School of Education at Johns Hopkins University - Graduate Education Programs:


Coursework

Coursework information is provided below.

Elementary Education

Number of Credits Required: 39

3 credits from among the following (depending on program option), including an elective in the 810.6XX range, or one of the following two courses:

Secondary Education

Number of Credits Required: 39

6 credits from among the following (depending on program option), including an elective in the 810.6XX range, or one of the following two courses:

English for Speakers of Other Languages

Note: 810.648 Supervised Internship and Seminar in ESOL must be taken for 6 credits.

3 credits from among the following (depending on program option), including an elective in the 810.6XX range, or the following course:

 

  • 810.608 Human Development, Learning, and Diversity

    This course integrates key insights from current theory and practice in human growth and development, educational psychology, and cultural diversity. Participants analyze a variety of learner characteristics that influence student development and academic achievement, including gender, ethnicity, physiology, values, family, sexual orientation, and geographical regions. This course is intended primarily for students seeking initial teacher certification. (6 credits)

    Notes: Open only to students admitted to Teacher Preparation programs. (6 credits)

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  • 810.602 Curriculum, Instruction, and Assessment in School Settings

    Students consider the philosophical, historical, and psychological foundations for elementary and secondary school curriculum and explore the linkages between assessment-based curriculum and instructional strategies. After examining the scope and sequence of the K-12 curriculum, students evaluate options presented in various school reform plans and contemporary research findings in effective schools and effective instruction. (3 credits) (3 credits)

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  • 871.502 Educational Alternatives for Students with Special Needs

    Designed especially for general educators, counselors, supervisors, and administrators, this course examines differentiated instruction for students with special needs in general education schools and classrooms. Participants review the legal foundations and requirements of special education and the collaborative role of general and special educators in the implementation of individualized educational programs in general education classrooms. (3 credits)

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  • 884.501 Advanced Processes and Acquisition of Reading

    This foundation course provides a basis for graduate study of instructional reading strategies, literacy materials, and assessment approaches in K-12 reading education. Students examine scientifically based reading research; linguistic, psychological, and sociocultural theories and factors related to reading acquisition; and how various theories are applied to classroom reading practices. Topics include phonemic awareness, phonics and spelling, vocabulary development, text structure, fluency, and reading comprehension. (3 credits)

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  • 884.502 Diagnosis/Assessment for Reading Instruction

    Students in this course learn approaches for assessing and addressing the reading abilities and needs of children. Course activities include the examination of learner characteristics and implications for appropriate reading instruction. Students study and analyze a broad selection of formal and informal assessment techniques and instruments, their application to reading instruction and classroom practice, and strategies for effectively communicating relevant information to parents, educators, and other professionals about children’s reading performances. (3 credits)

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  • 810.610 Methods of Teaching in the Elementary School

    This course is designed for candidates in the elementary education certification program. Students explore strategies for teaching language arts, mathematics, science, social studies, and the aesthetic areas of music, art, and physical education in the elementary school. Activities, materials, and technology address the varying developmental and learning needs of elementary school children and examine ways of integrating aspects of the curriculum. Participants engage in lesson planning and micro-teaching activities for teaching problem solving and higher-order thinking skills. This course includes use of the Internet to obtain curriculum resources. (6 credits; may be taken over two semesters)

    Notes: Open only to students admitted to Teacher Preparation programs. (6 credits)

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  • 884.505 Materials for Teaching Reading

    Students in this class develop ways to evaluate and select appropriate materials for classroom reading instruction. Course activities include reviews of commercially produced reading programs, children’s literature, remedial materials, and the use of appropriate and culturally sensitive instructional approaches for teaching diverse student learners. Materials are evaluated in relation to current research, developmental and cultural appropriateness, and student interest and motivation. (3 credits)

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  • 884.507 Instruction for Reading

    Students in this course study how reading research is applied to the various methods, strategies, and techniques of elementary classroom reading instruction. Emphasis is placed on developing expert knowledge in teaching phonics, word recognition, vocabulary, reading comprehension strategies, organization, and study skills related with reading and academic achievement. Participants explore strategies for differentiating instruction to address the wide range of reading abilities and cultural experiences found in classrooms. (3 credits)

    Prerequisite(s): ED.884.501

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  • 810.640 Supervised Internship and Seminar in the Elementary Schools

    Students spend a minimum of a semester in appropriate elementary school settings under the guidance and direct supervision of a certified teacher and/or a university supervisor, depending upon the program format. A support seminar meets to enable students to discuss and reflect upon their experiences. Emphasis is placed on applying concepts, techniques, and theories learned in courses and other structured learning experiences to classroom settings. Supervisors provide guidance in the application of rigorous content in developmentally appropriate ways. Participants reflect, continue to develop their portfolios, and prepare for portfolio presentations. (6 credits; may be taken over more than one semester)

    Notes: Open only to students admitted to Teacher Preparation programs. (6 credits)

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  • 810.630 Pre-Internship Seminar

    This course is required for all FlexMAT students immediately prior to the Supervised Internship and Seminar. Students will explore issues related to their forthcoming internships, apply research and best practices in the areas of planning, classroom management, parent/colleague communication, instruction, and assessment. An examination of the school setting as a unique culture and ethical practices related to the teaching profession will be included. Class members will establish the framework for the electronic portfolio. (3 credits)

    Notes: Open only to students admitted to Teacher Preparation programs. FlexMAT students must have completed 30 credits toward the MAT before registering for this course. This class must be taken the semester prior to the internship AND FlexMAT students must submit the Praxis II Content Knowledge Examinee Score Report to the FlexMAT office before registering for this course. (3 credits)

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  • 810.620 Special Topics in Elementary Education

    The purpose of this course is to improve students' content knowledge. Students explore specific topics in the subject areas commonly taught in elementary school through seminar discussions, research, projects, and application assignments. Topics vary each semester based upon current issues and the needs of students. (3 credits)

    Notes: Open only to students admitted to Teacher Preparation programs. (3 credits)

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  • 810.602 Curriculum, Instruction, and Assessment in School Settings

    Students consider the philosophical, historical, and psychological foundations for elementary and secondary school curriculum and explore the linkages between assessment-based curriculum and instructional strategies. After examining the scope and sequence of the K-12 curriculum, students evaluate options presented in various school reform plans and contemporary research findings in effective schools and effective instruction. (3 credits) (3 credits)

    Back to top

     

  • 871.502 Educational Alternatives for Students with Special Needs

    Designed especially for general educators, counselors, supervisors, and administrators, this course examines differentiated instruction for students with special needs in general education schools and classrooms. Participants review the legal foundations and requirements of special education and the collaborative role of general and special educators in the implementation of individualized educational programs in general education classrooms. (3 credits)

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  • 884.508 Methods of Teaching Reading in the Secondary Content Area, Part I

    Students in this course learn methods for developing effective reading skills and strategies that lead to student academic achievement. The course emphasizes teaching reading strategies for secondary students that can be applied across the content areas. Emphasis is placed on advanced vocabulary learning, reading comprehension, study skills, and critical reading. Participants in the class also explore strategies for differentiating instruction to address the wide range of reading abilities and cultural experiences found in classrooms. (3 credits)

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  • 884.510 Methods of Teaching Reading in the Secondary Content Area, Part II

    Participants extend the methodology learned in Content Reading I to include applications in the classroom, with connections to assessment and informal diagnostic work done by content classroom teachers. Development of a classroom learning community, uniting theoretical, diagnostic, and instructional structures with carefully selected materials, is the goal of this course. Additionally, participants extend skill building related to reading across other language areas, such as writing, speaking, and listening, and throughout content areas. Discussion includes adult literacy, ESOL and reading in content classrooms, and organizational/study skills in preparation for employment and higher education. (3 credits)

    Prerequisite(s): ED.884.508

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  • 810.625 Special Topics in Secondary Education

    The purpose of this course is to improve students' content knowledge. Students explore specific topics in their areas of certification through seminar discussions, research, projects, and application assignments. Topics vary each semester based upon current issues and the needs of the students. (3 credits)

    Notes: Open only to students admitted to Teacher Preparation programs. (3 credits)

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  • 810.615 Methods of Teaching in the Secondary School

    Participants explore a variety of instructional techniques, including research-based methods from the effective teaching movement, reflective teaching, and inductive approaches to instruction. Specific applications to content areas in English, science, mathematics, social studies, and foreign language are provided. Through laboratory sessions, students apply the course content to their specific teaching areas, examine appropriate teaching materials, and engage in micro-teaching sessions. Methods for teaching literacy at the secondary level are integrated into course assignments. This course includes use of the Internet to obtain curriculum resources. (6 credits; may be taken over two semesters)

    Notes: Open only to students admitted to Teacher Preparation programs. (6 credits)

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  • 810.645 Supervised Internship and Seminar in the Secondary Schools

    Students spend a minimum of a semester in appropriate secondary school settings under the guidance and direct supervision of a certified teacher and/or a university supervisor, depending upon the program format. A support seminar meets to enable students to discuss and reflect upon their experiences. Emphasis is placed on applying concepts, techniques, and theories learned in courses and other structured learning experiences to secondary classroom settings. Supervisors provide guidance in the application of rigorous content in developmentally appropriate ways. Participants reflect, continue to develop their portfolios, and prepare for portfolio presentations. (6 credits; may be taken over more than one semester)

    Notes: Open only to students admitted to Teacher Preparation programs. (6 credits)

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  • 810.608 Human Development, Learning, and Diversity

    This course integrates key insights from current theory and practice in human growth and development, educational psychology, and cultural diversity. Participants analyze a variety of learner characteristics that influence student development and academic achievement, including gender, ethnicity, physiology, values, family, sexual orientation, and geographical regions. This course is intended primarily for students seeking initial teacher certification. (6 credits)

    Notes: Open only to students admitted to Teacher Preparation programs. (6 credits)

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  • 810.630 Pre-Internship Seminar

    This course is required for all FlexMAT students immediately prior to the Supervised Internship and Seminar. Students will explore issues related to their forthcoming internships, apply research and best practices in the areas of planning, classroom management, parent/colleague communication, instruction, and assessment. An examination of the school setting as a unique culture and ethical practices related to the teaching profession will be included. Class members will establish the framework for the electronic portfolio. (3 credits)

    Notes: Open only to students admitted to Teacher Preparation programs. FlexMAT students must have completed 30 credits toward the MAT before registering for this course. This class must be taken the semester prior to the internship AND FlexMAT students must submit the Praxis II Content Knowledge Examinee Score Report to the FlexMAT office before registering for this course. (3 credits)

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  • 810.625 Special Topics in Secondary Education

    The purpose of this course is to improve students' content knowledge. Students explore specific topics in their areas of certification through seminar discussions, research, projects, and application assignments. Topics vary each semester based upon current issues and the needs of the students. (3 credits)

    Notes: Open only to students admitted to Teacher Preparation programs. (3 credits)

    Back to top

     

  • 810.608 Human Development, Learning, and Diversity

    This course integrates key insights from current theory and practice in human growth and development, educational psychology, and cultural diversity. Participants analyze a variety of learner characteristics that influence student development and academic achievement, including gender, ethnicity, physiology, values, family, sexual orientation, and geographical regions. This course is intended primarily for students seeking initial teacher certification. (6 credits)

    Notes: Open only to students admitted to Teacher Preparation programs. (6 credits)

    Back to top

     

  • 810.602 Curriculum, Instruction, and Assessment in School Settings

    Students consider the philosophical, historical, and psychological foundations for elementary and secondary school curriculum and explore the linkages between assessment-based curriculum and instructional strategies. After examining the scope and sequence of the K-12 curriculum, students evaluate options presented in various school reform plans and contemporary research findings in effective schools and effective instruction. (3 credits) (3 credits)

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  • 810.629 Supporting English Language Learners in Literacy and Content Knowledge Development

    English Language Learners (ELLs) face particular challenges in school because they are simultaneously learning a language (English) and attending subject matter classes, such as social studies, mathematics, science etc., that are being taught in English. Often ESL teachers are called upon to help ELLs make sense of their subject matter classes, in addition to helping them acquire English. This course helps teachers acquire strategies to facilitate ELLs’ ability to attain the content knowledge required of them to be successful in school, while at the same time improving their reading, writing, speaking, and listening skills in the English language. (3 credits) (3 credits)

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  • 884.501 Advanced Processes and Acquisition of Reading

    This foundation course provides a basis for graduate study of instructional reading strategies, literacy materials, and assessment approaches in K-12 reading education. Students examine scientifically based reading research; linguistic, psychological, and sociocultural theories and factors related to reading acquisition; and how various theories are applied to classroom reading practices. Topics include phonemic awareness, phonics and spelling, vocabulary development, text structure, fluency, and reading comprehension. (3 credits)

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  • 884.612 Teaching Reading and Writing in the Content Areas to ESL Students

    The reading process for speakers of other languages is examined so that participants are able to provide a variety of instructional, cognitive, motivation, and study skill strategies. Technology instruction is addressed for teaching ESL students Internet skills, as well as other computer applications to enhance reading and writing skills. Participants become familiar with the English Language Arts Content Standards, the Core Learning Goals, and their relationship to the forthcoming ESL Content Standards. (3 credits)

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  • 810.618 Methods of Teaching English to Speakers of Other Languages (ESOL)

    This course is designed for candidates in the English for Speakers of Other Languages (ESOL) certification program. Candidates explore strategies, materials, and technology that will assist them in teaching English to Limited English Proficiency students and in supporting the learning of pre K-12 students in the academic content subjects. Participants engage in lesson planning, review materials for appropriateness, and take part in micro-teaching activities and reflection. This course involves the use of the Internet to obtain curricular resources. (6 credits; may be taken over two semesters) (6 credits)

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  • 871.502 Educational Alternatives for Students with Special Needs

    Designed especially for general educators, counselors, supervisors, and administrators, this course examines differentiated instruction for students with special needs in general education schools and classrooms. Participants review the legal foundations and requirements of special education and the collaborative role of general and special educators in the implementation of individualized educational programs in general education classrooms. (3 credits)

    Back to top

     

  • 810.628 English Grammar and Second Language Acquisition for ESL Teachers

    This course provides prospective and current ESOL teachers with a background in current issues in second language acquisition and knowledge about the structure of the English language. Specifically, the course is designed to improve the teacher’s own understanding of English grammatical structure, with a secondary focus of how English structure can be taught to ESOL students within the context of factors that influence second language acquisition. (3 credits) (3 credits) (3 credits)

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  • 810.648 Supervised Internship and Seminar in ESOL

    Candidates spend a semester in an appropriate ESL setting under the guidance and direct supervision of a certified teacher and a university supervisor. A support seminar meets once a week to enable candidates to discuss and reflect upon their experiences. Emphasis is placed on applying concepts, techniques, and theories learned in courses and other structured learning experiences to classroom settings. Supervisors provide guidance in the application of rigorous content in developmentally appropriate ways. Participants continue to develop their portfolios and prepare for portfolio presentations. Candidates must arrange their schedules to be available from Monday through Friday during school system hours for this experience. Participants are required to pre-register for an internship for the fall semester by February, and for the spring semester by October. They should contact the department for exact dates and procedures. (6 credits; may be taken over more than one semester)

    Notes: Open only to students admitted to Teacher Preparation programs. (6 credits)

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  • 810.630 Pre-Internship Seminar

    This course is required for all FlexMAT students immediately prior to the Supervised Internship and Seminar. Students will explore issues related to their forthcoming internships, apply research and best practices in the areas of planning, classroom management, parent/colleague communication, instruction, and assessment. An examination of the school setting as a unique culture and ethical practices related to the teaching profession will be included. Class members will establish the framework for the electronic portfolio. (3 credits)

    Notes: Open only to students admitted to Teacher Preparation programs. FlexMAT students must have completed 30 credits toward the MAT before registering for this course. This class must be taken the semester prior to the internship AND FlexMAT students must submit the Praxis II Content Knowledge Examinee Score Report to the FlexMAT office before registering for this course. (3 credits)

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