Online Elementary Education Courses at Accredited Schools

Liberty University Online, the school below with the highest overall ranking, is effective at equipping students via its elementary education courses to be successful elementary education teachers, school teachers, elementary school teachers, elementary educators, etc. and connect them to future employers. According to the US Bureau of Labor Statistics, at present there are 1,544,300 people employed as elementary school teachers alone in the US, and their average annual salary is $53,150. Education administrators, elementary and secondary school make on average $87,390 per year and there are about 219,280 of them employed today.

Elementary Education Organizations Elementary Education Common Job Tasks
  • reading interesting stories to the children
  • grading the work that the children turn in
  • meeting with other school staff
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Elementary Education Courses at Liberty University Online

Program Name: MA in Teaching - Elementary Education
Introduction to Education
Course Number EDUC 125/126
Credits 1.0

The teacher candidate will be acquainted with the role of public and private education and the nature of the teaching profession. Attention will be given to current developments in the field of education and the terminology basic to those in the profession. Each teacher candidate will be required to prepare for structured observations in the school setting. Students will apply to the Teacher Licensure Program.


Content Area Reading
Course Number EDUC 221
Credits 2.0

This course is designed to prepare teacher candidates training for secondary level teaching in developing differentiated teaching and learning strategies for the reading, thinking, and study skills required in secondary subject areas. Aids the teacher in adapting instruction and assignments to meet individual needs. Emphasis is on mastery of teaching and learning skills in thinking, organizing for study, time management, reading comprehension and rate, textbook mastery/readability, listening, note taking, retention, motivation for study, class discussion, test taking, learning styles, exceptionality, and handwriting.


Instructional Design
Course Number EDUC 235
Credits 1.0

A systematic approach to instruction for diverse classrooms, including purpose, process and practice. Each teacher candidate will prepare lessons which follow the Liberty University model. Teacher candidates will be expected to present these lessons in the practicum. Topics include elements of the desired model: objectives, instructional process, systems of evaluation and resources. Field experience required.


Foundations of Education
Course Number EDUC 360
Credits 2.0

A comprehensive survey of the historical, philosophical, psychological, and sociological foundations of American education. Emphasis is placed upon the educational foundations as found in the Scriptures, and the applicability of these to both the Christian School Movement and the public school system. Students will be expected to articulate their personal philosophy of education as a result of this course.


Historical and Philosophical Foundations of Education
Course Number EDUC 504
Credits 3.0

A comprehensive survey of the historical and philosophical development of education. Emphasis is placed upon analysis of religious and public educational trends in the past and present. The candidates will be required to formulate a personal, Christian world view philosophy.


Teaching Mathematics
Course Number EDUC 530
Credits 3.0

Prerequisite: EDUC 500 or equivalent An in depth study of the theory and processes of teaching mathematics to students in preschool through eighth grade, the course includes the instructional process in the area of numeration, operations and computations, geometry and logic. Candidates will participate in hands-on, modeled instruction, will construct and demonstrate models and teaching tools, and will complete a research project


Teaching the Natural and Social Sciences
Course Number EDUC 531
Credits 3.0

Prerequisite: EDUC 500 or equivalent Using a thematic approach, the integration of sciences with other areas of the curriculum is the focus of this course. Candidates will participate in hands-on demonstration in the areas of biological and physical science, chemistry, geography, political science, and history. Candidates will generate and implement a thematic teaching unit which includes instructional activity in each of eight subject areas.


Reading and Language Acquisition
Course Number EDUC 554
Credits 3.0

Prerequisite: EDUC 500 or equivalent A study of foundations of reading and language acquisition principles, techniques, and materials for developmental reading programs. Field experience required.


Language Acquisition and Instruction
Course Number EDUC 632
Credits 3.0

A study of the major perspectives on the acquisition of oral and written language, including language differences and difficulties; methods of evaluating oral and written language performance; and strategies for improving the quality and quantity of oral and written language in classroom settings. Field experience required.


Teaching Content Area Reading
Course Number EDUC 556
Credits 3.0

Prerequisite: EDUC 500 or equivalent Develops instructional competencies necessary for teaching reading and study skills essential in learning the concepts of content subjects. Applicable to teaching in grades 4-12.


Curriculum Fundamentals
Course Number EDUC 571
Credits 3.0

Prerequisite: To be taken the semester directly before student teaching or during student teaching An introduction to basic concepts and issues related


Student Teaching
Course Number EDUC 590
Credits 3.0

Co-teaching with a responsible classroom teacher in an accredited K-12 institution and participation in professional activities. Applies what has been learned to the actual process of teaching and guiding K-12 students. Offers practice in all phases of teacher responsibility. Lab fee.


Principles of Behavior Management
Course Number EDUC 623
Credits 3.0

An examination of the principles of behavior management as applied to children and youth in the classroom setting. Positive approaches for dealing with behavior problems are emphasized. Contemporary research in the area is analyzed and discussed.


Advanced Educational Psychology
Course Number EDUC 500
Credits 3.0

Graduation Requirements 36 semester hours total 30 semester hours must be completed through LU 2.5 GPA No more than two courses with a grade of “C” Degree must be completed within 5 years Three courses in residence Online students will be required to take the graduate writing assessment Submit Graduation Application at the beginning of the final semester. Programme provides advanced professional training in educational psychology and is recognised by the British Psychological Society


Understanding Educational Research and Assessment
Course Number EDUC 518
Credits 3.0

Understanding Educational Research and Assessment . Overview of the nature of research on human development, learning, and pedagogical


Foundations of Exceptionality
Course Number EDUC 521
Credits 3.0

Foundations of Exceptionality . This course is designed to offer students a broad .... Disability/Exceptionality Projec


Program description: Individuals who have earned a degree in another profession and wish to become certified elementary teachers, or those who work as teachers and wish to advance their careers can earn a Master's in Elementary Education degree. Those transferring from another field will study core content courses like natural sciences, mathematics, history, and science. They will be developed as effective and competent educators with real-world practicum.

Elementary Education Courses at University of Phoenix

Program Name: Associate's - Elementary Education
Contemporary Issues in American Education
Course Number AED200

This Course Provides An Overview Of The Teaching Profession. It Introduces The Student To The Various Issues Affecting Teachers. Its Primary Focus Will Be On Contemporary Issues Teachers And Educators Face In Today’s Schools. Throughout The Course, All Aspects Of The Teaching Profession Will Be Incorporated From The Diversity Of Students In The Classroom, To School Organization And Governance, To Teaching Philosophies And Instruction. This Course Provides A Foundation For Understanding The Education Profession. Topics And Objectives Challenges And Opportunities In Teaching * Identify Challenges And Opportunities In Teaching And How To Overcome Them. * Describe The Value Of Diversity In The Classroom. * Outline State Requirements For Teacher Certification And Licensure. Societal Issues In Education * Recognize Social Challenges Students May Face Outside The Classroom. * Identify The Role Of Schools In Society. * Describe Elements That Promote A Multicultural Learning Environment. * Describe Strategies For Ensuring Social Justice In The Classroom. Organization Of Education * Discuss The School Choice Options Available To Parents. * Identify The Influence Of District, State, And Federal Government Decisions At The Local School Level. * Describe The Various Funding Issues For School Districts. Legal Issues In Education * Discuss Issues With Regard To Separation Of Church And State In Education. * Compare Student Rights To Teacher Responsibilities Of Maintaining A Learning Environment. Philosophical Foundations Of Education * Contrast Eastern, Western, And Native North American Ways Of Knowing. * Compare Teacher- And Student-centered Instruction. * Compare Behaviorist With Constructivist Learning Theories. Personal Philosophy Of Education * Relate A Personal Philosophy Of Education To Classroom Management. * Develop A Plan To Create An Effective Classroom Environment. Standards-based Education * Summarize The Educational Implications Of No Child Left Behind. * Discuss Both Positive And Negative Affects Of Teacher Accountability In The Classroom. * Identify Decision Makers In Curriculum Development. Curriculum Issues And Education * Assess Strategies That Accommodate The Needs Of English Language Learners. * Discuss The Integration Of Technology In Curriculum And Instruction. Current Debates In Education * Debate A Current Issue In American Education. Prerequisites: Eng101, Eng102, Gen105


Teaching as a Profession
Course Number AED201

Aed 201 Introduces The Common Issues Education Professionals Face In Their Field. In Addition To Discussing The Professional Foundations Of Teaching, Students Examine And Discuss Issues Related To The Needs, Rights, And Responsibilities Of Diverse Learners In A Changing Society. This Course Also Addresses Governance And Legal Issues In The Education System. Topics And Objectives The Teaching Profession * Identify Intrinsic And Extrinsic Rewards In Teaching. * Discuss How Current Educational Reforms May Affect The Teaching Profession. * Identify Dimensions Of Professionalism In Teaching. The Roles Of A Teacher * Recognize The Impact Of Time Management On A Teacher's Typical Workday. * Relate Complexities Of Decision Making To The Classroom Environment. * Identify The Various Roles Of A Teacher. Students In Today's Classrooms * Identify Instructional Strategies That Accommodate Different Learning Preferences. * Contrast Educational Experiences Of Boys With Educational Experiences Of Girls. * Relate Best Teaching Practices To The Needs Of Diverse Learners. Changes In American Society And The Effects In Education * Infer The Relationship Of Socioeconomic Status With Student Achievement. * Identify Characteristics Associated With At-risk Students. * Review The History Of Education In America. Governance And Finance In Education * Explain How Governance Affects Schools And Policies. * Relate Funding Inequalities Among School Facilities Across The United States. * Debate The Implications Of School-choice Reforms. School Law * Discuss How Legal And Ethical Standards Influence Teacher Professionalism. * Describe Legal Rights And Responsibilities Of Teachers And Students. Technology In American Schools * Determine How Technology Can Impact Learning. * Identify Different Types Of Technologies Teachers Use To Manage Their Classrooms. * Devise Strategies To Overcome Obstacles That Arise With Technology Use In Classrooms. Successful Instruction In American Schools * Analyze Elements Of Effective Classroom Interactions. * Discuss Programs That Provide Support For New Teachers. Developing As A Professional * Create A Professional Development Plan. * Formulate Informed Expectations Of The Teaching Profession. Prerequisites: Aed200


Diversity in the Classroom
Course Number AED204

Aed 204 Focuses On Developing Understanding Of Cultural Diversity Concepts In Education, As Well As On Developing Understanding Of Implications For Learning And Instruction. Students Read About And Discuss Issues Related To Educational Equity And Multiculturalism. Students Connect These Perspectives To Instructional Strategies That May Be Used In The Classroom. Topics And Objectives A Multicultural Environment * Identify The Obstacles To Equality In Education. * Define The Importance Of Cultural Identity. * Identify The Characteristics Of A Multicultural School Environment. Socioeconomic Status * Identify The Social Factors That Impact Educational Equality. * Recognize Implications Of Socioeconomic Status In Education. Addressing Ethnic Diversity * Discuss Current Laws Related To Educational Diversity. * Apply Strategies To Incorporate Tolerance And Sensitivity Toward Diversity In Instructional Practices. * Assess How Ethnicity Influences Behavior, Attitudes, And Values. Cultural Influences On Gender * Identify Strategies For Addressing Sexual Harassment Amongst Students. * Recognize Signs Of Gender Discrimination And Stereotyping In An Educational Setting. Supporting Students With Special Needs * Determine The Demographic Representation In Special Education Classes. * Infer The Impact Of Equal Inclusion For All Students On The Regular Classroom. * Identify Laws Affecting Equal Inclusion. Diversity In Education * Identify The Role Of The First Amendment In Education. * Compare The Impact Of The Belief Systems Within The Educational Setting. Language And Diversity * Analyze The Impact Of Language Ability On Assessment Strategies. * Discuss The Impact Of Language Diversity On Instruction. * Recognize The Legal And Ethical Issues Confronting The Education Of English Language Learners. At-risk Students * Recognize Signs Of Abuse, Drug Use, And Suicidal Tendencies In Students. * Determine The Factors That Help Identify At-risk Students. Creating A Multicultural Environment * Determine The Criteria For Assessing Bias And Stereotypes Conveyed In Educational Materials. * Identify Teaching Strategies That Recognize And Promote Cultural Diversity. * Discuss The Need For Creating A Climate Of Acceptance And Caring. Prerequisites: Aed200


Math for Elementary Teachers I
Course Number MTH156

This Course Is The First Of A Two-part Series Designed For K-8 Pre-service Teachers To Address The Conceptual Framework For Mathematics Taught In Elementary School. The Focus Of Part One Will Be On Real Number Properties, Patterns, Operations And Algebraic Reasoning And Problem Solving. The Relationship Of The Course Concepts To The National Council Of Teachers Of Mathematics Standards For K-8 Instruction Is Also Addressed. Topics And Objectives Mathematical Communication * Determine How Multiple Representations Can Be Used To Communicate Mathematically. * Discuss Strategies And Processes For Solving Mathematic Problems. * Employ Mathematical Thinking To Solve Problems. * Relate Mathematical Communication To Nctm Standards. Whole Number Operations * Determine Elements Of Sets And Subsets. * Apply Multiple Methods To Express Place Value. * Relate Whole Number Operations To Nctm Standards. Estimation * Use The Commutative, Associative, And Distributive Properties To Mentally Compute Expressions. * Estimate Expressions By Rounding. * Apply Estimation Techniques To Solve Contextual Problems. * Relate Estimation To Nctm Standards. Computation With Whole Numbers * Evaluate Mathematical Expressions By Using Basic Operational Algorithms And Models. * Solve Applied Problems Involving Whole Numbers By Using Algorithms. * Relate Whole Number Computation To Nctm Standards. Number Theory * Determine Factors And Multiples. * Find The Prime Factorization Of A Number Using Divisibility Tests. * Employ Various Methods To Find The Greatest Common Factor. * Solve Applied Problems Using Number Theory. * Relate Number Theory To Nctm Standards. Properties Of Integers * Perform Mathematical Operations By Using Properties Of Integers. * Solve Applied Problems Involving Integers. * Model Mathematical Operations Involving Integers. * Relate Properties Of Integers To Nctm Standards. Rational Numbers * Perform Mathematical Operations Using Rational Numbers. * Solve Applied Problems Using Rational Numbers. * Demonstrate How Modeling Can Be Used To Solve Problems Involving Rational Numbers. * Relate Rational Numbers To Nctm Standards. Proportions * Solve Problems Involving Proportions And Percentages. * Solve Simple And Compound Interest Problems By Using Formulas. * Apply Problems Solving Skills To Contextual Problems Involving Proportions, Percentages, And Interest. * Relate Proportions To Nctm Standards. Putting It Together * Apply Basic Mathematical Operations To Solve Problems Involving Various Number Sets. Prerequisites: Aed200, Mat117


Math for Elementary Teachers II
Course Number MTH157

This Course Is The Second In A Two-part Series Designed For K-8 Pre-service Teachers To Address The Conceptual Framework For Mathematics Taught In Elementary School. The Focus Of Part Two Will Be On Measurement, Geometry, Probability And Data Analysis. The Relationship Of The Course Concepts To The National Council Of Teachers Of Mathematics Standards For K-8 Instruction Is Also Addressed. Topics And Objectives Analyzing And Displaying Data * Display Data Using Various Formats. * Interpret Measures Of Central Tendency And Spread. * Use Data Analysis Techniques To Make Decisions. * Relate Data Analysis To Nctm Standards. Probability * Solve Mutually Exclusive And Compound Probability Problems. * Find Probabilities Of Independent And Conditional Events. * Relate Probability To Nctm Standards. More Probability * Calculate Expected Values. * Use Probability Distributions To Solve Problems. * Determine Appropriate Techniques To Solve Problems. * Solve Permutation And Combination Problems. * Relate Probability To Nctm Standards. Introduction To Geometry * Identify Basic Elements Of Geometry * Solve Problems Using Angle Relationships. * Solve Problems Involving Polygons. * Relate Geometry To Nctm Standards. More On Geometry * Identify Characteristics Of Transformations. * Analyze Geometric Patterns. * Classify Various Regular Polyhedra, Prisms, And Pyramids. * Relate Geometry To Nctm Standards. Measurement * Convert Units Of Measure. * Find The Area And Perimeter Of Various Types Of Polygons. * Find The Surface Area And Volume Of Solids. * Relate Measurements To Nctm Standards. Algebra * Evaluate Algebraic Expressions. * Solve Linear And Quadratic Equations. * Write Algebraic Expressions And Equations. * Differentiate Between Linear And Quadratic Equations. * Relate Algebra To Nctm Standards. Coordinate Geometry * Given Two Points, Determine The Slope Of A Line. * Calculate Distances Between Points. * Solve A System Of Equations By Graphing And Substitution. * Relate Coordinate Geometry To Nctm Standards. Putting It Together * Discuss The Application Of Course Concepts. * Solve Problems Involving Probability, Statistics, Measurement, Geometry, And Algebra. Prerequisites: Aed200, Mth156


Introduction to the Exceptional Learner
Course Number AED222

This Course Provides An Overview Of The Exceptional Learner, With An Emphasis On Factors Relating To Current Practices, Identification, Characteristics, And Educational Adaptations. The Course Focuses On Issues Related To Mildly Disabled, Severely Disabled, Emotionally And Behaviorally Disordered, Mentally Retarded, And Gifted Students. Topics And Objectives Special Education Under Construction * Determine How Idea 2004 Affects Diverse Learners. * Identify The Positive And Negative Influences Of Nclb On Special Education. * Contrast The Protections In Section 504 Of The Rehabilitation Act With Those In Idea. Learning Disabilities And Mild Intellectual Disabilities * Describe The Classification Criteria For Students With Learning Disabilities And Mild Intellectual Disabilities. * Recognize Effective Educational Practices For Students With Learning Disabilities And Mild Intellectual Disabilities. Emotional And Behavioral Disabilities And Attention Deficit Hyperactivity Disorders * Explain The Difficulties In Recognizing Emotional And Behavior Disabilities (ebd) And Attention Deficit Hyperactivity Disorder (adhd). * Determine The Benefits And Concerns Associated With The Use Of Medication In The Treatment Of Students With Ebd And Adhd. * Identify Effective Educational Practices For Students With Ebd And Adhd. Brain-based Conditions * Discuss The Classifications For Autism Spectrum Disorder (asd). * Differentiate Between Language And Speech Disorders. * Classify Various Categories Of Intellectual Disabilities. * Identify Effective Educational Practices For Students With Asd, Communication Disorders, Severe Intellectual Disabilities, And Multiple Disabilities. Body-based Conditions * Explain The Various Disability Characteristics And Classifications For Students With Sensory Impairments. * Define The Characteristics Of Students With Traumatic Brain Injury (tbi), Physical Disabilities, And Other Health Impairments. * Analyze The Benefits Of Available Assistive Devices And How They Can Be Used In Conjunction With Effective Educational Practices. The Talented And Gifted * Compare The Marland Federal Definition Of Giftedness To Renzulli’s Three-ring Conceptualization. * Develop A Protocol For Channeling Students Into A Gifted Program That Includes Potential Academic Interventions. Addressing Special Needs In The Classroom * Describe The Process And Procedures Used For The Initial Recognition Of School-aged Students Who May Need Special Education Services. * Explain The Role Of Each Member Of An Individualized Education Program (iep) Team. Instruction And Classroom Management * Identify Elements Of Bloom’s Taxonomy Within A Planning Pyramid. * Explain How Adaptations Can Be Integrated Into Systematic Teaching Strategies. * Determine The Characteristics Of The Three Tiers Of Behavior Management. Understanding Special Education On A Personal Level * Distinguish The Greatest Strength And The Greatest Weakness Of The Current Special Educational System In America. * Create A Mock Case Study To Define An Exceptionality, Describe Its Classification Criteria And Characteristics, Determine Its Prevalence, And Identify Educational Practices Associated With It. Prerequisites: Aed200


Program description: Axia College of University of Phoenix offers an Associate of Arts degree with a range of concentrations in business, criminal justice, education, health and human services, information technology, and more. The curriculum provides a foundation and overview within the academic disciplines of communication arts, social sciences, mathematics, life sciences, and the humanities. Instruction focuses on the development of student skills in writing, critical thinking, and information utilization, as well as foundational competencies in the selected concentration.

The Associate of Arts with a concentration in Elementary Education addresses major issues that impact student learning. Topics include the historical and philosophical contexts of contemporary education, contemporary issues in education, diversity in the classroom, and the exceptional learner. Students are required to apply writing and problem-solving skills to evaluate topics covered through written assignments, discussion, and debate. Students learn to communicate effectively in informal, formal, and quantitative contexts and will become conversant with the values and terminology of the field. Where available, this program prepares students for transition into the Bachelor of Science in Elementary Education degree program at University of Phoenix.

Nine weeks in length, Axia College courses are offered in pairs, or "blocks," designed to complement each other. In these courses, emphasis alternates weekly between reading and online discussion one week and a work project the next.

The completion of an Associate of Arts degree represents an important milestone for many students as they pursue their educational goals.

For program disclosure information, click here.

While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.

Program Name: Bachelor of Science in Education / Elementary Education
Foundations for General Education and Professional Success
Course Number GEN 200
Credits 3.0

This general education course is designed to introduce the intentional learner to communication, collaboration, information utilization, critical thinking, problem solving and professional competence and values. The course uses an interdisciplinary approach for the learner to develop personal, academic strategies in order to reach desired goals and achieve academic success. (3 credits)


Foundations of Education
Course Number EDU 301
Credits 3.0

This Course Introduces Students To The Teaching Profession. Historical Foundations, Professionalism, The Role Of Technology, And Trends And Issues In Education Are Introduced. Students Will Examine Personal Reasons For Wanting To Teach And Will Create A Personal Philosophy Of Education. (3 Credits) Prerequisites: Gen 200 And Edu 300.


Models and Theories of Instruction
Course Number EDU 310
Credits 3.0

This course focuses on the theoretical models that underlie teaching and learning for all learners. Effective teaching strategies that promote student learning will be examined. Various lesson plan designs will be explored, and students will create an original lesson plan. (3 credits) Prerequisite: EDU 301.


Elementary Education Seminar
Course Number EDU 390
Credits 1.0

This Course Focuses On The Professional Aspects Of Teaching. Students Are Introduced To The Teacher Work Sample That Will Be Created During Student Teaching. Students Will Engage In Self-evaluation To Develop Their Own Professional Growth Plans For Inclusion In Their Portfolios. The Character Qualifications For Becoming A Teacher Will Be Assessed Through A Personal Interview, Using Letters Of Character Reference, And A Written Reflective Paper On The Desire And Reasons For Joining The Profession. (1 Credit) Prerequisites: Edu 300, Edu 305, And Edu 310.


Assessment in Elementary Education
Course Number EED 400
Credits 3.0

This course identifies what assessment is and how formative and summative assessments are used in the classroom. The course will include construction of objective and performance assessments, topics on reliability and validity, understanding the uses of standardized assessments, and the framework of assessment. (3 credits)


Children’s Literature
Course Number RDG 350
Credits 3.0

This course will examine the use of children’s literature in the elementary school classroom. Various genres will be studied as well as the application of children’s literature to instruction and assessment in reading. Methods for integrating the use of children’s literature in all content areas will be examined. (3 credits)


Elementary Methods -Reading/Language Arts
Course Number RDG 410
Credits 3.0

This Course Focuses On Current Research, Theory, Methods, And State Standards Related To Reading Instruction. It Provides Students With The Background Knowledge In Language Arts Necessary To Prepare Comprehensive Standards-based Lesson Plans And Integrated Units Of Instruction. Effective Instructional And Assessment Techniques Are Modeled. (3 Credits) Prerequisites: Edu 310, Eed 400, And Spe 300.


Elementary Methods – Mathematics
Course Number EED 415
Credits 3.0

This Course Focuses On Methodology And Assessment Strategies That Enhance Learning In Mathematics. Integration Of Content, And Instructional Strategies, As Well As Curriculum And Assessment Issues Are Emphasized. Multiple Perspectives Of Students As Learners Of Mathematics, Along With Current Research On Mathematics Pedagogy, Are Explored. Students Evaluate And Use Instructional Methods, Curricular Materials And Resources, And Appropriate Assessment Strategies. Special Attention Is Given To The Use Of Manipulatives In Math Instruction And To Developing Students’ Problem-solving Skills. (3 Credits) Prerequisites: Edu 310, Eed 400, And Spe 300.


Elementary Methods – Science
Course Number EED 420
Credits 3.0

This Course Focuses On Methodology And Assessment Strategies That Enhance Learning In Science. Integrated Content, Interdisciplinary Teaching, Classroom Management, And Curriculum And Assessment Issues Are Emphasized. Multiple Perspectives Of Students As Learners Of Science, Along With Current Research On Pedagogy, Are Explored. This Course Also Provides Students With An Opportunity To Develop The Ability To Evaluate And To Use Instructional Methods, Curricular Materials And Resources, And Appropriate Assessment Strategies. (3 Credits) Prerequisites: Edu 310, Eed 400, And Spe 300.


Elementary Methods – Health/PE
Course Number EED 425
Credits 3.0

This Course Provides An Overview Of The Physical Education And Health State And National Standards And Provides A Context For How These Are Addressed In Elementary Schools And Classrooms. Instructional Approaches For The Integration Of Physical Education And Health With Other Content Areas Are Explored. (3 Credits) Prerequisites: Edu 310, Eed 400, And Spe 300.


Elementary Methods – Social Studies
Course Number EED 430
Credits 3.0

This Course Defines And Provides A Context For Teaching And Assessing Students In The Areas Of Social Science Based On Scope, Sequence, And National And State Standards. Instructional Approaches For The Content Area Within The Framework Of An Integrated Curriculum Are Explored, Including The Use Of Critical Thinking Skills And Study Skills. Students Develop A Variety Of Data Collection Tools Designed To Assess Student Learning. (3 Credits) Prerequisites: Edu 310, Eed 400, And Spe 300.


Elementary Methods – Fine Arts
Course Number EED 435
Credits 3.0

This Course Defines And Provides A Context For Teaching And Assessing Students In The Area Of Fine Arts Based On Scope, Sequence, And National And State Standards. An Emphasis Is Placed On Integrating Art Across The Curriculum. (3 Credits) Prerequisites: Edu 310, Eed 400, And Spe 300.


Diagnosis and Remediation of Reading Difficulties
Course Number RDG 415
Credits 3.0

This course addresses the use of reading assessments to determine classroom intervention and instructional strategies. It provides foundational information about stages of reading acquisition, factors that impact reading success or failure, and the nature of reading difficulties. This information serves as a context for learning about the selection, administration, and interpretation of formal and informal classroom assessments for the purposes of screening, diagnosing difficulties, monitoring progress, and evaluating instruction. In addition, a final diagnostic and instructional recommendations report will be developed based on student test data provided. (3 credits) Prerequisite: RDG 410.


Elementary Student Teaching, Seminar I
Course Number EED 490
Credits 4.0

This Course Emphasizes The Practical Application Of Educational Theories And Methods. The Course Will Focus On The Following Topics: The Student Teaching Experience, The School Culture, The Learning Environment, And Planning, Preparing, And Implementing The Teacher Work Sample. The Seminar Also Provides A Forum For Open Discussion And Problem Solving Based On Student Teaching Classroom Experiences. (4 Credits) Prerequisites: Edu 320, Edu 390, And 52 Credits.


Elementary Student Teaching, Seminar II
Course Number EED 495
Credits 4.0

This course will focus on the design and implementation of the Teacher Work Sample. It also provides students practical guidance in securing a teaching position. Students will examine resumes and cover letters, teaching applications, and interview strategies. Assistance in preparing an employment portfolio will be provided. This seminar also provides a forum for open discussion and problem solving based on student teaching classroom experiences. (4 credits) Prerequisite: EDU 490.


Orientation to Teacher Education
Course Number MTE 507
Credits 0.0

This course is designed to provide an orientation to the primary components of the Teacher Education Program. Students will be introduced to the program’s progression and degree completion requirements. Field Experience, Electronic Resources, E-Portfolio, Student Teaching, and Teacher Work Sample will be discussed


Child Development
Course Number AED202
Credits 0.0

AED 202 provides a context for understanding and addressing teaching and learning issues encountered in the classroom. Students are introduced to the major benchmarks of children’s social, emotional, cognitive, and language development, as well as the notion of multiple intelligences. As each of these topics is addressed, the instructional implications are also discussed. Topics and Objectives Foundations of Child Development Describe patterns and changes that occur in the three domains of development. Compare the basic issues of child development. Explain developmental periods in child development from birth through adolescence. Physical Development Summarize stages of physical development from infancy through adolescence. Identify strategies that encourage a healthy lifestyle. Cognitive Development Identify the stages of cognitive development in relation to physical maturation. Compare the theories of Piaget and Vygotsky. Discuss cognitive strategies and metacognitive awareness. Intellectual Development Relate the implications of Gardner’s eight intelligences to the classroom. Summarize the information processing theory as it relates to intellectual development. Compare the potential influences of heredity and environment on intelligence. Language Development Assess the factors influencing language development. Identify the components of language development. Reading and Writing Development Relate reading development to phases of maturation. Identify strategies that promote effective reading and writing development. Associate development of writing skills to levels of maturation. Emotional Development Identify the stages of emotional development from birth through adolescence. Discuss trends in the development of the perception of self. Recognize the impact emotional disorders have on development. Social Development Identify the stages of social development from birth through adolescence. Compare the relationship between social and emotional development as it applies to the classroom. Describe moral development from birth through adolescence. Interpersonal Development Describe development of interpersonal behaviors. Compare the holistic development of multiple age groups.



Classroom Management
Course Number AED205
Credits 0.0

Effective education professionals are able to gain student cooperation and foster motivation so all students can be actively engaged in the learning process. This course presents research-based, practical strategies that provide support toward a positive and effective learning environment. Topics covered include establishing classroom standards, monitoring student learning and behavior, and responding appropriately to various student needs and disruptive behavior. Topics and Objectives Characteristics of the Classroom Identify potential challenges in the classroom environment. Identify goals for effective classroom management. Establishing the Classroom Environment Identify communication skills that support a productive classroom environment. Discuss methods to address peer harassment. Assess class rules and procedures of a classroom management plan. Managing Class Time Identify methods to maintain activity flow. Describe strategies for monitoring student progress. Develop procedures that minimize classroom disruptions. Motivating Students Toward Success Relate the expectancy-value model to the desire to learn. Apply motivational strategies to learning activities. Devise tactics to motivate disengaged students. Guiding Students’ Independent Work Describe challenges associated with independent work. Recommend strategies for managing independent activities. Guiding Students’ Collaborative Work Describe challenges associated with collaborative work. Distinguish between group work and cooperative learning. Recommend strategies for managing collaborative activities. Providing Support for Special Needs Students Defend opposing viewpoints on inclusion. Define various types of special needs students. Apply a variety of instructional strategies to address students’ special needs. Order and Disorder in the Classroom Relate cultural differences to perceptions of norms. Determine appropriate responses to off-task behaviors. Describe effective violence prevention and response methods. Applying Classroom Management Knowledge Evaluate classroom management techniques. Propose responses to classroom management challenges.


Orientation to the Exceptional Child
Course Number SPE513

This course provides an overview of the different categories of exceptionality. Students will be introduced to special education laws and their implications for delivery systems, transition plans, and identification and placement procedures. Topics and Objectives Philosophical, Historical, and Cultural Foundations of Special Education * Summarize the theories and philosophies that form the basis for special education practice. * Explain how cultural differences impact the identification and education of individuals with exceptional learning needs. Basic Terminology and Acronyms in Special Education * Examine current terminology used in the education of individuals with exceptional learning needs. Legal Foundations of Special Education * Analyze the laws, regulations, and policies related to special education. Prereferral and Individualized Education Program (IEP) Procedures * Analyze procedures for initiating special education services. Characteristics of Learners * Compare and contrast the characteristics of learners with and without exceptional learning needs. Professional Collaborative Partnerships * Analyze the process of collaboration. * Generate strategies that promote successful collaboration. Family Collaborative Partnerships * Explore the dynamics of families who have individuals with exceptional learning needs. * Propose strategies for parental involvement in the education of individuals with exceptional learning needs.


Structured English Immersion
Course Number SEI 500
Credits 3.0

This Course Will Introduce Students To The Concept Of And Methods For Instructing In A Structured English Immersion (sei) Environment. Students Will Learn About Assessment Of K-12 Students, State Standards, Research-based Instructional Activities, And Lesson Planning And Implementation Models. Students Will Study How A Learner-centered Approach To Teaching Can Provide English Language Learners (ell), As Well As Native English Speakers, With A Greater Opportunity To Interact Meaningfully With Educational Materials As They Learn Subject Matter And El Learners Acquire English.


Advanced Structured English Immersion Methods
Course Number SEI 503
Credits 3.0

This Course Addresses Structured English Immersion (sei) Instruction And Assessment Of K-12 English Language Learners (ells), And Is Designed To Meet The Standards Set By The Arizona Department Of Education. It Examines The Legal, Historical, And Educational Reasons For Sei, As Well As Theoretical Principles Of Language Acquisition And The Role Of Culture In Learning. It Also Emphasizes The Alignment Of Ell Proficiency Standards To Arizona’s Academic Standards And Their Application To Lesson Planning. The Arizona English Language Learner Assessment (azella), Use Of Alternative Assessments, Analysis Of Data, And The Application Of Data To Instruction, Are Emphasized As Well. A Final Project Synthesizes The Concepts And Instructional Strategies Taught In The Course. Prerequisite: Sei 500.


Program description: The Bachelor of Science in Education/Elementary (BSEd-E) is an undergraduate degree program preparing candidates for teacher licensure. The guiding philosophy of the BSEd-E program is to provide students with the skills and knowledge that will allow them to become competent and effective educators. This program focuses on elementary student learning by developing the skills of the educator responsible for that learning.

Student teaching is an integral component of the program. It provides students with a field-based experience at the appropriate grade and content level. Student teachers work with a cooperating teacher from a school site and with a University of Phoenix faculty advisor. The student teaching experience is designed to emphasize the achievement of state standards leading to certification and to present individuals with growth opportunities that best prepare them to assume the duties of a certified classroom teacher.

For program disclosure information, click here.

While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.

Elementary Education Courses at Western Governors University

Program Name: B.S. in Elemenetary Education

Program description:

Elementary Education Courses at Grand Canyon University

Program Name: BS in Elementary Education - English (With IR and Cert.)
Exploring Education as a Profession
Course Number EDU 300
Credits 4.0

This course introduces students to the major goals, principles, and concepts of multicultural education. Specifically, four central topics will guide the study: 1) clarifying key concepts and terminology; 2) discovering multiple perspectives in culture and history; 3) understanding cultural and individual differences in teaching and learning; 4) becoming a multicultural and effective teacher.


Education Foundations and Framework
Course Number EDU 215
Credits 4.0

This writing-intensive course provides a study of the historical, philosophical, and sociological influences that have shaped American education; the issues faced by educators today; and the challenges of the future that await people now entering the teaching profession. No Fingerprint Clearance necessary.


Cultural Diversity in the Classroom
Course Number EDU 230
Credits 4.0

This course examines the relationship of cultural values to the formation of self-concept and learning styles. The roles of prejudice, stereotyping, and cultural incompatibilities in education are also evaluated. No Fingerprint Clearance necessary.


SEI English Language Teaching: Foundations and Methodologies
Course Number ESL 223N
Credits 3.0

The historical, legal, theoretical, and sociological foundations of programs of instruction for students with non-English language backgrounds are presented. The study of models, prototypes, and methodologies for ESL instruction is included. Practicum hours: 10. Prerequisites: Fingerprint Clearance.


Educational Psychology
Course Number EDU 313N
Credits 3.0

This course provides a thematically arranged study of the theories and principles of psychology that have influenced instructional practices. Behavioral and cognitive approaches to learning, motivation, and instruction are explored. Prerequisite: No Fingerprint Clearance required.


Instructional Technology
Course Number EDU 225
Credits 4.0

This course provides future teachers the opportunity to examine the use of technology in the 21st century classroom. In addition to studying and utilizing a variety of technologies, such as computer software and hardware, students develop a personal technology philosophy and classroom technology plan designed to enhance and shape their teaching skills and knowledge in order to better utilize emerging technology.


Curriculum, Methods and Assessment: Social Studies
Course Number EED 465
Credits 4.0

This Course Is Designed To Assist Elementary Teachers With Methods Of Instruction, Unit And Daily Lesson Plan Construction, Use Of Literary Materials And Resources, And Developing A Coherent, Assessment-based, Data-driven Program Fostering Social Studies In The Classroom. Laboratory Experiences Include Multicultural Classrooms. Practicum Hours: 20. Prerequisites: Fingerprint Clearance, Edu 215, Edu 313n, And Three Credits Of History.


Educating the Exceptional Learner
Course Number SPE 226
Credits 4.0

This writing-intensive course is a survey of the unique learning needs of exceptional students. Special focus is given to the referral process, appropriate instructional modifications and accommodations for exceptional students, hot topics and trends, and IDEA law. Practicum hours: 15. Prerequisite: Fingerprint Clearance.


Curriculum, Methods, and Assessment: Science and Mathematics
Course Number EED 364
Credits 4.0

This Course Is Designed To Acquaint Elementary Teachers With The Curriculum, Theory, And Effective Techniques For The Teaching And Assessment Of Science And Mathematics. Students Are Involved In Formulation Of Programs, Planning Instruction, Employing Science And Mathematics Resources And Materials That Are Currently Being Used In The Public Schools, And Using Instructional Models. This Course Includes Laboratory Experiences. Practicum Hours: 20. Prerequisites: Fingerprint Clearance, Edu 215 Or Edu 313n; A Bio Course With A Lab; And A Chm Or Phy Course With A Lab.


Curriclum, Methods, and Assessment: Literacy and Language Arts K-3
Course Number EED 470
Credits 4.0

This course includes a wide range of literacy and assessment strategies based on instructional outcomes. Course content is strategically planned to enable participants to make informed decisions based on data in literacy and language instruction. This course includes reading diagnostics, assessments, and strategies implemented with a single elementary student in a site-based reading lab. Practicum hours: 20. Prerequisites: Fingerprint Clearance and EDU 215.


Classroom Engagement and Management
Course Number EDU 450
Credits 4.0

This Course Is Designed To Allow Prospective Teachers The Opportunity To Learn Techniques Involved In The Successful Engagement And Management Of A Learning Environment. Major Emphasis Is Given To The Establishment Of A Realistic Discipline Plan To Manage Student Behavior, As Well As Engagement And Management Techniques And Strategies To Maximize Instructional Time, Classroom Procedures, And Physical Space. Prerequisites: Edu 215 And Edu 230.


Curriculum, Methods, and Assessment: Literacy and Language Arts, 4-8
Course Number EED 475
Credits 4.0

This course is designed to develop a coherent, assessment-based, data-driven program fostering literacy in the classroom. Course content is strategically planned to enable participants to make informed decisions based on assessment data in literacy and language instruction. The course includes discourse theory as it pertains to the teaching of reading and writing. Emphasis is placed on planning and delivery of lessons in reading comprehension, literature, phonics, writing, oral language, vocabulary, and evaluation of learning. Practicum hours: 20. Prerequisites: Fingerprint Clearance and EDU 215.


Arizona and Federal Government
Course Number POS 301
Credits 2.0

This course is a survey of Arizona history and government, as well as American government. It meets the teacher certification requirement for Arizona government and American government.


Student Teaching Session A
Course Number EED 480NA
Credits 6.0

Teacher Candidates Are Required To Fulfill A 16-week Internship Experience In A Classroom With A Certified, Experienced Teacher. The Semester Includes The Opportunity To Improve Skills In Classroom Management, Assessment, And Professional Preparation, And To Utilize Applicable Content Standards, Arizona Professional Teacher’s Standards, And Interstate New Teacher Assessment And Support Consortium Standards Within The Classroom. Prerequisites For A: One Of The Following Combinations: 1) Successful Completion Of All Courses In Pos And Content Area, Senior Status, A 2.8 Gpa, And Approval And Placement By Office Of Field Placement And Certification; Or 2) Successful Completion Of All Courses In Pos And Content Area; Senior Status; A 2.8 Gpa; Successful Completion Of State Mandated Basic Skills And Content Area Exams Or Praxis I ® (basic Skills) And Praxis Ii ® (content Area ); And Approval And Placement By Office Of Field Experience; Arizona Residents Will Be Require


Student Teaching Session B
Course Number EED 480NB
Credits 6.0

This Session Is A Continuation Of Session A. All Paperwork For Student Teaching Must Be Submitted By The Due Date The Semester Prior To Student Teaching. Prerequisites For B: One Of The Following Combinations: 1) Successful Completion Of All Courses In Pos And Content Area, Senior Status, A 2.8 Gpa, And Approval And Placement By Office Of Field Placement And Certification; Or 2) Eed 480na.


Analysis of World Literature
Course Number ENG 250
Credits 4.0

Grand Canyon University’s Bachelor of Arts in English Literature program is designed to provide its majors with a general knowledge of the history of English and American literature and specific knowledge of selected authors, periods, and genres. Students will acquire skills and practice in written and oral communication, critical thinking about literary and other texts, and grammar and linguistics relevant to primary and secondary teaching. Students will gain a critical appreciation for literature and recognize the broad value of literature and its potential to expand students’ perspectives and transform their visions of the world.


Introduction to English Grammar and Linguistics
Course Number ENG 358
Credits 4.0

Grand Canyon University’s Bachelor of Arts in English Literature program is designed to provide its majors with a general knowledge of the history of English and American literature and specific knowledge of selected authors, periods, and genres. Students will acquire skills and practice in written and oral communication, critical thinking about literary and other texts, and grammar and linguistics relevant to primary and secondary teaching. Students will gain a critical appreciation for literature and recognize the broad value of literature and its potential to expand students’ perspectives and transform their visions of the world.


English Literature I
Course Number ENG 260
Credits 4.0

Grand Canyon University’s Bachelor of Arts in English Literature program is designed to provide its majors with a general knowledge of the history of English and American literature and specific knowledge of selected authors, periods, and genres. Students will acquire skills and practice in written and oral communication, critical thinking about literary and other texts, and grammar and linguistics relevant to primary and secondary teaching. Students will gain a critical appreciation for literature and recognize the broad value of literature and its potential to expand students’ perspectives and transform their visions of the world.


American Literature I
Course Number ENG 350
Credits 4.0

Grand Canyon University’s Bachelor of Arts in English Literature program is designed to provide its majors with a general knowledge of the history of English and American literature and specific knowledge of selected authors, periods, and genres. Students will acquire skills and practice in written and oral communication, critical thinking about literary and other texts, and grammar and linguistics relevant to primary and secondary teaching. Students will gain a critical appreciation for literature and recognize the broad value of literature and its potential to expand students’ perspectives and transform their visions of the world.


Program description: The Bachelor of Science in Elementary Education with an Emphasis in English (Grades K-8) (Eligible for Institutional Recommendation) program is designed for students interested in the education of children in grades K-8, and for those who are seeking teacher certification. The format and courses of this regionally accredited and Arizona-approved program are designed to maximize the content knowledge that the teacher candidate will possess upon graduation. Courses are taught by experts in their respective fields who share knowledge and experience in areas of educational psychology, philosophy, methodology, and curriculum development. All courses are directly aligned with the Arizona Professional Teacher Standards and the Interstate New Teacher Support and Assessment Consortium Standards. Opportunities are provided to apply concepts, theories, and research throughout the program. Assignments within many of the courses guide students through over 100 hours of observational and practice-based experiences, and the final semester of the program includes a full-time, 16-week student teaching component. These educational settings must be state certified environments and mentor teachers must be fully certified. Teacher candidates are responsible for contacting their state department of education for certification requirements and program approval. Furthermore, teacher candidates should consult the Grand Canyon University Catalog, the University Policy Handbook, and an academic counselor to obtain information regarding current policies and procedures inherent in a teacher credentialing program. Graduates of the Bachelor of Education in Elementary Education program are prepared to become informed educators in public and private schools and other settings requiring a teaching credential.

Program Name: BS in Elementary Education - Math (With IR and Cert.)
Exploring Education as a Profession
Course Number EDU 310
Credits 4.0

This course is designed to provide an overview of the education profession for students who are inspired to be teachers. Students explore a variety of the common issues, trends, and opportunities that professional educators face in the field. No Fingerprint Clearance necessary


Mathematics for Elementary Teachers I
Course Number MAT 150
Credits 4.0

This is the first in a two-course sequence designed for prospective elementary school teachers. Concepts covered will include set theory, functions, numeration systems, number theory and properties of the natural numbers, integers, rational numbers, ratios, proportions, decimals, and percents, with an emphasis on problem solving and critical thinking. Prerequisites: Grade of C or better in MAT 134 or 3 years of high school algebra with a grade of C or better


Mathematics for Elementary Teachers II
Course Number MAT 151
Credits 4.0

This is the second in a two-course sequence designed for prospective elementary school teachers. Concepts of elementary probability, data analysis, descriptive statistics, geometry of shapes in two and three dimensions, congruence and similarity, measurement, and geometric transformations, with an emphasis on problem solving and critical thinking


College Algebra and Trigonometry
Course Number MAT 250
Credits 4.0

This course is a unified study of fundamental concepts from algebra and trigonometry that provide the necessary background for the study of calculus. Topics include modeling linear equations and inequalities; functions and their graphs; polynomial, rational, exponential, logarithmic, and trigonometric functions; systems of equations and inequalities; matrices and determinants; and conic sections. There is an emphasis on developing both a fundamental understanding of these concepts as well as their application to real-world problem solving


College Geometry
Course Number MAT 260
Credits 4.0

This course is an introduction to Euclidean geometry and mathematical proofs, including theorems and proofs, set theory, logic, congruent and similar polygons, circles, geometric constructions, areas, volumes, geometric loci, elementary logic, and deductive reasoning


Probability and Statistics
Course Number MAT 274
Credits 4.0

This course provides an introduction to the study of basic probability, descriptive and inferential statistics, and decision making. Emphasis is placed on measures of central tendency and dispersion, correlation, regression, discrete and continuous probability distributions, quality control, population parameter estimation, and hypothesis testing


Advanced Methodologies of Structured English Immersion
Course Number ESL 433N
Credits 3.0

In this course, students continue to examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion and other instructional programs for English Language Learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Students identify strategies to promote English language development and improve student achievement. They plan, deliver, and evaluate instruction for English language learners


Education Foundations and Framework
Course Number EDU 215
Credits 4.0

This writing-intensive course provides a study of the historical, philosophical, and sociological influences that have shaped American education; the issues faced by educators today; and the challenges of the future that await people now entering the teaching profession. No Fingerprint Clearance necessary.


Cultural Diversity in the Classroom
Course Number EDU 230
Credits 4.0

This course examines the relationship of cultural values to the formation of self-concept and learning styles. The roles of prejudice, stereotyping, and cultural incompatibilities in education are also evaluated. No Fingerprint Clearance necessary.


SEI English Language Teaching: Foundations and Methodologies
Course Number ESL 223N
Credits 3.0

The historical, legal, theoretical, and sociological foundations of programs of instruction for students with non-English language backgrounds are presented. The study of models, prototypes, and methodologies for ESL instruction is included. Practicum hours: 10. Prerequisites: Fingerprint Clearance.


Educational Psychology
Course Number EDU 313N
Credits 3.0

This course provides a thematically arranged study of the theories and principles of psychology that have influenced instructional practices. Behavioral and cognitive approaches to learning, motivation, and instruction are explored. Prerequisite: No Fingerprint Clearance required.


Instructional Technology
Course Number EDU 225
Credits 4.0

This course provides future teachers the opportunity to examine the use of technology in the 21st century classroom. In addition to studying and utilizing a variety of technologies, such as computer software and hardware, students develop a personal technology philosophy and classroom technology plan designed to enhance and shape their teaching skills and knowledge in order to better utilize emerging technology.


Curriculum, Methods and Assessment: Social Studies
Course Number EED 465
Credits 4.0

This Course Is Designed To Assist Elementary Teachers With Methods Of Instruction, Unit And Daily Lesson Plan Construction, Use Of Literary Materials And Resources, And Developing A Coherent, Assessment-based, Data-driven Program Fostering Social Studies In The Classroom. Laboratory Experiences Include Multicultural Classrooms. Practicum Hours: 20. Prerequisites: Fingerprint Clearance, Edu 215, Edu 313n, And Three Credits Of History.


Educating the Exceptional Learner
Course Number SPE 226
Credits 4.0

This writing-intensive course is a survey of the unique learning needs of exceptional students. Special focus is given to the referral process, appropriate instructional modifications and accommodations for exceptional students, hot topics and trends, and IDEA law. Practicum hours: 15. Prerequisite: Fingerprint Clearance.


Curriculum, Methods, and Assessment: Science and Mathematics
Course Number EED 364
Credits 4.0

This Course Is Designed To Acquaint Elementary Teachers With The Curriculum, Theory, And Effective Techniques For The Teaching And Assessment Of Science And Mathematics. Students Are Involved In Formulation Of Programs, Planning Instruction, Employing Science And Mathematics Resources And Materials That Are Currently Being Used In The Public Schools, And Using Instructional Models. This Course Includes Laboratory Experiences. Practicum Hours: 20. Prerequisites: Fingerprint Clearance, Edu 215 Or Edu 313n; A Bio Course With A Lab; And A Chm Or Phy Course With A Lab.


Curriclum, Methods, and Assessment: Literacy and Language Arts K-3
Course Number EED 470
Credits 4.0

This course includes a wide range of literacy and assessment strategies based on instructional outcomes. Course content is strategically planned to enable participants to make informed decisions based on data in literacy and language instruction. This course includes reading diagnostics, assessments, and strategies implemented with a single elementary student in a site-based reading lab. Practicum hours: 20. Prerequisites: Fingerprint Clearance and EDU 215.


Classroom Engagement and Management
Course Number EDU 450
Credits 4.0

This Course Is Designed To Allow Prospective Teachers The Opportunity To Learn Techniques Involved In The Successful Engagement And Management Of A Learning Environment. Major Emphasis Is Given To The Establishment Of A Realistic Discipline Plan To Manage Student Behavior, As Well As Engagement And Management Techniques And Strategies To Maximize Instructional Time, Classroom Procedures, And Physical Space. Prerequisites: Edu 215 And Edu 230.


Curriculum, Methods, and Assessment: Literacy and Language Arts, 4-8
Course Number EED 475
Credits 4.0

This course is designed to develop a coherent, assessment-based, data-driven program fostering literacy in the classroom. Course content is strategically planned to enable participants to make informed decisions based on assessment data in literacy and language instruction. The course includes discourse theory as it pertains to the teaching of reading and writing. Emphasis is placed on planning and delivery of lessons in reading comprehension, literature, phonics, writing, oral language, vocabulary, and evaluation of learning. Practicum hours: 20. Prerequisites: Fingerprint Clearance and EDU 215.


Arizona and Federal Government
Course Number POS 301
Credits 2.0

This course is a survey of Arizona history and government, as well as American government. It meets the teacher certification requirement for Arizona government and American government.


Student Teaching Session A
Course Number EED 480NA
Credits 6.0

Teacher Candidates Are Required To Fulfill A 16-week Internship Experience In A Classroom With A Certified, Experienced Teacher. The Semester Includes The Opportunity To Improve Skills In Classroom Management, Assessment, And Professional Preparation, And To Utilize Applicable Content Standards, Arizona Professional Teacher’s Standards, And Interstate New Teacher Assessment And Support Consortium Standards Within The Classroom. Prerequisites For A: One Of The Following Combinations: 1) Successful Completion Of All Courses In Pos And Content Area, Senior Status, A 2.8 Gpa, And Approval And Placement By Office Of Field Placement And Certification; Or 2) Successful Completion Of All Courses In Pos And Content Area; Senior Status; A 2.8 Gpa; Successful Completion Of State Mandated Basic Skills And Content Area Exams Or Praxis I ® (basic Skills) And Praxis Ii ® (content Area ); And Approval And Placement By Office Of Field Experience; Arizona Residents Will Be Require


Student Teaching Session B
Course Number EED 480NB
Credits 6.0

This Session Is A Continuation Of Session A. All Paperwork For Student Teaching Must Be Submitted By The Due Date The Semester Prior To Student Teaching. Prerequisites For B: One Of The Following Combinations: 1) Successful Completion Of All Courses In Pos And Content Area, Senior Status, A 2.8 Gpa, And Approval And Placement By Office Of Field Placement And Certification; Or 2) Eed 480na.


Program description: The Bachelor of Science in Elementary Education with an Emphasis in Math (Eligible for Institutional
Recommendation) program is designed for students interested in the education of children in grades K-8, and
for those who are seeking teacher certification. The format and courses of this regionally accredited and
Arizona-approved program are designed to maximize the content knowledge that the teacher candidate will
possess upon graduation. Courses are taught by experts in their respective fields who share knowledge and
experience in areas of educational psychology, philosophy, methodology, and curriculum development. All
courses are directly aligned with the Arizona Professional Teacher Standards and the Interstate New Teacher
Support and Assessment Consortium Standards. Opportunities are provided to apply concepts, theories, and
research throughout the program. Assignments within many of the courses guide students through over 100
hours of observational and practice-based experiences, and the final semester of the program includes a fulltime,
16-week student teaching component. These educational settings must be state certified environments and
mentor teachers must be fully certified. Teacher candidates are responsible for contacting their state department
of education for certification requirements and program approval. Furthermore, teacher candidates should
consult the Grand Canyon University Academic Catalog, the University Policy Handbook, and an academic
counselor to obtain information regarding current policies and procedures inherent in a teacher credentialing
program. Graduates of the Bachelor of Education in Elementary Education program are prepared to become
informed educators in public and private schools and other settings requiring a teaching credential. Students and
applicants are responsible for contacting their state department of education for certification requirements and
program approval

Program Name: BS in Elementary Education - Science (With IR and Cert.)
Earth and Space Science
Course Number PHY 104
Credits 4.0

This course is designed to develop students’ skills in the scientific method, develop the understanding of the properties of Earth and its materials, and appreciate Earth in relationship to other objects in space. Concepts include geological and atmospheric phenomena


Introduction to Physical Science
Course Number PHY 102
Credits 4.0

This course introduces students to the scientific method. Students are expected to classify objects and materials based on physical and chemical properties, as well as develop an understanding of chemical reactions and flow of energy in a system


Introduction to Life Sciences I
Course Number BIO 130
Credits 4.0

This course introduces students to the concepts of the scientific method and critical thinking in making observations and formulating hypotheses. Students learn about the structure of cells, DNA replication and gene expression, metabolic pathways, cell cycle, and cell division. The final section of the class includes an overview of animal form and function, organs and organ systems, and physiological processes, with an emphasis on human systems


Introduction to Life Sciences II
Course Number BIO 250
Credits 4.0

This course introduces students to the relevance and impact of scientific endeavors/advances/processes on human populations, society, and the environment. Natural phenomena and relationships between scientific disciplines and technology provide foundational knowledge for students to critically analyze the interactions between humans and their world


Environmental Science
Course Number BIO 220
Credits 4.0

This course examines the risks and the environmental impact of human behavior and population growth on natural resources. Emphasis is placed on a holistic approach to environmental science using hands-on exercises, environmental surveys, and class discussions to reinforce scientific principles


Exploring Education as a Profession
Course Number EDU 310
Credits 4.0

This course is designed to provide an overview of the education profession for students who are inspired to be teachers. Students explore a variety of the common issues, trends, and opportunities that professional educators face in the field. No Fingerprint Clearance necessary


Education Foundations and Framework
Course Number EDU 215
Credits 4.0

This writing-intensive course provides a study of the historical, philosophical, and sociological influences that have shaped American education; the issues faced by educators today; and the challenges of the future that await people now entering the teaching profession. No Fingerprint Clearance necessary.


Cultural Diversity in the Classroom
Course Number EDU 230
Credits 4.0

This course examines the relationship of cultural values to the formation of self-concept and learning styles. The roles of prejudice, stereotyping, and cultural incompatibilities in education are also evaluated. No Fingerprint Clearance necessary.


SEI English Language Teaching: Foundations and Methodologies
Course Number ESL 223N
Credits 3.0

The historical, legal, theoretical, and sociological foundations of programs of instruction for students with non-English language backgrounds are presented. The study of models, prototypes, and methodologies for ESL instruction is included. Practicum hours: 10. Prerequisites: Fingerprint Clearance.


Educational Psychology
Course Number EDU 313N
Credits 3.0

This course provides a thematically arranged study of the theories and principles of psychology that have influenced instructional practices. Behavioral and cognitive approaches to learning, motivation, and instruction are explored. Prerequisite: No Fingerprint Clearance required.


Instructional Technology
Course Number EDU 225
Credits 4.0

This course provides future teachers the opportunity to examine the use of technology in the 21st century classroom. In addition to studying and utilizing a variety of technologies, such as computer software and hardware, students develop a personal technology philosophy and classroom technology plan designed to enhance and shape their teaching skills and knowledge in order to better utilize emerging technology.


Curriculum, Methods and Assessment: Social Studies
Course Number EED 465
Credits 4.0

This Course Is Designed To Assist Elementary Teachers With Methods Of Instruction, Unit And Daily Lesson Plan Construction, Use Of Literary Materials And Resources, And Developing A Coherent, Assessment-based, Data-driven Program Fostering Social Studies In The Classroom. Laboratory Experiences Include Multicultural Classrooms. Practicum Hours: 20. Prerequisites: Fingerprint Clearance, Edu 215, Edu 313n, And Three Credits Of History.


Educating the Exceptional Learner
Course Number SPE 226
Credits 4.0

This writing-intensive course is a survey of the unique learning needs of exceptional students. Special focus is given to the referral process, appropriate instructional modifications and accommodations for exceptional students, hot topics and trends, and IDEA law. Practicum hours: 15. Prerequisite: Fingerprint Clearance.


Curriculum, Methods, and Assessment: Science and Mathematics
Course Number EED 364
Credits 4.0

This Course Is Designed To Acquaint Elementary Teachers With The Curriculum, Theory, And Effective Techniques For The Teaching And Assessment Of Science And Mathematics. Students Are Involved In Formulation Of Programs, Planning Instruction, Employing Science And Mathematics Resources And Materials That Are Currently Being Used In The Public Schools, And Using Instructional Models. This Course Includes Laboratory Experiences. Practicum Hours: 20. Prerequisites: Fingerprint Clearance, Edu 215 Or Edu 313n; A Bio Course With A Lab; And A Chm Or Phy Course With A Lab.


Curriclum, Methods, and Assessment: Literacy and Language Arts K-3
Course Number EED 470
Credits 4.0

This course includes a wide range of literacy and assessment strategies based on instructional outcomes. Course content is strategically planned to enable participants to make informed decisions based on data in literacy and language instruction. This course includes reading diagnostics, assessments, and strategies implemented with a single elementary student in a site-based reading lab. Practicum hours: 20. Prerequisites: Fingerprint Clearance and EDU 215.


Classroom Engagement and Management
Course Number EDU 450
Credits 4.0

This Course Is Designed To Allow Prospective Teachers The Opportunity To Learn Techniques Involved In The Successful Engagement And Management Of A Learning Environment. Major Emphasis Is Given To The Establishment Of A Realistic Discipline Plan To Manage Student Behavior, As Well As Engagement And Management Techniques And Strategies To Maximize Instructional Time, Classroom Procedures, And Physical Space. Prerequisites: Edu 215 And Edu 230.


Curriculum, Methods, and Assessment: Literacy and Language Arts, 4-8
Course Number EED 475
Credits 4.0

This course is designed to develop a coherent, assessment-based, data-driven program fostering literacy in the classroom. Course content is strategically planned to enable participants to make informed decisions based on assessment data in literacy and language instruction. The course includes discourse theory as it pertains to the teaching of reading and writing. Emphasis is placed on planning and delivery of lessons in reading comprehension, literature, phonics, writing, oral language, vocabulary, and evaluation of learning. Practicum hours: 20. Prerequisites: Fingerprint Clearance and EDU 215.


Arizona and Federal Government
Course Number POS 301
Credits 2.0

This course is a survey of Arizona history and government, as well as American government. It meets the teacher certification requirement for Arizona government and American government.


Student Teaching Session A
Course Number EED 480NA
Credits 6.0

Teacher Candidates Are Required To Fulfill A 16-week Internship Experience In A Classroom With A Certified, Experienced Teacher. The Semester Includes The Opportunity To Improve Skills In Classroom Management, Assessment, And Professional Preparation, And To Utilize Applicable Content Standards, Arizona Professional Teacher’s Standards, And Interstate New Teacher Assessment And Support Consortium Standards Within The Classroom. Prerequisites For A: One Of The Following Combinations: 1) Successful Completion Of All Courses In Pos And Content Area, Senior Status, A 2.8 Gpa, And Approval And Placement By Office Of Field Placement And Certification; Or 2) Successful Completion Of All Courses In Pos And Content Area; Senior Status; A 2.8 Gpa; Successful Completion Of State Mandated Basic Skills And Content Area Exams Or Praxis I ® (basic Skills) And Praxis Ii ® (content Area ); And Approval And Placement By Office Of Field Experience; Arizona Residents Will Be Require


Student Teaching Session B
Course Number EED 480NB
Credits 6.0

This Session Is A Continuation Of Session A. All Paperwork For Student Teaching Must Be Submitted By The Due Date The Semester Prior To Student Teaching. Prerequisites For B: One Of The Following Combinations: 1) Successful Completion Of All Courses In Pos And Content Area, Senior Status, A 2.8 Gpa, And Approval And Placement By Office Of Field Placement And Certification; Or 2) Eed 480na.


Advanced Methodologies of Structured English Immersion
Course Number ESL 433N
Credits 3.0

In this course, students continue to examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion and other instructional programs for English Language Learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Students identify strategies to promote English language development and improve student achievement. They plan, deliver, and evaluate instruction for English language learners


Program description: The Bachelor of Science in Elementary/Special Education (Dual Major) (Eligible for Institutional
Recommendation) is a degree designed for students who seek an elementary or cross-categorical teaching
certificate to teach children with special needs in the K-12 classroom setting. The format and courses of this
regionally accredited and Arizona-approved program are designed to maximize the content knowledge that the
teacher candidate will possess upon graduation. Courses are taught by experts in their respective fields who
share knowledge and experience in areas of learning disabilities, emotional and behavioral disabilities, and
other physical and cognitive impairments. Opportunities are provided to apply concepts, theories, and research
throughout the program. Assignments within each course guide students through observational and practicebased experiences. Teacher candidates must have access to a K-12 special education classroom to complete the
program assignments. Graduates of the program are prepared to work with special needs populations and
implement individualized educational plans to accommodate the students’ various learning, behavioral, and
social needs. Teacher candidates must be prepared to complete a full-time, 16-week student teaching component
at the end of the program. Eight weeks of student teaching is completed in a regular education setting and 8
weeks is completed in a resource room, self-contained class, or in a special school for students with disabilities.
These special education settings must include at least three or more of the following disability categories:
mental retardation, learning disabilities, emotional disabilities, physical/health impairments, and they must be
completed with a certified special educator. Teacher candidates are responsible for contacting their state
department of education for certification requirements and program approval. Teacher candidates should
consult the Grand Canyon University Catalog, the University Policy Handbook, and an academic advisor to
obtain information regarding current policies and procedures inherent in a teacher credentialing program.

Program Name: BS in Elementary Education: Early Childhood
Exploring Education as a Profession
Course Number EDU 300
Credits 4.0

This course introduces students to the major goals, principles, and concepts of multicultural education. Specifically, four central topics will guide the study: 1) clarifying key concepts and terminology; 2) discovering multiple perspectives in culture and history; 3) understanding cultural and individual differences in teaching and learning; 4) becoming a multicultural and effective teacher.


Education Foundations and Framework
Course Number EDU 215
Credits 4.0

This writing-intensive course provides a study of the historical, philosophical, and sociological influences that have shaped American education; the issues faced by educators today; and the challenges of the future that await people now entering the teaching profession. No Fingerprint Clearance necessary.


Cultural Diversity in the Classroom
Course Number EDU 230
Credits 4.0

This course examines the relationship of cultural values to the formation of self-concept and learning styles. The roles of prejudice, stereotyping, and cultural incompatibilities in education are also evaluated. No Fingerprint Clearance necessary.


SEI English Language Teaching: Foundations and Methodologies
Course Number ESL 223N
Credits 3.0

The historical, legal, theoretical, and sociological foundations of programs of instruction for students with non-English language backgrounds are presented. The study of models, prototypes, and methodologies for ESL instruction is included. Practicum hours: 10. Prerequisites: Fingerprint Clearance.


Educational Psychology
Course Number EDU 313N
Credits 3.0

This course provides a thematically arranged study of the theories and principles of psychology that have influenced instructional practices. Behavioral and cognitive approaches to learning, motivation, and instruction are explored. Prerequisite: No Fingerprint Clearance required.


Instructional Technology
Course Number EDU 225
Credits 4.0

This course provides future teachers the opportunity to examine the use of technology in the 21st century classroom. In addition to studying and utilizing a variety of technologies, such as computer software and hardware, students develop a personal technology philosophy and classroom technology plan designed to enhance and shape their teaching skills and knowledge in order to better utilize emerging technology.


Classroom Engagement and Management
Course Number EDU 450
Credits 4.0

This Course Is Designed To Allow Prospective Teachers The Opportunity To Learn Techniques Involved In The Successful Engagement And Management Of A Learning Environment. Major Emphasis Is Given To The Establishment Of A Realistic Discipline Plan To Manage Student Behavior, As Well As Engagement And Management Techniques And Strategies To Maximize Instructional Time, Classroom Procedures, And Physical Space. Prerequisites: Edu 215 And Edu 230.


Educating the Exceptional Learner
Course Number SPE 226
Credits 4.0

This writing-intensive course is a survey of the unique learning needs of exceptional students. Special focus is given to the referral process, appropriate instructional modifications and accommodations for exceptional students, hot topics and trends, and IDEA law. Practicum hours: 15. Prerequisite: Fingerprint Clearance.


Curriculum, Methods, and Assessment: Science and Mathematics
Course Number EED 364
Credits 4.0

This Course Is Designed To Acquaint Elementary Teachers With The Curriculum, Theory, And Effective Techniques For The Teaching And Assessment Of Science And Mathematics. Students Are Involved In Formulation Of Programs, Planning Instruction, Employing Science And Mathematics Resources And Materials That Are Currently Being Used In The Public Schools, And Using Instructional Models. This Course Includes Laboratory Experiences. Practicum Hours: 20. Prerequisites: Fingerprint Clearance, Edu 215 Or Edu 313n; A Bio Course With A Lab; And A Chm Or Phy Course With A Lab.


Curriclum, Methods, and Assessment: Literacy and Language Arts K-3
Course Number EED 470
Credits 4.0

This course includes a wide range of literacy and assessment strategies based on instructional outcomes. Course content is strategically planned to enable participants to make informed decisions based on data in literacy and language instruction. This course includes reading diagnostics, assessments, and strategies implemented with a single elementary student in a site-based reading lab. Practicum hours: 20. Prerequisites: Fingerprint Clearance and EDU 215.


Curriculum, Methods and Assessment: Social Studies
Course Number EED 465
Credits 4.0

This Course Is Designed To Assist Elementary Teachers With Methods Of Instruction, Unit And Daily Lesson Plan Construction, Use Of Literary Materials And Resources, And Developing A Coherent, Assessment-based, Data-driven Program Fostering Social Studies In The Classroom. Laboratory Experiences Include Multicultural Classrooms. Practicum Hours: 20. Prerequisites: Fingerprint Clearance, Edu 215, Edu 313n, And Three Credits Of History.


Curriculum, Methods, and Assessment: Literacy and Language Arts, 4-8
Course Number EED 475
Credits 4.0

This course is designed to develop a coherent, assessment-based, data-driven program fostering literacy in the classroom. Course content is strategically planned to enable participants to make informed decisions based on assessment data in literacy and language instruction. The course includes discourse theory as it pertains to the teaching of reading and writing. Emphasis is placed on planning and delivery of lessons in reading comprehension, literature, phonics, writing, oral language, vocabulary, and evaluation of learning. Practicum hours: 20. Prerequisites: Fingerprint Clearance and EDU 215.


Arizona and Federal Government
Course Number POS 301
Credits 2.0

This course is a survey of Arizona history and government, as well as American government. It meets the teacher certification requirement for Arizona government and American government.


Student Teaching Session A
Course Number EED 480NA
Credits 6.0

Teacher Candidates Are Required To Fulfill A 16-week Internship Experience In A Classroom With A Certified, Experienced Teacher. The Semester Includes The Opportunity To Improve Skills In Classroom Management, Assessment, And Professional Preparation, And To Utilize Applicable Content Standards, Arizona Professional Teacher’s Standards, And Interstate New Teacher Assessment And Support Consortium Standards Within The Classroom. Prerequisites For A: One Of The Following Combinations: 1) Successful Completion Of All Courses In Pos And Content Area, Senior Status, A 2.8 Gpa, And Approval And Placement By Office Of Field Placement And Certification; Or 2) Successful Completion Of All Courses In Pos And Content Area; Senior Status; A 2.8 Gpa; Successful Completion Of State Mandated Basic Skills And Content Area Exams Or Praxis I ® (basic Skills) And Praxis Ii ® (content Area ); And Approval And Placement By Office Of Field Experience; Arizona Residents Will Be Require


Student Teaching Session B
Course Number EED 480NB
Credits 6.0

This Session Is A Continuation Of Session A. All Paperwork For Student Teaching Must Be Submitted By The Due Date The Semester Prior To Student Teaching. Prerequisites For B: One Of The Following Combinations: 1) Successful Completion Of All Courses In Pos And Content Area, Senior Status, A 2.8 Gpa, And Approval And Placement By Office Of Field Placement And Certification; Or 2) Eed 480na.


Advanced Methodologies of Structured English Immersion
Course Number ESL 433N
Credits 3.0

In this course, students continue to examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion and other instructional programs for English Language Learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Students identify strategies to promote English language development and improve student achievement. They plan, deliver, and evaluate instruction for English language learners


Program description: Grand Canyon University's Bachelor of Science in Early Childhood Education program is regionally accredited and approved by Arizona. Students are given the opportunity to learn about influences on education in America, issues currently faced by educators, diversity in classrooms, and educational psychology. Students also have the chance to learn how to engage students, manage a classroom, teach exceptional students, and teach science, math, English, literacy, and social studies. This program includes observations, 16 weeks of full-time student teaching, and a total of 105 practicum hours.

Program Name: M.Ed.: Curriculum and Instruction: Reading - Elementary Education (No IR, No Cert.)
Foundational Theory and Research
Course Number RDG 530
Credits 4.0

This course examines the past trends in reading instruction in America and addresses the effects of historical studies that impacted the evolution of reading instruction over the past half-century. Attention is focused on determining the core findings of important research studies and applying that knowledge to the reading profession, as well as examining effective research techniques that are used in those processes. Students conduct action research related to their job roles and evaluate and interpret research literature. Students evaluate theory, techniques, and design of scientific research. The national standards for the International Reading Association are incorporated as well, with students ultimately creating an electronic portfolio based on those standards


Children and Young Adult Literature
Course Number RDG 585
Credits 4.0

The course focuses on using literature within a complete developmental literacy program from the emergent stage to the adult proficiency level. Particular emphasis is dedicated to the various genres that exist within the literature spectrum and how to utilize the different genres, including digital text, to meet specific instructional needs and literacy goals. Knowledge and skills are developed to assist students with applying the components of balanced literature-based literacy programs within their classroom or school setting


Developmental Learning and Assessments
Course Number RDG 522
Credits 4.0

This course combines a study of learning (including both cognitive and behavioral perspectives), human development (childhood through adolescence), and assessment (traditional and performance, teacher-made and standardized). Course participants apply course information practically to reading assessment and instruction


Corrective Reading Assessment
Course Number RDG 511
Credits 4.0

This course introduces participants to the barriers that prohibit students from learning to read. The course provides participants with a working knowledge of common reading difficulties. Participants are provided with informal diagnostic tools to diagnose common reading problems. They also investigate how to identify and implement a corrective action plan, as well as analyze and reflect on its results. Research-based intervention programs and guidelines for accessing appropriate resources to provide instructional support for students with reading difficulties are investigated in this process


Instructional Leadership/Literacy Coaching
Course Number RDG 523
Credits 4.0

Students acquire a repertoire of skills that enable them to function comfortably and effectively in a changing learning environment. The course provides teachers with an understanding of the complexity of being a leader in times of change. Students develop a vision of systemic change and demonstrate practical skills for ensuring smooth day-to-day operations within their school


Reading and Writing: Elementary
Course Number RDG 512
Credits 4.0

This course is designed for students to acquire foundational knowledge related to elementary linguistic principles of the English language—the basics of phonetics, phonology, morphology, syntax, and new vocabulary—while addressing the issues related to the usage of standard and nonstandard varieties of English. That knowledge is then practically used as students investigate the assessment of elementary reading and writing problems


Reading in the Content Areas: Elementary
Course Number RDG 514
Credits 4.0

This course links reading skills across the curriculum through the use of instructional strategies and assessments. The use of textbooks, trade books, literature, and electronic texts are explored with a focus on strategies that are relevant in every elementary content area


Elementary Practicum
Course Number RDG 581
Credits 4.0

This course provides an in-depth study of the International Reading Association (IRA) Standards by examining research-based approaches linking assessment and instruction for elementary teachers. Teachers learn to use a wide range of formal and informal assessment tools and methods to diagnose and assess reading and writing development, instruction, and assessment. Students develop individual case studies


Program description: The Master of Education (M.Ed.) in Curriculum and Instruction: Reading with an Emphasis in Elementary
Education (Not Eligible for Institutional Recommendation) program is designed for educators who wish to
apply theory and educational best practices to the delivery of curriculum, instruction, and assessment in order to
improve the reading abilities of their students. The format and courses of this regionally accredited program are
tailored to meet the needs of the adult learner and to maximize strengths that students already possess. Courses
are taught by experts in their respective fields who share knowledge and experience in areas of curriculum and
instruction, cognition, emergent literature, linguistics, phonics, and developmental and corrective reading
processes. Opportunities are provided to apply concepts, theories, and research throughout the program.
Assignments within each course guide students through observational and practice-based experiences. Students
must have access to a K-8 classroom to complete the practicum course and program assignments. Graduates of
this program are prepared to become informed educators who meet the reading needs of schools and student
populations. Educators must hold a current teaching certificate or have K-8 teaching experience.

Program Name: MED in Elementary Ed. (No IR, No Cert.)
Philosophical and Social Issues in Education
Course Number EDU 576
Credits 4.0

This course is a study of the historical, philosophical, and sociological influences upon which educational theories and practices are constructed. Societal issues and future challenges facing educators involved in the system are addressed.


Educating Learners With Diverse Needs
Course Number SPE 526
Credits 4.0

Emphasis is placed on definitions, etiology, characteristics, and prevalence of various exceptionalities; laws and litigation protecting the rights of students with special needs and their families; current issues affecting persons with special needs; social perceptions, assessment, inclusion, and transition; and basic curriculum accommodations and supportive services for teaching students with special needs in the general classroom.


Advanced Methodologies of Structured English Immersion
Course Number ESL 533N
Credits 3.0

In this course students continue to examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion and other instructional programs for English Language Learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Students will identify strategies to promote English language development and improve student achievement. They will plan, deliver, and evaluate instruction for English Language Learners.


Prescriptive Reading and Assessment
Course Number EED 544
Credits 4.0

The focus of this course is on reading diagnostics, assessments, and strategies implemented with elementary students. Emphasis is also given to research-based systematic phonics instruction, as well as assessment and management methods.


Curriculum, Assessment, and Methods: Literacy
Course Number EED 525
Credits 4.0

This course is designed to develop a coherent, research-based program fostering literacy in the classroom. The course includes discourse theory as it pertains to the teaching of reading and writing. Emphasis is placed on planning, assessment, management, and delivery of lessons in reading comprehension, children and adolescent literature, phonics, writing, oral language, vocabulary, and evaluation of learning.


Curriculum, Assessment, and Methods: Science and Mathematics
Course Number EED 510
Credits 4.0

This course is designed to acquaint elementary teachers with curriculum and effective techniques for the teaching of science and mathematics. Students are involved in planning instruction, assessment, and employment of science and mathematics programs that are currently being used in public schools and in using instructional models. This course includes laboratory experiences.


Curriculum, Assessment, and Methods: Social Studies
Course Number EED 570
Credits 4.0

This course presents the current research-based curriculum developments and models of effective instruction and of assessment and management used in the field. Emphasis is placed on the construction of unit and daily lesson plans, materials, and resources with implementation in the elementary classroom.


Classroom Engagement and Management
Course Number EDU 450
Credits 4.0

This Course Is Designed To Allow Prospective Teachers The Opportunity To Learn Techniques Involved In The Successful Engagement And Management Of A Learning Environment. Major Emphasis Is Given To The Establishment Of A Realistic Discipline Plan To Manage Student Behavior, As Well As Engagement And Management Techniques And Strategies To Maximize Instructional Time, Classroom Procedures, And Physical Space. Prerequisites: Edu 215 And Edu 230.


SEI English Language Teaching: Foundations and Methodologies
Course Number ESL 223N
Credits 3.0

The historical, legal, theoretical, and sociological foundations of programs of instruction for students with non-English language backgrounds are presented. The study of models, prototypes, and methodologies for ESL instruction is included. Practicum hours: 10. Prerequisites: Fingerprint Clearance.


Program description: The Master of Ed in Elementary Ed (Not Eligible for Institutional Recommendation/Non-Credential) is a program designed for any individual interested in the education of children in the K-8 setting, but who must postpone student teaching, or who does not choose to seek a teaching certificate. The format and courses of the regionally accredited program are tailored to meet the needs of the adult learner and to maximize strengths that the student already possesses. Courses are taught by experts in their respective fields who share knowledge and experience in areas of educational psychology, prescriptive reading, teaching methods, and curriculum development. Opportunities are provided to apply concepts, theories, and research throughout the program. Graduates of the program are prepared to become informed educators in the home, church, private schools, and other settings not requiring a teaching credential. The students are also prepared to move into a student teaching/credentialing component with GCU at a later date.

Program Name: MED in Elementary Ed. (With IR and Cert.)
Student Teaching: Elementary Session A
Course Number EED 580NA
Credits 6.0

Teacher Candidates Are Required To Fulfill A 16-week Internship Experience In A Classroom With A Certified, Experienced Teacher. The Semester Includes The Opportunity To Improve Skills In Classroom Management, Assessment, And Professional Preparation, And To Utilize Applicable Content Standards, Arizona Professional Teacher’s Standards, And Interstate New Teacher Assessment And Support Consortium Standards Within The Classroom. All Paperwork For Student Teaching Must Be Submitted By The Due Date The Semester Prior To Student Teaching. Prerequisites For A: One Of The Following Combinations: 1) Successful Completion Of All Courses In The Program Of Study, A 3.0 Gpa, And Approval And Placement By The Office Of Field Placement And Certification; Or 2) Successful Completion Of All Courses In Pos And Content Area; Senior Status; A 3.0 Gpa; Successful Completion Of State Mandated Basic Skills And Content Area Exams Or Praxis I ® (basic Skills) And Praxis Ii ® (content Area ); And Approval And Placement By Office Of Field Experience; Arizona Residents Will Be Required To Take The Arizona Educator Proficiency Assessments (aepa).


Student Teaching: Elementary Session B
Course Number EED 580NB
Credits 6.0

This session is a continuation of Session A. Prerequisite: EED 580NA.


SEI English Language Teaching: Foundations and Methodologies
Course Number ESL 223N
Credits 3.0

The historical, legal, theoretical, and sociological foundations of programs of instruction for students with non-English language backgrounds are presented. The study of models, prototypes, and methodologies for ESL instruction is included. Practicum hours: 10. Prerequisites: Fingerprint Clearance.


Classroom Engagement and Management
Course Number EDU 450
Credits 4.0

This Course Is Designed To Allow Prospective Teachers The Opportunity To Learn Techniques Involved In The Successful Engagement And Management Of A Learning Environment. Major Emphasis Is Given To The Establishment Of A Realistic Discipline Plan To Manage Student Behavior, As Well As Engagement And Management Techniques And Strategies To Maximize Instructional Time, Classroom Procedures, And Physical Space. Prerequisites: Edu 215 And Edu 230.


Curriculum, Assessment, and Methods: Science and Mathematics
Course Number EED 510
Credits 4.0

This course is designed to acquaint elementary teachers with curriculum and effective techniques for the teaching of science and mathematics. Students are involved in planning instruction, assessment, and employment of science and mathematics programs that are currently being used in public schools and in using instructional models. This course includes laboratory experiences.


Advanced Methodologies of Structured English Immersion
Course Number ESL 533N
Credits 3.0

In this course students continue to examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion and other instructional programs for English Language Learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Students will identify strategies to promote English language development and improve student achievement. They will plan, deliver, and evaluate instruction for English Language Learners.


Educating Learners With Diverse Needs
Course Number SPE 526
Credits 4.0

Emphasis is placed on definitions, etiology, characteristics, and prevalence of various exceptionalities; laws and litigation protecting the rights of students with special needs and their families; current issues affecting persons with special needs; social perceptions, assessment, inclusion, and transition; and basic curriculum accommodations and supportive services for teaching students with special needs in the general classroom.


Prescriptive Reading and Assessment
Course Number EED 544
Credits 4.0

The focus of this course is on reading diagnostics, assessments, and strategies implemented with elementary students. Emphasis is also given to research-based systematic phonics instruction, as well as assessment and management methods.


Curriculum, Assessment, and Methods: Social Studies
Course Number EED 570
Credits 4.0

This course presents the current research-based curriculum developments and models of effective instruction and of assessment and management used in the field. Emphasis is placed on the construction of unit and daily lesson plans, materials, and resources with implementation in the elementary classroom.


Curriculum, Assessment, and Methods: Literacy
Course Number EED 525
Credits 4.0

This course is designed to develop a coherent, research-based program fostering literacy in the classroom. The course includes discourse theory as it pertains to the teaching of reading and writing. Emphasis is placed on planning, assessment, management, and delivery of lessons in reading comprehension, children and adolescent literature, phonics, writing, oral language, vocabulary, and evaluation of learning.


Philosophical and Social Issues in Education
Course Number EDU 576
Credits 4.0

This course is a study of the historical, philosophical, and sociological influences upon which educational theories and practices are constructed. Societal issues and future challenges facing educators involved in the system are addressed.


Program description: The Master of Education in Elementary Education (Eligible for Institutional Recommendation) program is
designed for any individual interested in the education of children in Grades K-8 who is seeking teacher
certification. The format and courses of this regionally accredited and Arizona-approved program are tailored to
meet the needs of the adult learner and to maximize the content knowledge that the teacher candidate will
possess upon graduation. Courses are taught by experts in their respective fields who share knowledge and
experience in areas of educational psychology, philosophy, methodology, and curriculum development. All
courses are directly aligned with the Arizona Professional Teacher Standards and the Interstate New Teacher
Support and Assessment Consortium Standards. Opportunities are provided to apply concepts, theories, and
research throughout the program. Assignments within many of the courses guide students through 105 hours of
observational and practice-based experiences, and the final semester of the program includes a full-time, 16-
week student teaching component. These educational settings must be state-certified environments and mentor
teachers must be fully certified. Teacher candidates are responsible for contacting their state department of
education for certification requirements and program approval. Furthermore, teacher candidates should consult
the Academic Catalog, University Policy Handbook, and an academic counselor to obtain information regarding
current policies and procedures inherent in a teacher credentialing program. Graduates of the Master of
Education in Elementary Education program are prepared to become informed educators in public and private
schools and other settings requiring a teaching credential.

Program Name: BS in Secondary Education - Math
Calculus and Analytic Geometry I
Course Number MAT 352
Credits 4.0

This course covers in depth the differential calculus portion of a three-course calculus sequence. Topics include limits, continuity,and derivatives of algebraic, transcendental, and inverse functions;applications of the derivative; and integrals of algebraic and transcendental functions of one variable, with applications.Prerequisite: MAT 250.


Calculus and Analytic Geometry II
Course Number MAT 353
Credits 4.0

This course provides a rigorous treatment of integration and is the second calculus course in a three-course sequence. Topics include applications of definite integrals, further techniques of integration,indeterminate forms, L’Hopital’s Rule, improper integrals, infinite series, conic sections, parametric equations, polar coordinates, and differential equations. Prerequisite: MAT 352.


Probability and Statistics
Course Number MAT 274
Credits 4.0

This course provides an introduction to the study of basic probability, descriptive and inferential statistics, and decision making. Emphasis is placed on measures of central tendency and dispersion, correlation, regression, discrete and continuous probability distributions, quality control, population parameter estimation, and hypothesis testing. Prerequisites: Grade of C or better in MAT 134 or 3 years of high school algebra with a grade of C or better


Methods of Teaching Mathematics in Secondary Schools
Course Number SED 482
Credits 4.0

This course is designed to develop an understanding and ability to apply the methods and principles of effective instruction using mathematics in the secondary classroom. This course examines different learning modalities, instructional strategies, and the use of technology to help design and deliver effective lessons that are aligned to standards and increase student achievement. Practicum hours: 15. Prerequisites: Fingerprint Clearance and SED 444.


Exploring Education as a Profession
Course Number EDU 300
Credits 4.0

This course introduces students to the major goals, principles, and concepts of multicultural education. Specifically, four central topics will guide the study: 1) clarifying key concepts and terminology; 2) discovering multiple perspectives in culture and history; 3) understanding cultural and individual differences in teaching and learning; 4) becoming a multicultural and effective teacher.


College Algebra and Trigonometry
Course Number MAT 250
Credits 4.0

This course is a unified study of fundamental concepts from algebra and trigonometry that provide the necessary background for the study of calculus. Topics include modeling linear equations and inequalities; functions and their graphs; polynomial, rational, exponential, logarithmic, and trigonometric functions; systems of equations and inequalities; matrices and determinants; and conic sections. There is an emphasis on developing both a fundamental understanding of these concepts as well as their application to real-world problem solving


Education Foundations and Framework
Course Number EDU 215
Credits 4.0

This writing-intensive course provides a study of the historical, philosophical, and sociological influences that have shaped American education; the issues faced by educators today; and the challenges of the future that await people now entering the teaching profession. No Fingerprint Clearance necessary.


Cultural Diversity in the Classroom
Course Number EDU 230
Credits 4.0

This course examines the relationship of cultural values to the formation of self-concept and learning styles. The roles of prejudice, stereotyping, and cultural incompatibilities in education are also evaluated. No Fingerprint Clearance necessary.


SEI English Language Teaching: Foundations and Methodologies
Course Number ESL 223N
Credits 3.0

The historical, legal, theoretical, and sociological foundations of programs of instruction for students with non-English language backgrounds are presented. The study of models, prototypes, and methodologies for ESL instruction is included. Practicum hours: 10. Prerequisites: Fingerprint Clearance.


Educational Psychology
Course Number EDU 313N
Credits 3.0

This course provides a thematically arranged study of the theories and principles of psychology that have influenced instructional practices. Behavioral and cognitive approaches to learning, motivation, and instruction are explored. Prerequisite: No Fingerprint Clearance required.


College Geometry
Course Number MAT 260
Credits 4.0

This course is an introduction to Euclidean geometry and mathematical proofs, including theorems and proofs, set theory, logic, congruent and similar polygons, circles, geometric constructions, areas, volumes, geometric loci, elementary logic, and deductive reasoning


Instructional Technology
Course Number EDU 225
Credits 4.0

This course provides future teachers the opportunity to examine the use of technology in the 21st century classroom. In addition to studying and utilizing a variety of technologies, such as computer software and hardware, students develop a personal technology philosophy and classroom technology plan designed to enhance and shape their teaching skills and knowledge in order to better utilize emerging technology.


Secondary Methods and Data Driven Pedagogy
Course Number SED 444
Credits 4.0

This course is designed to help teachers and prospective teachers of young adults find their own teaching styles and recognize the different learning styles of their students in order to make appropriate decisions about all aspects of the teaching profession.Emphasis is given to teaching methodology that encourages problem solving, active participation, and assessment. Course content is strategically planned to enable participants to make informed educational decisions about student learning based on data. This course focuses on the principles and practices involved in various models of educational assessment, evaluation, and testing. Practicum hours: 30. Prerequisite: Fingerprint Clearance.


Educating the Exceptional Learner
Course Number SPE 226
Credits 4.0

This writing-intensive course is a survey of the unique learning needs of exceptional students. Special focus is given to the referral process, appropriate instructional modifications and accommodations for exceptional students, hot topics and trends, and IDEA law. Practicum hours: 15. Prerequisite: Fingerprint Clearance.


Adolescent Literacy
Course Number SED 435
Credits 4.0

This course is designed to assist teacher candidates in understanding, evaluating and implementing effective pedagogy in adolescent literacy. A graduate in adolescent literacy should be able to recognize and assess the defining elements of literacy, from decoding skills to higher level critical thinking applications.Subsequently, teachers should be able to understand, evaluate, and promote effective literacy pedagogy as it relates to the adolescent learner. Practicum hours: 30. Prerequisite: Fingerprint Clearance.


Classroom Engagement and Management
Course Number EDU 450
Credits 4.0

This Course Is Designed To Allow Prospective Teachers The Opportunity To Learn Techniques Involved In The Successful Engagement And Management Of A Learning Environment. Major Emphasis Is Given To The Establishment Of A Realistic Discipline Plan To Manage Student Behavior, As Well As Engagement And Management Techniques And Strategies To Maximize Instructional Time, Classroom Procedures, And Physical Space. Prerequisites: Edu 215 And Edu 230.


Secondary Curriculum Development and Assessment
Course Number SED 455
Credits 4.0

In this study of secondary school curriculum development, major emphasis is given to planning instructional objectives and lessons, assessing objectives, and developing a model curriculum. Practicum hours: 20. Prerequisites: Fingerprint Clearance and SED 444.


Arizona and Federal Government
Course Number POS 301
Credits 2.0

This course is a survey of Arizona history and government, as well as American government. It meets the teacher certification requirement for Arizona government and American government.


Student Teaching Session A
Course Number EED 480NA
Credits 6.0

Teacher Candidates Are Required To Fulfill A 16-week Internship Experience In A Classroom With A Certified, Experienced Teacher. The Semester Includes The Opportunity To Improve Skills In Classroom Management, Assessment, And Professional Preparation, And To Utilize Applicable Content Standards, Arizona Professional Teacher’s Standards, And Interstate New Teacher Assessment And Support Consortium Standards Within The Classroom. Prerequisites For A: One Of The Following Combinations: 1) Successful Completion Of All Courses In Pos And Content Area, Senior Status, A 2.8 Gpa, And Approval And Placement By Office Of Field Placement And Certification; Or 2) Successful Completion Of All Courses In Pos And Content Area; Senior Status; A 2.8 Gpa; Successful Completion Of State Mandated Basic Skills And Content Area Exams Or Praxis I ® (basic Skills) And Praxis Ii ® (content Area ); And Approval And Placement By Office Of Field Experience; Arizona Residents Will Be Require


Student Teaching Session B
Course Number EED 480NB
Credits 6.0

This Session Is A Continuation Of Session A. All Paperwork For Student Teaching Must Be Submitted By The Due Date The Semester Prior To Student Teaching. Prerequisites For B: One Of The Following Combinations: 1) Successful Completion Of All Courses In Pos And Content Area, Senior Status, A 2.8 Gpa, And Approval And Placement By Office Of Field Placement And Certification; Or 2) Eed 480na.


Advanced Methodologies of Structured English Immersion
Course Number ESL 433N
Credits 3.0

In this course, students continue to examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion and other instructional programs for English Language Learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Students identify strategies to promote English language development and improve student achievement. They plan, deliver, and evaluate instruction for English language learners


University Foundations
Course Number UNV 103/303
Credits 4.0

Graduates Of Grand Canyon University Will Complete One Of The Following Unv Foundational Courses: Unv 103 For Students Entering With Under 36 Credit Hours Or Unv 303 For Students Transferring 36 Or More Credit Hours.


Effective Communication
Course Number ENG 105/106 and COM 126
Credits 9.0

Graduates of Grand Canyon University will be able to construct rhetorically effective communications appropriate to diverse audiences, purposes, and occasions (English composition, communication, critical reading, foreign language, sign language, etc.). Students are required to take 3 credits of English grammar or composition.


Christian Worldview
Course Number CWV 101
Credits 4.0

Graduates of Grand Canyon University will be able to express aspects of Christian heritage and worldview. Students are required to take CWV 101.


Critical Thinking
Course Number MAT 134, PHI 103, BIO 100
Credits 11.0

Graduates of Grand Canyon University will be able to use various analytic and problem-solving skills to examine, evaluate, and/or challenge ideas and arguments (mathematics, biology, chemistry, physics, geology, astronomy, physical geography, ecology, economics, theology, logic, philosophy, technology, statistics, accounting, etc.). Students are required to take 3 credits of college-level mathematics.


Global Awareness, Perspectives, and Ethics
Course Number HIS 221, PSY 102, SOC 102
Credits 6.0

Graduates of Grand Canyon University will be able to demonstrate awareness and appreciation of and empathy for differences in arts and culture, values, experiences, historical perspectives, and other aspects of life (psychology, sociology, government, Christian studies, Bible, geography, anthropology, economics, political science, child and family studies, law, ethics, cross- cultural studies, history, art, music, dance, theater, applied arts, literature, health, etc.).


Program description: Grand Canyon University's Bachelor of Science in Secondary Education with an Emphasis in Math program is designed for those who wish to teach math in grades 7-12. The program's required math courses offer instruction in college algebra, trigonometry, analytic geometry, and calculus. A math-specific course in teaching methods is also included. Other teaching courses that are applicable no matter what course a secondary instructor teaches include secondary methods, educational psychology, cultural diversity, English as a second language, and the exceptional learner. The program culminated with full-time student teaching experience. Graduates are eligible for Institutional Recommendation, which may help them obtain their teacher's license.

Program Name: BS in Secondary Education - Social Studies
Comparative Government
Course Number POS 345
Credits 4.0

In this course, students compare and contrast the various systems of government in Western and non-Western countries, while demonstrating a comprehension of political and diplomatic processes and how they affect localities, regions, and nations.


Secondary Methods and Data Driven Pedagogy
Course Number SED 444
Credits 4.0

This course is designed to help teachers and prospective teachers of young adults find their own teaching styles and recognize the different learning styles of their students in order to make appropriate decisions about all aspects of the teaching profession. Emphasis is given to teaching methodology that encourages problem solving, active participation, and assessment. Course content is strategically planned to enable participants to make informed educational decisions about student learning based on data. This course focuses on the principles and practices involved in various models of educational assessment, evaluation, and testing. Practicum hours: 30. Prerequisite: Fingerprint Clearance.


Methods of Teaching Social Studies in Secondary Schools
Course Number SED 485
Credits 4.0

This course examines different learning modalities, instructional strategies, and the use of technology to help design and deliver effective social studies lessons that are aligned to standards and increase student achievement. Adolescent-based literacy and pedagogy are used to promote social studies content knowledge. Practicum hours: 30. Prerequisites: Fingerprint Clearance and SED 444.


Student Teaching: Secondary School
Course Number SED 480NA
Credits 6.0

Teacher Candidates Are Required To Fulfill A 16-week Internship Experience In A Classroom With A Certified, Experienced Teacher. The Semester Includes The Opportunity To Improve Skills In Classroom Management, Assessment And Professional Preparation, And Curriculum Development, And To Utilize Applicable Content Standards, Arizona Professional Teacher’s Standards, And Interstate New Teacher Assessment And Support Consortium Standards Within The Classroom. Prerequisites: One Of The Following Combinations: 1) Admittance To The College Of Education, Completion Of All Secondary Education Coursework, And Senior Status; Or 2) Successful Completion Of All Courses In Pos And Content Area; Senior Status; A 2.8 Gpa; Successful Completion Of State Mandated Basic Skills And Content Area Exams Or Praxis I ® (basic Skills) And Praxis Ii ® (content Area ); And Approval And Placement By Office Of Field Experience. Arizona Residents Will Be Required To Take The Arizona Educator Proficiency Assessments (aepa). All Paperwork For Student Teaching Must Be Submitted By The Due Date The Semester Prior To Student Teaching.


Exploring Education as a Profession
Course Number EDU 310
Credits 4.0

This course is designed to provide an overview of the education profession for students who are inspired to be teachers. Students explore a variety of the common issues, trends, and opportunities that professional educators face in the field. No Fingerprint Clearance necessary


Themes in U. S. History
Course Number HIS 221
Credits 4.0

This course is a survey of U.S. history from the Colonial era to the present. Topics include the American Revolution, the early national period, Jeffersonian and Jacksonian America, the Civil War and the Reconstruction, industrialization, the World Wars, the Great Depression, and the Cold War and the post-Cold War eras


Introduction to Economics
Course Number ECN 220
Credits 4.0

The course covers microeconomic topics, macroeconomic topics, and international economics topics. Microeconomic topics include the nature and method of economics, supply and demand, utility, and supply and demand elasticities. Macroeconomic topics include the measurement of national output, factors that impact output, other means of measuring national wealth and economic well-being, unemployment, inflation, GDP accounting, and business cycles. While the focus of this course is primarily on the U.S. economy, some comparative economic analysis will be covered. In addition, select topics related to international trade and finance are introduced.


World Civilization
Course Number HIS 109
Credits 4.0

This course is a survey of the major events, trends, personalities, movements, and ideas that have shaped world history from the beginnings of civilization to the present


Education Foundations and Framework
Course Number EDU 215
Credits 4.0

This writing-intensive course provides a study of the historical, philosophical, and sociological influences that have shaped American education; the issues faced by educators today; and the challenges of the future that await people now entering the teaching profession. No Fingerprint Clearance necessary.


Cultural Diversity in the Classroom
Course Number EDU 230
Credits 4.0

This course examines the relationship of cultural values to the formation of self-concept and learning styles. The roles of prejudice, stereotyping, and cultural incompatibilities in education are also evaluated. No Fingerprint Clearance necessary.


SEI English Language Teaching: Foundations and Methodologies
Course Number ESL 223N
Credits 3.0

The historical, legal, theoretical, and sociological foundations of programs of instruction for students with non-English language backgrounds are presented. The study of models, prototypes, and methodologies for ESL instruction is included. Practicum hours: 10. Prerequisites: Fingerprint Clearance.


Educational Psychology
Course Number EDU 313N
Credits 3.0

This course provides a thematically arranged study of the theories and principles of psychology that have influenced instructional practices. Behavioral and cognitive approaches to learning, motivation, and instruction are explored. Prerequisite: No Fingerprint Clearance required.


Instructional Technology
Course Number EDU 225
Credits 4.0

This course provides future teachers the opportunity to examine the use of technology in the 21st century classroom. In addition to studying and utilizing a variety of technologies, such as computer software and hardware, students develop a personal technology philosophy and classroom technology plan designed to enhance and shape their teaching skills and knowledge in order to better utilize emerging technology.


Educating the Exceptional Learner
Course Number SPE 226
Credits 4.0

This writing-intensive course is a survey of the unique learning needs of exceptional students. Special focus is given to the referral process, appropriate instructional modifications and accommodations for exceptional students, hot topics and trends, and IDEA law. Practicum hours: 15. Prerequisite: Fingerprint Clearance.


Reading and Learning Strategies for Middle and Secondary Schools
Course Number SED 454
Credits 4.0

This Course Develops A Broad Range Of Reading (from Decoding Skills To Higher Level Critical Thinking Applications), Teaching, And Learning Strategies To Effectively Enhance The Learning Of Middle And Secondary School Students. A Major Emphasis Is Given To Utilization Of These Strategies In The Midst Of Today’s Socially And Culturally Diverse Classrooms. Subsequently, Teachers Should Be Able To Understand, Evaluate, And Promote Effective Adolescent Literacy Pedagogy. Practicum Hours: 30. Prerequisites: Fingerprint Clearance, Edu 215, And Edu 230.


Classroom Engagement and Management
Course Number EDU 450
Credits 4.0

This Course Is Designed To Allow Prospective Teachers The Opportunity To Learn Techniques Involved In The Successful Engagement And Management Of A Learning Environment. Major Emphasis Is Given To The Establishment Of A Realistic Discipline Plan To Manage Student Behavior, As Well As Engagement And Management Techniques And Strategies To Maximize Instructional Time, Classroom Procedures, And Physical Space. Prerequisites: Edu 215 And Edu 230.


Secondary Curriculum Development and Assessment
Course Number SED 455
Credits 4.0

In this study of secondary school curriculum development, major emphasis is given to planning instructional objectives and lessons, assessing objectives, and developing a model curriculum. Practicum hours: 20. Prerequisites: Fingerprint Clearance and SED 444.


Arizona and Federal Government
Course Number POS 301
Credits 2.0

This course is a survey of Arizona history and government, as well as American government. It meets the teacher certification requirement for Arizona government and American government.


Program description: The Bachelor of Science in Secondary Education with an Emphasis in Social Studies (Eligible for Institutional
Recommendation)is a degree offered by the College of Education in conjunction with the College of Liberal
Arts for students desiring to prepare for a career in teaching grades 7 -12. The format and courses of this
regionally accredited and Arizona-approved program are designed to maximize the content knowledge that the
teacher candidate will possess upon graduation. The Secondary Education program is designed to prepare
students for careers in middle schools and high schools. Students/applicants are responsible for contacting their
state department of education for certification requirements and program approval. The student/applicant should
consult the Grand Canyon Academic Catalog, University Policy Handbook, and an academic advisor to obtain
information regarding current policies and procedures inherent in a teacher credentialing program. Courses are
taught by experts in their respective fields who share knowledge and experiences in the areas of educational
psychology, reading strategies, teaching methods, assessment, classroom management, and curriculum
development. All courses are directly aligned with the Arizona Professional Teacher Standards and the
Interstate New Teacher Support and Assessment Consortium Standards. Opportunities are provided to apply
concepts, theories, and research throughout the teacher preparation program. Assignments within many of the
courses guide students through observational and practice-based experiences, and the final semester of the
program includes a full-time, 16-week student teaching component.

Elementary Education Courses by State & City

Top 20 US Elementary Education Schools (campus and online)

Harvard University
Total Programs 113
Number of Subjects 76
Rank in USA 1st
Stanford University
Total Programs 126
Number of Subjects 95
Rank in USA 3rd
University of Pennsylvania
Total Programs 188
Number of Subjects 140
Rank in USA 5th
University of California-Berkeley
Total Programs 145
Number of Subjects 105
Rank in USA 6th
University of California-Los Angeles
Total Programs 168
Number of Subjects 111
Rank in USA 7th
Brown University
Total Programs 135
Number of Subjects 88
Rank in USA 9th
New York University
Total Programs 204
Number of Subjects 146
Rank in USA 13th
Johns Hopkins University
Total Programs 178
Number of Subjects 136
Rank in USA 19th
University of North Carolina at Chapel Hill
Total Programs 148
Number of Subjects 126
Rank in USA 20th
University of California-San Diego
Total Programs 121
Number of Subjects 89
Rank in USA 22nd
University of Wisconsin-Madison
Total Programs 215
Number of Subjects 164
Rank in USA 23rd
Boston College
Total Programs 112
Number of Subjects 94
Rank in USA 29th
Emory University
Total Programs 112
Number of Subjects 89
Rank in USA 30th
University of Minnesota-Twin Cities
Total Programs 279
Number of Subjects 183
Rank in USA 31st
Boston University
Total Programs 6
Number of Subjects 124
Rank in USA 32nd
Ohio State University-Main Campus
Total Programs 202
Number of Subjects 150
Rank in USA 33rd
Swarthmore College
Total Programs 88
Number of Subjects 57
Rank in USA 37th
University of Georgia
Total Programs 197
Number of Subjects 156
Rank in USA 38th
Wesleyan University
Total Programs 66
Number of Subjects 59
Rank in USA 46th
University of California-Irvine
Total Programs 120
Number of Subjects 90
Rank in USA 49th