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American College Of Education

Dual M.Ed. in Elementary Education

For graduates of the M.Ed. in Curriculum and Instruction program

Graduates of American College of Education's M.Ed. in Curriculum and Instruction program may continue their knowledge and development with a dual degree in Elementary Education.

Expand your skills as an elementary educator with this online degree program. Start your application, or check admission requirements.

How to apply

To apply for the Dual Degree program, create a new log in and password, then submit a new application. You will need to pay the $50 application fee.

M.Ed. in Elementary Education for Graduates of the M.Ed. in Curriculum and Instruction

Graduates of American College of Education M.Ed. in Curriculum and Instruction are eligible to earn a second degree, the M.Ed. in Elementary Education by completing a sequence of seven courses, which includes a capstone experience. This option applies exclusively to graduates of American College of Education.

Program Outcomes

  • Design curricula and deliver evidenced-based instruction that is responsive to student diversity and differences and promotes high achievement for all students.

  • Apply standards-based, data-driven decision making and integrated, differentiated instruction using appropriate technologies and tools to improve the achievement for all students.

  • Develop and implement evidence-based assessment strategies and use assessment results to inform instructional decision making.

  • Demonstrate the requirements for well-organized, student-centered, positively managed, and safe learning environments and analyze their impact on instructional effectiveness and student achievement.

  • Participate in continuous professional learning and inquiry and collaborate with others in a community of learners to improve student achievement.

  • Conduct research to improve practice and apply knowledge of scientifically based research to plan and deliver instruction for the purpose of improving the achievement of all students.

  • Describe areas of the law that are relevant to teaching and learning and demonstrate behavior that reflects the high ethical standards of the teaching profession.

Course Plan for graduates of M.Ed. in Curriculum and Instruction

Dual degree courses

(3 semester credits each unless noted otherwise)

ED5193 Foundations of Education
DL5013 The Digital Learner
DL5023 The Digital Educator
EE5091 Capstone Experience in Elementary Education (1 semester credit)

Choose from the following tracks:

Literacy Track

LIT5073 Developing Literacy: Integrating Skills of Elementary Teachers
LIT5223 Strengthening Literacy for Elementary Education
LIT5053 Emerging Literacy for Elementary Teachers

Content Track

LIT5143 Social Studies and Language Arts for Elementary Teachers
MATH5083 Mathematics Instruction for Elementary Teachers
SCI5073 Science Instruction for Elementary Teachers

Total: 19 semester credits

Core Courses

ED5193 Foundations of Education

This course introduces students to the historical, political, and social influences on the development of the U. S. educational system. Topics include major philosophies of teaching and learning, the impact of educational theories on educational practice, legal aspects of education, and school effectiveness and student achievement.

ED5123 Diverse Learners

This course reviews data related to the effectiveness of educational initiatives emphasizing evidence-based instructional design models used to assess and instruct students with diverse learning needs. Special attention is given to inclusion of traditionally underrepresented learner populations, i.e.: special education, LEP, economically disadvantaged, and ethnic minorities.

ED5013 Assessment Strategies for Improving Learner Outcomes

This course develops competencies in utilizing formative and summative assessment practices and data to inform and guide curriculum development and instruction. Classroom and school-based assessment tools provide teachers with the knowledge and skills required to meet the needs of diverse learners. Embracing assessment is the first step toward "data-based" decision making in education.

SCI5073 Science Instruction for Elementary Teachers

This course provides a foundation for teaching science to diverse elementary students. Students examine current standards in science, as well as the process of aligning curriculum and lesson plans to standards. Students develop a repertoire of content-specific instructional methods for planning, delivering, assessing, and remediating diverse elementary students' understanding of the fundamental concepts and mastery of essential process skills associated with science, engineering, and technology. This course provides an integrated scientific inquiry approach using critical-thinking skills, literacy, and technology to explore social, cultural, and ethical aspects of science, including an investigation of the foundational concepts in the physical, Earth and space, and life sciences.

DL5013 The Digital Learner

This course examines the impact of technology on learning as well as how today’s student navigates a media-rich world. Topics include the human-computer interface, technology and the brain, diffusion of innovations, and connectivity through social media. The course considers trends and issues in educational technologies as well as research into the effects of technology on society.

DL5023 The Digital Educator

This course uses a project-based approach in studying technology in education, best practices for classroom teachers, and strategies for professional development in light of emerging technologies. The course addresses 21st century standards for education, educators’ digital presence, cloud computing, and digital ethics

CI5393 Teacher Leadership

This course explores the critical roles teachers play in decision-making through the perspective of multiple stakeholders. Learners engage in leadership interactions to develop problem-solving skills and the ability to become change agents for continuous school improvement.

EE5091 Capstone Experience in Elementary Education (1 semester credit)

The capstone experience provides an opportunity for students in the M. Ed. in Elementary Education program to demonstrate and document the impact of the knowledge and competencies gained throughout and as a result of the program. In the capstone experience, students select artifacts produced along with or as a result of course application assignments. These artifacts serve as the centerpiece of a culminating project that demonstrates competency.

MATH5083 Mathematics Instruction for Elementary Teachers

This course provides a foundation for teaching mathematics to diverse elementary students. Students examine current standards in mathematics, as well as the process of aligning curriculum and lesson plans to standards. Students develop a toolkit of content-specific instruction and assessment strategies. Students demonstrate computational skills and understanding of fundamental concepts and processes of mathematics, including number systems and operations, algebraic thinking, measurement, geometry, and statistics and probability.

LIT5143 Social Studies and Language Arts for Elementary Teachers

This course considers how to develop an appreciation for the world beyond the classroom as found in writings and other literacies in relation to significant historical events and global perspectives. Principles and methods of inquiry to foster critical and creative thinking are utilized to explore methods for introducing genres and core ideas which have shaped regional, state, national, and global understanding from past eras to present day. Response to Instruction (RtI) procedures will engage strategies and methods appropriate for the delivery of English language arts and social studies through the use of differentiated instruction.

LIT5053 Emerging Literacy for Elementary Teachers

This course builds key concepts and principles related to phonemic awareness and phonics, shaping an emerging understanding of the connection between language and the written code. Essential components of effective reading instruction will be explored using a Response to Instruction (Rtl) model. Learners will analyze critical elements of emerging skills to foster the use of appropriate strategies across developmental stages, content areas, technology, and diversity issues in learning to read.

LIT5073 Developing Literacy: Integrating Skills for Elementary Teachers

This course examines issues related to integrating reading skills to enhance fluency, vocabulary development, and comprehension in a variety of text structures and across content areas. A range of instructional strategies for assessment, intervention, and enrichment will be evaluated as to their effectiveness for supporting engagement and motivation in reading to learn. Key dimensions for the development of differentiated instruction will promote blending of resources from the school environment, community, and abroad, including the use of technology.

LIT5223 Strengthening Literacy for Elementary Education

This course prepares students to implement a school-wide leadership initiative to improve a comprehensive range of literacy skills. Specific principles and theories of emerging and developmental reading instruction are evaluated in relation to currently employed practice so teachers can immediately strengthen instruction. Students examine the scientific research base underlying different models of reading instruction. Special attention is given to curriculum mapping, alignment, and the development of an implementation plan to strengthen literacy.

Semester Credits Tuition Per Credit Total Tuition
19 $215 $4,085

Applicable fees

  • Application fee: $50
  • Technology fee: $7 per credit hour (for a total of $133)
  • Program conferral fee: $100

2015 total program cost: $4,368. For more information, visit the tuition section.

For tuition and fees for students who are admitted, re-enter, or change programs and begin study in the February 22, 2016 term or later, please click here

In addition to mentoring teachers at my school, earning a degree from ACE makes me eligible for new teacher mentorship positions at the district and regional level.

Donna Patten M.Ed. Curriculum and Instruction 2011