SH)
EDLA 651 Developing an Effective Reading Program (3 SH)
EDSL 581 Language and Culture (3 SH)
EDPC 601 Literacy Practicum (3 SH)
EDLA 581 Word Study (1 SH)
Reflective Practice (3 SH)
EDPC 611 Action Research Project: Literacy (3 SH)
Master of Arts in Education: Diverse Needs: Teaching English as a Second Language or Trauma & Resilience
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Practitioners concentrate on special needs of diverse populations, with further focus in one of three areas of emphasis:
Teaching English as a Second Language (TESL) for MA degree and initial teaching license (Virginia only)
Teaching English as a Second Language (TESL) for MA degree and/or add-on endorsement
Trauma and Resilience in Educational Environments
This component contains a common core of courses that address language/literacy competence with diverse populations, intervention strategies for diverse learners, and developing leadership skills in teaming, collaboration and consultation with parents, school and community social agencies. In Virginia, initial teaching licensure is available in ESL with additional coursework, a supervised practicum, and an internship. A foundations course in Curriculum and Instruction is required of candidates without a teaching license as an elective prior to taking EDDA 511 Teaching Diverse Learners and EDCC 501 Creating Cultures of Change.
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NOTE: Course requirements may change as the program evolves. Candidates are accountable for completing the program of study listed in the catalog for the year in which they entered the program.
Program Core (12 SH)
[Early in program]
EDCC 501 Creating Cultures of Change (3 SH)
EDCC 521 Peacebuilding & Conflict Transformation (3 SH)
EDCC 531 Social & Ethical Issues in Education (3 SH)
[Later in program]
EDCC 551 Action Research in Educational Settings (3 SH) (Prerequisite: Admission to Candidacy)
Concentration Area (24 SH)
EDSL 551 Methods of Teaching ESL/FL (3 SH)
EDSL 571 Language Acquisition and Grammar (3 SH)
EDSL 581 Language and Culture (3 SH)
EDSL 591 ESL Assessment and Support (3 SH)
EDDA 511 Teaching Diverse Learners (3 SH)
EDLA 501 Foundations of Literacy (3 SH)
EDLA 521 Integrated Literacy Instruction (3 SH)
EDPC 601 Practicum: TESL (3 SH) (for initial license only)
Reflective Practice (3 SH)
EDPC 611 Action Research Project: TESL (3 SH)
All candidates must take Praxis #5362 English to Speakers of Other Languages.
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Diverse Needs: Trauma and Resilience in Educational Environments Curriculum and Course Plan
Program Core (12 SH)
[Early in program]
EDCC 501 Creating Cultures of Change (3 SH)
EDCC 521 Peacebuilding & Conflict Transformation (3 SH)
EDCC 531 Social & Ethical Issues in Education (3 SH)
[Later in program]
EDCC 551 Action Research in Educational Settings (3 SH) (Prerequisite: Admission to Candidacy)
Concentration Area (15 SH)
EDDA 571 Trauma, Restoration & Resilience in Educational Environments (3 SH)+
EDDA 631 Research in Risk and Resilience (3 SH)+
EDDA 541 Self-Care and Resilience for Educators (3 SH)+
EDCI 561 Neuro-Education: Application of Research on the Brain, Trauma, Resilience, and Learning in the K-12 Classroom (3 SH)+
EDRJ 551 Foundations of Restorative Justice in Education (3 SH) or EDRJ 621 RJE Principles and Practices for Schools (3 SH)+
Reflective Practice (3 SH)
EDPC 611 Action Research Project: Trauma & Resilience (3 SH)
Electives (6 SH)*
6 semester hours to be selected from the following or other approved courses by adviser:
ED (Graduate Teacher Education) Courses
EDDA 501 Fostering Resilience through School and Community Partnerships (3 SH)
EDDA 511 Teaching Diverse Learners (3 SH)
EDRJ 551 Foundations of Restorative Justice in Education (3 SH)
EDRJ 581 Analyzing Conflict in Educational Settings (3 SH)
EDRJ 621 RJE Principles and Practices for Schools (3 SH)
CJP (Center for Justice & Peacebuilding) Courses
PAX 612 Building Resilience in Body, Mind, & Spirit (1, 2, or 3 SH)
PAX 590 Peacebuilding & Public Policymaking (3 SH)
OLS (Organizational Leadership) Courses
OLS 510 Leadership & Management for the Common Good (3 SH)
*decisions made in collaboration with academic adviser
+ required as part of the certificate program
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Long a pioneer in the field of restorative justice, Eastern Mennonite University is now the first in the country to offer restorative justice programs within a graduate teacher education program. EMU programs and offerings that are related to this interdisciplinary study track include:
Making a Difference in Our Schools
We offer different focus options for K-12 educators, administrators and other school leaders, social workers, and school counselors. A variety of electives allows for focused study for each of these groups. You’ll learn to:
Promote positive student behavior and increase student achievement and attendance
Replace suspensions and expulsions with strategies that work
Improve relationships and school climate while increasing instructional time
Restorative Justice in Education Curriculum and Course Plan
Program Core (12 SH)
[Early in program]
EDCC 501 Creating Cultures of Change (3 SH)
EDCC 521 Peacebuilding & Conflict Transformation (3 SH)+
EDCC 531 Social & Ethical Issues in Education (3 SH)
[Later in program]
EDCC 551 Action Research in Educational Settings (3 SH) (Prerequisite: Admission to Candidacy)
Concentration Area Courses (12 SH)
EDRJ 551 Foundations of Restorative Justice in Education (3 SH) +
EDRJ 581 Analyzing Conflict in Educational Settings (3 SH)
EDRJ 601 Facilitating Circle Processes (3 SH) +
EDRJ 621 RJE Principles and Practices for Schools (3 SH) +
Reflective Practice (3 SH)
EDPC 611 Action Research Project: Restorative Justice in Education (3 SH)
Electives (9 SH)*
9 semester hours to be selected from the following or other approved courses by adviser:
ED (Graduate Teacher Education) Courses
EDCI 511 Teaming and Collaboration (3 SH)
EDCI 541 Supporting Positive Classroom Behaviors (SPED focus) (3 SH)
EDDA 501 Fostering Resilience through School and Community Partnerships (3 SH)
EDDA 511 Teaching Diverse Learners (3 SH)
EDDA 571 Trauma, Restoration, & Resilience in Educational Environments (3 SH)
EDDA 631 Research in Risk and Resilience (3 SH)
CJP (Center for Justice & Peacebuilding) Courses
PAX 533 Analysis: Understanding Conflict (3 SH)
PAX 540 STAR: Strategies for Trauma Awareness & Resilience (3 SH)
PAX 571 Restorative Justice: Principles, Theories, and Applications (3 SH)
PAX 615 Leading Organizational Change (has prereqs) (3 SH)
MOL (MA in Organizational Leadership) Courses
MOL 600 Developing Healthy Organizations: Team Building & Collaboration (3 SH)
*decisions made in collaboration with academic adviser
+ required as part of the certificate program
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Courses taken by EMU Students at Other Schools
A student should secure advance approval from the graduate program director/coordinator or advisor before enrolling for work in other universities, where credit is to be transferred back to EMU for graduation. The graduate program reserves the right to limit the amount of transfer credit which may be applied to degree requirements. In all cases the majority of credits must be earned through instruction offered by EMU.