Master of Education
in Elementary Education

The Master of Education (M.Ed.) in Elementary Education is designed for already licensed elementary educators who seek to build their understanding of elementary pedagogy, integrate digital technology into instruction, and use assessment methods effectively to respond to students’ needs.

Students will learn how to increase student achievement during the critical early years by evaluating and designing instructional methods appropriate for the developmental needs of elementary learners.

Total cost at ACE

$8,990 (tuition + fees)

Compare with other institutions:

$18,900

University of Phoenix

$25,092

Concordia University

$17,325

Walden University

*Based on information provided on each institution's website as of August 2016

Tuition Details

Applications due April 6 for April 9, 2018 Term

Goals & Objectives

  • Learn to improve practices and the application of research to plan and execute instruction that improves student achievement

  • Build an understanding of elementary pedagogy, integrating digital technology into instruction and using assessment methods effectively to respond to students’ needs

  • Learn how to increase student achievement during the critical early years through instructional methods designed for the developmental needs of elementary learners
Review official program outcomes in the Catalog.

“What I learned through my coursework at ACE has greatly aided me in my new position, and given me increased insight on how best to develop and carry out new initiatives. I appreciate the vast guidance I received from my professors.”

- Didi Arpaia

See More Stories

Dual Degree Programs

Dual Degrees are designed for ACE M.Ed. graduates wishing to return and complete another M.Ed. degree. The Admissions requirements listed above apply in addition to the requirement of being an ACE graduate of the appropriate program.

Learn more about Dual Degrees                                See the Catalog

Course Preview

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.

Teacher Leadership

This course explores the leadership models and frameworks required for teacher leaders to share governance and work collaboratively with principals and other adults to achieve school goals for student learning and achievement. Recognition is given to the critical roles teachers assume in decision-making through the perspective of multiple stakeholders and the need for teacher leaders to assist in harnessing this collective knowledge to make a difference in teaching and learning. Learners engage in leadership interactions to develop instructional leadership, critical thinking and problem-solving skills, and the ability to become advocates and change agents for continuous school improvement. Emphasis is placed on understanding teacher evaluation systems and communicating this information to colleagues.


Department Chair

Tiffany Hamlett, Ph.D.
Administrative Faculty and Chair,
Department of Teaching and Learning

Dr. Tiffany Hamlett has worked in higher education for eight years in various educational fields. Her background includes early childhood education, curriculum development, and research methods. In addition, she serves as a reviewer for Social Development and the Southern Early Childhood Association. She is particularly interested in studying developmentally appropriate practice, lifespan development, and constructivist teaching practices.


Related Programs

Explore other programs related to ACE’s M.Ed. in Elementary Education.

Certificate in Transition to Teaching in Elementary Education

The Transition to Teaching (T2T) program in Elementary Education prepares candidates to manage K-6 classrooms and meet the needs of elementary students. Candidates research best practices and ways to guide their students toward success. Candidates master the foundations of literacy, learn how to integrate digital technology into their instruction, and enter the classroom with student teaching experience. The graduate certificate program leads to an initial elementary generalist teacher license in Indiana. Students who do not reside in Indiana should determine requirements for applying the Indiana initial license for teacher licensure in their state of residence. All courses in this program can be applied to a Master of Arts in Elementary Teaching at American College of Education. 

24

Semester Credits

View Details

M.A. in Elementary Teaching

The Master of Arts in Elementary Teaching (M.A.T.)  is designed for individuals who hold a bachelor’s degree in a field other than education and decide to become teachers. The program is not designed for teachers who already have initial teacher certification, other than those graduate students who have completed a Transition to Teaching (T2T) program.

The MAT program leads to initial K-6 teacher certification in Indiana. Candidates gain understanding of child development as they learn and apply instructional and assessment strategies to improve achievement of elementary students’ achievement in reading, mathematics, social studies, and science.

The Transition to Teaching (T2T) program in Elementary Education prepares candidates to manage K-6 classrooms and meet the needs of elementary students. Candidates research best practices and ways to guide their students toward success. Candidates master the foundations of literacy, learn how to integrate digital technology into their instruction, and enter the classroom with student teaching experience. The graduate certificate program leads to an initial elementary generalist teacher license in Indiana.

Students who do not reside in Indiana should determine requirements for applying the Indiana initial license for teacher licensure in their state of residence. All courses in this program can be applied to a Master of Arts in Elementary Teaching at American College of Education.

34

Semester Credits

View Details

M.Ed. in Early Childhood Education

Early childhood is a critical development stage for human growth, physically, emotionally, and mentally. The Master of Education in Early Childhood Education program focuses on the knowledge and skills to be an effective provider for young children, engaging them in learning experiences which influence future educational opportunities.

Research establishes the framework for creating viable environments, selecting age-appropriate strategies, and building relationships between school and families. Standards, influenced by development stages, provide a guide for understanding how assessment drives instruction for young children.

Note: While Indiana offers a licensure in Early Childhood Education, this program is not designed to lead to licensure. It is a program designed either for those who already have licensure, or for those who want the content knowledge and do not need licensure.

31

Semester Credits

View Details

A Note About Licensure

Graduates of programs which are approved to lead to licensure, endorsement, or certification may be subject to additional requirements for the receipt of initial licensure, endorsement, or certification in the state in which they intend to teach or administrate.

Students are solely responsible for determining whether they are eligible for licensure in the state in which they intend to teach or administrate. It is vitally important that students know and be continually aware of the requirements for licensure in their state.

Tuition

M.Ed. in Elementary Education

Total Tuition

34 semester credits x $235 per credit

$7,990

Fees

$50 Application Fee

$850 Technology & Library Fee ($25 per credit)

$100 Program Conferral Fee

$1,000

Total Program Cost*

$8,990

*This is an estimate value of the cost for tuition and fees. Amounts may vary depending on the program selected, state of residence, number of transfer credits applied to the selected program hours, the pace and satisfactory completion of the selected program credit hours, receipt of scholarship and/or grant amounts, and adjustments to tuition or fees as described in the Catalog Right to Modify Tuition section.

State of California Student Tuition Recovery Fund (STRF)

It is a state of California requirement that a student who pays his or her tuition is required to pay a state-imposed assessment for the Student Tuition Recovery Fund. For more information and to see if you must pay the state-imposed assessment for Student Tuition Recovery Fund (STRF) click here.

ACE General Admission Requirements

  • Complete and submit all application components including the Admission Application, Enrollment Agreement, and Payment Agreement.
  • Submit a nonrefundable application fee.*
  • Provide official transcripts from a regionally accredited institution indicating successful completion of the level of education required for entry to the program.**
*The application fee is valid for one year from date of submission.
**Additional evidence may be required to fulfill state requirements, including but not limited to verification of professional experience, test scores, or an interview.

Program Admission Requirements

M.Ed. in Elementary Education

  • Bachelor's or Highest Post-Baccalaureate degree earned
  • Minimum Grade Point Average 2.75 on a 4.0 Scale for full admission
  • Minimum Cumulative Grade Point Average of 2.50 on a 4.0 Scale for Provisional Admission*
  • Documentation of at least an initial teaching license (in the state the applicant resides), school service personnel license, or a school services certificate.
  • If applicants do not have a teaching certificate, they may document their teaching status by providing evidence of full-time teaching assignment from an individual in a supervisory capacity or from a human resources official of the school at their current employment 

*Applicants whose overall GPA, or GPA in the last 60 hours is below 2.50 will not be admitted to the degree program

International Transcript Requirements

All applicants must submit to the Admissions Office official, sealed college transcripts from each institution attended.

  • Transcripts that are international and/or not in English must be evaluated through an NACES-recommended agency.
  • Texas applicants may only submit evaluations from agencies approved by the Texas Education Agency.
  • International applicants must request the course-by-course evaluation. The evaluation report must show that the non-U.S. education is equivalent to a U.S. bachelor's degree to be considered for admission.

English as a Second Language Applicants

All applicants whose first language is not English must demonstrate competence in the English language as demonstrated in one of three ways:

  1. Submission of an official transcript showing a degree from a United States secondary school or regionally accredited college/university.
  2. Submission of a transcript from a secondary school or college/university whose country uses English as a primary means of instruction, including, Canada, United Kingdom, Ireland, Australia, New Zealand.
  3. Submission of an official minimum score on the paper-based or Internet-Based TOEFL exam.
    • The minimum TOEFL score required for the paper-based Test (PBT) is 550, and for the Internet-Based (IBT) Test is 80.
    • Applicants to the Texas M.Ed. in Educational Leadership program must submit scores from the Internet-Based (IBT) TOEFL An overall score of 80, and a score of 26 on the speaking section is required.
    • The testing agency must send test scores directly to American College of Education.

Admissions Appeal Process

Applicants have the right to appeal admissions decisions to the Office of Academic Dean.

Courses

The following courses are required for this program, however may not represent our complete list of requirements. For detailed course and program descriptions, see the catalog.

This course assists in the development of rigorous, appropriate curriculum and instruction. Multiculturalism, culturally relevant pedagogy, differentiated instruction, and thematic, interdisciplinary unit planning are emphasized. Using a curricular framework, students plan, evaluate, reflect on, and adapt curricula experiences to build successful learning environments for all learners.

This course focuses on the major theories, strategies, and applications utilized in P-12 standards-driven learning environments. Participants review and apply current literature and educational research studies concerning standards-based curriculum, implementation strategies and tools.

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.

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.

Embracing the value of assessment and evaluation is the first step in improving learner outcomes through data-driven decision-making. This course develops relevant competencies and promotes a healthy balance of utilizing formative and summative assessments, evaluation practices, and data to inform and guide integrated curriculum development and instructional delivery. Assessments can provide facilitators with the knowledge and skills required to meet the needs of diverse learners in a variety of school and organizational settings.

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.

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.

This course explores the leadership models and frameworks required for teacher leaders to share governance and work collaboratively with principals and other adults to achieve school goals for student learning and achievement. Recognition is given to the critical roles teachers assume in decision-making through the perspective of multiple stakeholders and the need for teacher leaders to assist in harnessing this collective knowledge to make a difference in teaching and learning. Learners engage in leadership interactions to develop instructional leadership, critical thinking and problem-solving skills, and the ability to become advocates and change agents for continuous school improvement. Emphasis is placed on understanding teacher evaluation systems and communicating this information to colleagues.

This course enables students to become informed consumers of educational research and to develop skills that prepare them to carry out action research in their schools and classrooms. An emphasis is placed on providing students with knowledge that they can apply in determining whether particular research findings are relevant to their leadership and instructional practices and to distinguish between trustworthy and non-trustworthy research. Throughout the course, students identify the elements that scientifically-based research and action research share. Emphasis is placed on how research can become a vital and relevant tool for teachers and school leaders.