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Next start dates
- Course-Based Courses with a set schedule November 02, 2020
Accreditations
CAEP Accredited Provider
Transfer Credits
- Up to 15 Credits
Explore our MS in Education Elementary Reading and Literacy (P–6) (Non-Licensure) specialization
Prepare to help students (Grades P–6) develop the 21st-century literacy skills required for college and career readiness. These skills are aligned with the English Language Arts goals outlined in the Common Core State Standards (CCSS), the National Board for Professional Teaching Standards, International Literacy Association standards, and other state standards.
In this MS in Education specialization, you will examine current research and practical strategies that can help you increase the achievement of all students. This includes linguistically, culturally, and academically diverse learners. Coursework explores teaching digital literacy, managing classroom literacy programs, and effectively engaging students to promote lifelong literacy.
This specialization is offered in both the traditional program and accelerated option.
Program Savings
Receive your first course at no cost if you reside in the U.S. and start this program on November 2, 2020. Contact one of our Enrollment Specialists to learn more.
Get Started NowFind the Option That Fits Your Life, Career, and Learning Style
MSEd Traditional: If you’re more comfortable with structured learning, a predictable course load, and a fixed schedule, consider our 20-month traditional MSEd track. The manageable workload is perfect for busy professionals who have a limited amount of weekly time to devote to their studies.
MSEd Accelerated: If you’re a highly motivated educator who wants to fast-track your learning, the MSEd Accelerated track is for you. You can gain all the skills and valuable insights found in the traditional MSEd track and earn your degree in just 12 months.3
MSEd One-Credit: If you’re looking for an innovative, intensive learning experience that offers a set semester-based tuition schedule, the MSEd One-Credit format is a great fit for you. Walden’s MSEd One-Credit Elementary Education format is driven by a classroom teacher-focused curriculum offered in three completion options: 12 months, 16 months, or 20 months.4
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Curriculum
Completion Requirements
- 30 total semester credits
- Core courses (15 sem. cr.)
- Specialization courses (15 sem. cr.)
This sequence represents the minimum time to completion. Time to completion will vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an Enrollment Specialist at 855-646-5286.
Courses
Course Code Title Credits EDUC 6610 Teacher as Professional
Effective teachers are leaders who make a positive difference in classrooms, schools, and society. Education professionals explore what it means to be a teacher leader in today's diverse and changing educational landscape, while gaining expertise in current research-based educational advancements. They examine their values, beliefs, vision, and mission, and they explore teacher effectiveness in relation to their role in the larger context of the teaching profession. They collaborate in professional learning communities and advocate for students and other educators in order to promote positive social change. They synthesize their learning throughout the course and use this knowledge to enhance professional growth and development.
(3 sem. cr.) EDUC 6640 Designing Curriculum, Instruction, and Assessment
In this course, education professionals examine classroom curriculum, instruction, and assessment in the context of standards and accountability. The importance of alignment of these components and resulting impact on student learning are emphasized. Educators explore learning theory, learner variables, and the need for differentiation to meet diverse learning needs. Multiple purposes and methods of assessment as well as effective approaches to grading and reporting will be discussed. Using their state or district standards, educators engage in a process for designing standards-driven classroom curriculum, instruction, and assessment that will meet the diverse learning needs of their students. (Prerequisite(s): Endorsement candidates must complete special education endorsement courses and receive a cumulative GPA of 3.0 or higher prior to moving into MS in Education courses.)
(3 sem. cr.) READ 6705 Reading and Literacy Today
To support the reading and literacy development of all students, education professionals need to understand the factors that may influence literacy learning including language development, educational research and policies, and instructional practices to promote the development of phonemic awareness, phonics, fluency, vocabulary, and comprehension. In this course, education professionals explore theoretical and historical perspectives on literacy education and consider the influence of cognitive, linguistic, sociocultural, and psychological development on the literacy learning of PreK-6 students. Education professionals have the opportunity to examine current educational policies and initiatives including the Common Core State Standards (CCSS) and other state standards. Education professionals consider the role of research in informing literacy instruction and apply effective instructional practices including practical approaches for implementing the Response to Intervention (RTI) model and incorporating new literacies and technology tools to support literacy instruction.
(3 sem. cr.) EDUC 6650 Enhancing Learning for Diverse Populations
In this course, education professionals explore the value of linguistic and cultural diversity and the powerful learning opportunities it affords today's classrooms and schools. They examine their attitudes, beliefs, and biases regarding linguistically and culturally diverse students, families, and communities, and they learn approaches for working together to ensure high levels of learning for all students. Through real-world observations, they assess strategies for ensuring equitable access to high-quality learning experiences. Education professionals also explore effective practices, such as cultural responsiveness, anti-bias curriculum, differentiated instruction, and academic vocabulary development. (Prerequisite(s): Endorsement candidates must complete special education endorsement courses and receive a cumulative GPA of 3.0 or higher prior to moving into MS in Education courses.)
(3 sem. cr.) READ 6706 Literacy Development P-3
Building a strong foundation of literacy skills and experiences in young children is critical to their success in school and life. In this course, educators take a developmental approach to reading and literacy instruction and are provided practical research-based approaches to help P-3 students achieve the literacy goals of the Common Core State Standards (CCSS) and other state standards. The characteristics of emergent and beginning readers are explored, focusing on phonological awareness, phonics, fluency, vocabulary, and comprehension. Education professionals evaluate the role of motivation in learning to read and analyze the use of progress monitoring and Response to Intervention (RTI) to support all learners. Through their coursework, educators are provided with opportunities to explore writing, close reading, print concepts, and multiple text genres. Education professionals plan and implement developmentally appropriate assessment and instruction, including technology tools, to support the literacy development of all learners in preschool through third grade.
(3 sem. cr.) EDUC 6657 Creating an Effective Classroom Learning Environment
Education professionals have the opportunity to learn to create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character, in order to optimize learning for all students. They can learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Skills and strategies for managing dynamic and flexible classroom structures and for teaching conflict resolution are presented. Educators are also provided with strategies for building positive relationships and engaging in effective communication and problem solving with parents and families. (Prerequisite(s): Endorsement candidates must complete special education endorsement courses and receive a cumulative GPA of 3.0 or higher prior to moving into MS in Education courses.)
(3 sem. cr.) READ 6707 Reading and Literacy Growth Grades 4-6
The intermediate grades present unique challenges to literacy learning including complexity of text, students' use of technology, student motivation to learn, and explicit and implicit gender issues exhibited in the classroom. Education professionals are provided with opportunities to evaluate research-based instructional and assessment practices to help students in grades 4–6 to actively engage in literacy learning and achieve the literacy goals of the Common Core State Standards (CCSS) and other state standards. Education professionals examine the role of literacy in content area learning, explore ways to teach close reading of complex texts, and consider how to incorporate different levels, types, and genres of text to support all students' learning and literacy development. The focus of the coursework is on effective strategies to support writing about text, content-area specialization vocabulary, listening and speaking, and the effective use of technology tools to support content area reading.
(3 sem. cr.) READ 6708 Literacy in Culturally and Linguistically Diverse Classrooms
Today's classrooms reflect the rich cultural and linguistic diversity of the world outside of school. Educators explore how to establish a responsive classroom where literacy development flourishes for all students, including second language learners and speakers of nonstandard dialects. Education professionals analyze the reading and literacy challenges experienced by culturally and linguistically diverse learners including text complexity, academic vocabulary, and appropriateness of texts and materials. The focus of the coursework is on ways to scaffold and support all literacy learners, including English Language Learners.
(3 sem. cr.) READ 6709 Literacy in Academically Diverse Classrooms
Today's classrooms require competent and confident teachers to support both students who struggle with reading and those who excel. Education professionals in this course focus on accelerating the literacy development of students with reading difficulties, including students who have specific learning disabilities, and addressing the needs of high-achieving students. Through coursework, education professionals have opportunities to examine informal and formal assessments, the use of data to inform instruction, and practical guidelines for implementing the Response to Intervention (RTI) model. Education professionals explore concepts and strategies, including collaboration with support resources, methods to differentiate and scaffold instruction, progress monitoring, leveling books, intervention strategies, and the use of motivating texts and technology tools to support student learning.
(3 sem. cr.) EDUC 6733 Action Research for Educators
Education professionals use action research in a variety of ways to positively impact P–12 student learning. They examine, design, and implement action research. They address relevant problems, become involved in collaborative inquiry, use data and research to inform their practice, improve P–12 student academic success, and contribute to positive social change in their classrooms and school environments. Education professionals collect and analyze student data, develop and implement data-informed decisions to guide instructional planning, and engage in reflective practices to ensure continuous improvement and enhance professional growth.
(3 sem. cr.) VIEW ALL COURSES Tuition and Fees
Curriculum Component Requirements Cost Total * Tuition 30 total semester credit hours $580 per semester hour $17,400 Technology Fee Per semester $210 $1,050
TOTAL $18,450
Transfer up to 15 credits $9,120
Total with Maximum Transfer Credits† $9,330
The tuition reflects the minimum credits to completion. Program completion varies by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an Enrollment Specialist at 855-646-5286.
*Tuition and fees are subject to change. Books and materials are not included and may cost between $1,000 and $1,400.
†Maximum transfer credit total includes reduction in technology fee as related to reduced number of courses over time
- 30 total semester credits
-
Curriculum
Completion Requirements
- 30 total semester credits
While the MSED accelerated program is designed to be completed in 12-months, time to completion will vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an Enrollment Specialist at 855-646-5286.
Courses
Course Code Title Credits EDUC 6610 Teacher as Professional
Effective teachers are leaders who make a positive difference in classrooms, schools, and society. Education professionals explore what it means to be a teacher leader in today's diverse and changing educational landscape, while gaining expertise in current research-based educational advancements. They examine their values, beliefs, vision, and mission, and they explore teacher effectiveness in relation to their role in the larger context of the teaching profession. They collaborate in professional learning communities and advocate for students and other educators in order to promote positive social change. They synthesize their learning throughout the course and use this knowledge to enhance professional growth and development.
(3 sem. cr.) EDUC 6602 Designing Curriculum, Instruction, and Assessment (Accelerating)
Education professionals ensure continuous improvement for student learning through attention to the relationship among classroom curriculum, instruction, and assessment in standards-based educational systems. They explore learning theory, learner variables, and the need for differentiation to meet diverse learning needs. Education professionals design educational experiences for P–12 students using data-informed practices in order to promote student learning, critical thinking, and real-world application of knowledge and skills in technology-rich environments.
(3 sem. cr.) READ 6705 Reading and Literacy Today
To support the reading and literacy development of all students, education professionals need to understand the factors that may influence literacy learning including language development, educational research and policies, and instructional practices to promote the development of phonemic awareness, phonics, fluency, vocabulary, and comprehension. In this course, education professionals explore theoretical and historical perspectives on literacy education and consider the influence of cognitive, linguistic, sociocultural, and psychological development on the literacy learning of PreK-6 students. Education professionals have the opportunity to examine current educational policies and initiatives including the Common Core State Standards (CCSS) and other state standards. Education professionals consider the role of research in informing literacy instruction and apply effective instructional practices including practical approaches for implementing the Response to Intervention (RTI) model and incorporating new literacies and technology tools to support literacy instruction.
(3 sem. cr.) EDUC 6616 Enhancing Learning for Diverse Populations (Accelerating)
Education professionals examine the value of adapting the learning environment for multiple diverse populations within the classroom. They explore their attitudes, beliefs, and biases regarding diverse students, families, and communities, and they learn approaches for working together to ensure high levels of learning for all students. Through real-world application, they assess and implement high-quality learning experiences that provide equitable access to promote positive social change. Education professionals incorporate their students' background experiences and differentiate instruction using effective practices so all P–12 students have the opportunities and resources to learn.
(3 sem. cr.) READ 6706 Literacy Development P-3
Building a strong foundation of literacy skills and experiences in young children is critical to their success in school and life. In this course, educators take a developmental approach to reading and literacy instruction and are provided practical research-based approaches to help P-3 students achieve the literacy goals of the Common Core State Standards (CCSS) and other state standards. The characteristics of emergent and beginning readers are explored, focusing on phonological awareness, phonics, fluency, vocabulary, and comprehension. Education professionals evaluate the role of motivation in learning to read and analyze the use of progress monitoring and Response to Intervention (RTI) to support all learners. Through their coursework, educators are provided with opportunities to explore writing, close reading, print concepts, and multiple text genres. Education professionals plan and implement developmentally appropriate assessment and instruction, including technology tools, to support the literacy development of all learners in preschool through third grade.
(3 sem. cr.) EDUC 6604 Creating an Effective Classroom Learning Environment (Accelerating)
Education professionals have the opportunity to learn to create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character, in order to optimize learning for all students. They can learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Skills and strategies for managing dynamic and flexible classroom structures and for teaching conflict resolution are presented. Educators are also provided with strategies for building positive relationships and engaging in effective communication and problem solving with parents and families.
(3 sem. cr.) READ 6727 Reading and Literacy Growth, Grades 4-6 (Accelerating)
The intermediate grades present unique challenges to literacy learning including complexity of text, students' use of technology, student motivation to learn, and explicit and implicit gender issues exhibited in the classroom. Education professionals are provided with opportunities to evaluate research-based instructional and assessment practices to help students in grades 4–6 to actively engage in literacy learning and achieve the literacy goals of the Common Core State Standards (CCSS) and other state standards. Education professionals examine the role of literacy in content area learning, explore ways to teach close reading of complex texts, and consider how to incorporate different levels, types, and genres of text to support all students' learning and literacy development. The focus of the coursework is on effective strategies to support writing about text, content-area specialization vocabulary, listening and speaking, and the effective use of technology tools to support content area reading.
(3 sem. cr.) READ 6709 Literacy in Academically Diverse Classrooms
Today's classrooms require competent and confident teachers to support both students who struggle with reading and those who excel. Education professionals in this course focus on accelerating the literacy development of students with reading difficulties, including students who have specific learning disabilities, and addressing the needs of high-achieving students. Through coursework, education professionals have opportunities to examine informal and formal assessments, the use of data to inform instruction, and practical guidelines for implementing the Response to Intervention (RTI) model. Education professionals explore concepts and strategies, including collaboration with support resources, methods to differentiate and scaffold instruction, progress monitoring, leveling books, intervention strategies, and the use of motivating texts and technology tools to support student learning.
(3 sem. cr.) READ 6718 Literacy in Culturally and Linguistically Diverse Classrooms (Accelerating)
Today's classrooms reflect the rich cultural and linguistic diversity of the world outside of school. Educators explore how to establish a responsive classroom where literacy development flourishes for all students, including second language learners and speakers of nonstandard dialects. Education professionals analyze the reading and literacy challenges experienced by culturally and linguistically diverse learners including text complexity, academic vocabulary, and appropriateness of texts and materials. The focus of the coursework is on ways to scaffold and support all literacy learners, including English Language Learners.
(3 sem. cr.) EDUC 6733 Action Research for Educators
Education professionals use action research in a variety of ways to positively impact P–12 student learning. They examine, design, and implement action research. They address relevant problems, become involved in collaborative inquiry, use data and research to inform their practice, improve P–12 student academic success, and contribute to positive social change in their classrooms and school environments. Education professionals collect and analyze student data, develop and implement data-informed decisions to guide instructional planning, and engage in reflective practices to ensure continuous improvement and enhance professional growth.
(3 sem. cr.) VIEW ALL COURSES Tuition and Fees
Curriculum Component Requirements Cost Total * Tuition 15 semester credits, traditional courses (depending on specialization) $580 per semester credit hour $8,700 15 semester credits, accelerating courses (depending on specialization) $1,800 30 total semester credit hours $10,500 Technology Fee Per semester $210 $1630
TOTAL $11,130
Transfer up to 15 credits $5,670
Total with Maximum Transfer Credits† $5,460
The tuition reflects the minimum credits to completion. Program completion varies by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an Enrollment Specialist at 855-646-5286.
*Tuition and fees are subject to change. Books and materials are not included and may cost between $1,000 and $1,400.
†Maximum transfer credit total includes reduction in technology fee as related to reduced number of courses over time
FINANCIAL AID
Many Walden degree-seeking students—67%—receive some form of financial aid.* Create a customized plan that makes sense for you.
*Source: Walden University’s Office of Financial Aid. Data reports as of 2018.
Find Ways to SaveProgram Savings
Receive your first course at no cost if you reside in the U.S. and start this program on November 2, 2020. Contact one of our Enrollment Specialists to learn more.
Get Started NowAdmissions Requirements
To be considered for this master’s program, you must have a bachelor’s degree from an accredited college or university, teaching experience, and meet the general admission requirements. All applicants must submit a completed online application and transcripts. Depending on program specialization, additional requirements may apply.
More information for international applicants.
Learning Outcomes
Graduates of this program will be prepared to:
- Apply research-based instructional practices to help students achieve Common Core State Standards and other state standards.
- Evaluate reading and literacy development of all students including linguistically, culturally, and academically diverse learners.
- Analyze the importance of literacy for lifelong learning.
- Analyze and apply literacy assessment data to inform reading and literacy instruction.
- Analyze the role of language development in reading and literacy.
- Apply professional learning as a scholar-practitioner to effect positive social change in literacy education.
Testimonials
My experience at Walden was one of the most trouble-free experiences I’ve ever had studying either online or face-face.
Syuen Walker MS in Education (MSEd) Gradua:e
I am passionate about social change and Walden was the only school that mentioned such as a vision/mission.
Desmond Pittman MS in Education (MSEd) Graduate
My MSEd helped me reach a point in my career where I am comfortable, knowledgeable, and happy about what I do and what I can offer to my students and colleagues.
Neysha Parker MS in Education (MSEd) Graduate
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