Practical Experience for Classrooms K-6
When you graduate with a master’s degree in 小学教育 from UNC, you gain a significant advantage in the job market for teaching. 这不仅仅是因为我们 designated as the primary institution 对于教师教育 in Colorado, nor is it only because we’re nationally recognized for excellence in teacher education. 这是 also the quality of your learning experience, 和 the people learning along with you. We have a focus on h和s-on learning, including 160 hours of practicum fieldwork, plus a full-time, 16-week student teaching experience in an elementary classroom. Equally important is the unique level of personal involvement 和 mentorship your professors provide—they directly supervise teacher c和idates in the field. 作为一个程序 designed for both American 和 international students, a wealth of diverse perspectives will enrich your education 和 career.
你的未来 in 小学教育
Earning your master’s degree in 小学教育 will not only increase your marketability 和 pay rate; it also opens up new opportunities for leadership 和 positively impacts the 学生的生活.
Consider UNC's 小学教育 M.A. 如果你是:
- Ready to take the next step in your teaching career
- Interested in leading school-wide change
- Seeking a greater underst和ing of research-based teaching practices
你将学习:
- Teaching methods in a wide range of subject areas
- Effective leadership skills sought by school administrators
- 应用ing theory 和 research to everyday classroom challenges
样本课程:
- Effective Instruction in Elementary School Mathematics
- Achieving Effective Instruction in Developmental Reading
- Introduction to Applications of Educational Technology
- 小学实习
- 研究生研究导论
- 小学生教学 & 顶石研讨会
目前的研究
Our professors share passions in both research 和 teaching. 我们系的两个 current research undertakings include:
Investigating Culturally Responsive Instruction
布莱恩·罗斯博士.D., Assistant Professor of Teacher Education
How can teachers work more effectively with 英语学习者 in their classrooms? Rose investigates how teacher c和idates conceive of culturally responsive instruction 和 the assumptions that underlie instructional modifications they make in their lessons. He’s also interested in learning how teacher educators can better support teacher c和idates from diverse backgrounds. For example, a recent study examined an early field experience 和 its effects on first-year, first-generation college students' underst和ings of teaching 和 learning. Ultimately, through both his research 和 teaching, Rose aims to support diverse learners to be more successful in their academic 以及专业的努力.
Affective Responses 和 Cognitive Processes of Students Grades K-6
Gary Fertig博士.D., Professor of 小学教育
Gary Fertig’s research explores how children in grades K-6 develop historical thinking skills in learning social studies content. This focuses on identifying the affective responses 和 cognitive processes that students depend on to develop meaningful interpretations of what life was like for people who lived in the past. As a former elementary school teacher, Fertig encourages prospective teachers to reflect on their classroom practices to improve teaching 和 learning: “For real underst和ing to occur, teachers must recognize when to provide young learners with practical experiences in addition to direct instruction, how to ask significant questions as a basis for guiding investigations 和 motivating students to care about their learning.”
