Master of Science in Curriculum & Instruction – Early and Middle Childhood Education Online

Duration: 7 weeks   |   Credit Hours: 3

This course explores major research designs and methods emphasizing underlying assumptions, inquiry aims, participant selection, data collection and analysis, interpretation of findings, conclusions, and reporting.

Duration: 7 weeks   |   Credit Hours: 3

Through the study of the basic principles of curriculum development, educators and curriculum leaders are provided with knowledge, skills, and experiences to be actively involved in multiple facets of curriculum development, including planning, design, developmental processes and approaches, implementation, evaluation, and improvement/change. Development of curriculum will systemically address technology integration, evidenced-based practices, innovative and collaborative learning experiences, and the impact of social, political, psychological, and economic factors.

Duration: 7 weeks   |   Credit Hours: 3

This course surveys historical and current trends in educational curriculum development and their impact on public and non-public schools from an instructional leadership perspective.

Duration: 7 weeks   |   Credit Hours: 3

This course will prepare educators to be proficient in the application of a variety of instructional strategies. A study of pedagogical models will provide the foundation upon which educators can reflect upon best practices and meet the needs of diverse learners.

Duration: 7 weeks   |   Credit Hours: 3

This course is designed to provide the experienced teacher with a comprehensive perspective on the principles of mentoring and coaching. Class sessions will focus on providing awareness of the knowledge base related to mentoring, as well as a set of mentoring skills and various strategies for applying the functions and behaviors associated with effective mentoring. Individuals responsible for the planning and implementation of teacher induction and orientation programs will also benefit from this course.

Duration: 7 weeks   |   Credit Hours: 3

The focus of this course is upon how assessment data is used to inform instruction and enhance student learning. Outcomes of student learning need to be connected to activism and advocacy for appropriate assessment practices. Consideration of assessment practices and instruments will be in light of students’ diverse needs and cultures and the communities within which they live and learn. Presents the basic principles of development, implementation, and assessment of students’ work in light of desired learner outcomes within the current sociopolitical context. Emphasis is given to differentiated assessment practices with a focus on problem-based standards-based systems. Discusses statewide accountability systems; the issues surrounding high-stakes assessment practices; and the interrelationships between statewide PK-12 standards, accountability, and teacher quality. Identifies appropriate assessment strategies for diverse needs and populations found within inclusionary educational settings.

Duration: 7 weeks   |   Credit Hours: 3

Provides knowledge, skills, and dispositions to effectively establish mathematical foundations for students. Provides methods and instructional strategies for teaching early and middle childhood mathematics. Examines NCTM Standards, the Florida Sunshine State Standards, Subject Matter Content, and ESOL strategies as related to mathematical teaching and learning. Field experiences required. Prerequisite: Fully admitted to Barry University’s Graduate programs or teacher certification.

Duration: 7 weeks   |   Credit Hours: 3

In this course students will acquire the knowledge and instructional methodology needed to be effective social studies teachers in the early and middle elementary school grades. The course will examine the nature and content encompassed in the term 'social studies,' and the theoretical approaches to the creation of curriculum, as well as the strategies, skills and modes of reasoning used in the social sciences. It correlates social studies content with the National Council of Social Studies Strands and disciplines and the Florida Sunshine State Standards. A focus is on social studies as a self-contained discipline as well as an integrated component of the elementary school curriculum. There will be opportunities for students to demonstrate both social science reasoning and research and the use of methods, strategies and materials to engage their students in their social studies classes through co-requisite field experiences.

Duration: 7 weeks   |   Credit Hours: 3

Provides knowledge, skills, and dispositions to effectively establish science foundations for students. Provides methods and instructional strategies for teaching early and middle childhood science. Emphasis is on developing critical thinking skills and hands-on science methodology. Examines NSTA Standards, the Florida Sunshine State Standards, Subject Matter Content, and ESOL strategies as related to science teaching and learning. Field experiences required. Prerequisite: Fully admitted to Barry University’s Graduate programs or teacher certification.

Duration: 7 weeks   |   Credit Hours: 3

This advanced course supports teachers by providing theories, models and techniques necessary to improve literacy/reading and thinking skills in the P-12 classroom. Teachers will learn strategies to help organize children's thinking, with an emphasis on reading/literacy skills.

Duration: 7 weeks   |   Credit Hours: 3

The emphasis in this course is on the application and infusion of community resources and service learning in support of Early and Middle Childhood student-learning achievement. Through experiential learning, collaboration, and interdisciplinary curriculum and instruction, this course models and exemplifies how to place community-based service learning concepts into action. There will be opportunities to interact with the community through field experiences.

Duration: 14 weeks   |   Credit Hours: 3

Advances the concepts, ideas, and learning gained in curriculum and instruction. Serves as a capstone course which results in an applied action research project in classroom settings. Field Experience required. Prerequisite: Fully admitted to Barry University’s Graduate programs or teacher certification and completion of EDR 601 Methodology of Research.