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


Elementary Education

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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