Elementary Reading and Mathematics

Learning Tracks

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.¹

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.²

MSEd Traditional

Curriculum

Completion Requirements

• 30 semester credits
  • Core courses (9 sem. cr.)
  • Specialization courses (21 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 the number of your transfer credits that Walden would accept, call an Enrollment Specialist at 855-646-5286.

Courses

Show Course Descriptions

Course Code	Title	Credits
EDUC 6610	Teacher as Professional Show 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 Show 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.	(3 sem. cr.)
MATH 6561	Learning and Teaching Mathematics Show To foster high levels of learning and achievement in math, teachers must first have a deep understanding of mathematical concepts and know how best to teach them. In this course,  teachers of K—8 mathematics are introduced to exciting ideas and practices to address their own learning and teaching of mathematics. Authentic and engaging mathematics experiences, including modeling, representing mathematical ideas in multiple ways, and identifying and addressing student misconceptions, are emphasized. Educators engage in effective practices for fostering students' ability to reason, analyze conceptual relationships, and persist in solving challenging problems. Connections across mathematics topics, skills, and levels as well as educational policies that impact the learning and teaching of mathematics are emphasized in this course. The Common Core State Standards for Mathematics, including the Standards for Mathematical Practice, and the National Council for Teachers of Mathematics (NCTM) practices are frameworks for addressing fundamental principles and skills.	(3 sem. cr.)
EDUC 6650	Enhancing Learning for Diverse Populations Show 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. Prerequisites 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.)
MATH 6562	The Base Ten Number System and Operations: Addition/Subtraction Show Effective elementary mathematics instruction requires a deep understanding of numbers and operations, the real-world situations in which these arise, and how children learn these ideas. In this course, teachers refine their knowledge of the structure of the base-ten number system and how it is used in addition and subtraction. They examine various methods of multi-digit calculations, including methods commonly created by students and variations of standard algorithms. Teachers extend their own conceptual understanding by modeling mathematics visually and explaining relationships between visual representations and mathematical notation. Teachers also learn how to develop appropriate interventions by diagnosing common student misconceptions.	(3 sem. cr.)
READ 6706	Literacy Development P–3 Show 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.)
READ 6707	Reading and Literacy Growth Grades 4–6 Show 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.)
MATH 6563	The Base Ten Number System and Operations: Multiplication/Division Show Developing students' mathematical habits of mind and leading them to become mathematical thinkers is an important goal of elementary mathematics education. In this course, educators extend their own understanding of the base ten number system and the relationships among addition, subtraction, multiplication, and division. Educators explore various interpretations and meanings of these operations while working with properties of multiplication, division, and proportionality. They investigate students' misconceptions and struggles and develop effective intervention strategies. Educators further develop their own mathematical habits of mind as they engage in challenging tasks and solve real-world mathematical problems.	(3 sem. cr.)
READ 6709	Literacy in Academically Diverse Classrooms Show 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 Show 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.)
	COURSES - ACCELERATED PROGRAM
EDUC 6610	Teacher as Professional Show 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) Show 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. Note: This course offered in an accelerating format.	(3 sem. cr.)
MATH 6561	Learning and Teaching Mathematics Show To foster high levels of learning and achievement in math, teachers must first have a deep understanding of mathematical concepts and know how best to teach them. In this course,  teachers of K—8 mathematics are introduced to exciting ideas and practices to address their own learning and teaching of mathematics. Authentic and engaging mathematics experiences, including modeling, representing mathematical ideas in multiple ways, and identifying and addressing student misconceptions, are emphasized. Educators engage in effective practices for fostering students' ability to reason, analyze conceptual relationships, and persist in solving challenging problems. Connections across mathematics topics, skills, and levels as well as educational policies that impact the learning and teaching of mathematics are emphasized in this course. The Common Core State Standards for Mathematics, including the Standards for Mathematical Practice, and the National Council for Teachers of Mathematics (NCTM) practices are frameworks for addressing fundamental principles and skills.	(3 sem. cr.)
EDUC 6616	Enhancing Learning for Diverse Populations (Accelerating) Show 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. Note: This course offered in an accelerating format.	(3 sem. cr.)
READ 6706	Literacy Development P–3 Show 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.)
MATH 6562	The Base Ten Number System and Operations: Addition/Subtraction Show Effective elementary mathematics instruction requires a deep understanding of numbers and operations, the real-world situations in which these arise, and how children learn these ideas. In this course, teachers refine their knowledge of the structure of the base-ten number system and how it is used in addition and subtraction. They examine various methods of multi-digit calculations, including methods commonly created by students and variations of standard algorithms. Teachers extend their own conceptual understanding by modeling mathematics visually and explaining relationships between visual representations and mathematical notation. Teachers also learn how to develop appropriate interventions by diagnosing common student misconceptions.	(3 sem. cr.)
READ 6727	Reading and Literacy Growth, Grades 4–6 (Accelerating) Show 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.)
MATH 6663	The Base Ten Number System and Operations: Multiplication/Division (Accelerating) Show Developing students' mathematical habits of mind and leading them to become mathematical thinkers are important goals of elementary mathematics education. In this course, teachers extend their own understanding of the base ten number system and the relationships among addition, subtraction, multiplication, and division. Teachers explore various interpretations and meanings of these operations while working with properties of multiplication, division, and proportionality. They investigate students' misconceptions and struggles and develop effective intervention strategies. Teachers further develop their own mathematical habits of mind as they engage in challenging tasks and solve real-world mathematical problems.	(3 sem. cr.)
READ 6609	Literacy in Academically Diverse Classrooms (Accelerating) Show Today's classrooms require teachers to become competent and confident in supporting both students who struggle with reading and writing 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 on addressing the needs of gifted 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 Show 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 Less Courses

Note on Teacher Licensure or Certification
This program does not lead to teacher licensure or certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Tuition and Fees

Curriculum Component	Requirements	Cost	amount
Tuition	30 semester credit hours	$580 per semester hour	$17,400
Technology Fee	Per semester	$210	$1,050
			$18,450*

*Tuition reflects the minimum time to completion. Time to completion varies by student, depending on individual progress and credits transferred, if applicable. Tuition and time to complete may be reduced if transfer credits are accepted, or if you receive grants, scholarships or other tuition reductions. Walden may accept up to 15 transfer credits. For a personalized estimate of the number of your transfer credits that Walden would accept, 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.

MSEd Accelerated

Admission 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:

• Utilize a variety of manipulative materials and emerging technological resources in the classroom to incorporate the National Council of Teachers of Mathematics (NCTM) Process Standards and the Common Core State Standards (CCSS) for Mathematical Practice into their teaching.
• Apply strategies to help students diagnose misconceptions, solve problems successfully, and develop mathematical habits of mind.
• Demonstrate an understanding of connections among mathematical concepts and ideas and help students make similar connections.
• Demonstrate an understanding of the base-ten number system and the mathematical operations of addition, subtraction, multiplication, and division.
• Create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.
• Use instructional approaches, materials, and an integrated, comprehensive balanced curriculum to support student learning in reading and writing.
• Use a variety of assessment tools and practices to plan and evaluate effective reading instruction.
  This specialization is informed by National Council of Teachers of Mathematics (NCTM) Process Standards and the Common Core State Standards (CCSS) for Mathematical Practice and International Literacy Association Standards for Reading Professionals.