M.S. in Adolescence Education (Grades 7-12)
The Master of Science degree in Adolescence Education at LIU Post prepares professional teachers and leaders to address the intellectual, social and emotional needs of adolescent students in grades 7 through 12.
The program is designed for individuals who have earned a bachelor’s degree from an accredited university and college and who wish to begin a new career as a certified school teacher. Upon graduation, you will be eligible for Initial Teaching Certification from New York state. In addition, current teachers who have bachelor’s degrees in education and Initial Teaching Certification may use this program to expand their expertise to the fifth through ninth grade levels. This program meets the New York state master’s degree requirements for Professional Teaching Certification.
The program’s central goal is the preparation of outstanding teachers who are experienced in thinking critically, solving problems and working collaboratively with adolescent learners ages 13 to 18 as well as parents and educators in public and private schools. This Master of Science program encompasses teacher education courses, which prepare you for classroom management and curriculum development, and a concentration in one of six disciplines: Biology, Chemistry, English, Mathematics, or Social Studies. Depending on the concentration you choose, the Master of Science in Adolescence Education requires 36 to 39 credits.
Applicants to the M.S. in Adolescence Education (Grades 7-12) must meet following requirements in order to be considered for admission:
- Application for admission at https://apply.liu.edu/quickapp/
- Application fee: $50 (non-refundable)
- Official undergraduate and/or graduate transcripts from any and all college(s) or universities you have attended. Bachelor's degree with an undergraduate GPA of at least 3.0.
- Personal statement
- Applicants to the Adolescence Education (Grades 7-12)/ English must submit an academic writing sample.
- Students for whom English is an additional language must submit official score results of the Test of English as a Foreign Language (TOEFL). The required minimum acceptable TOEFL score is: 79 Internet-based
Program Curriculum
| Course # | Course Name | Credits |
|
EDI 643 |
Education for Cultural Diversity |
3.00 |
|
EDI ___ |
Elective in Education |
3.00 |
|
EDS 633 |
Accommodating Learners with Special Needs in Inclusive Settings |
3.00 |
|
Methods & Materials Courses |
||
|
EDI 650 |
Methods and Materials in Teaching English to Speakers of Other Languages or Dialects |
3.00 |
|
EDI 679 |
Advanced Methods and Evaluation in TESOL |
3.00 |
|
EDI 689 |
TESOL in Content Areas: Science, Humanities and Social Science |
3.00 |
|
Educational Theory & Practice Courses |
|
EDI 630 |
Second-Language Literature Acquisition |
3.00 |
|
EDI 680 |
Bilingual Education and ESL: Theory and Practice |
3.00 |
|
Practicum Course |
||
|
EDI 620 |
Practicum in TESOL |
3.00 |
Educational Theory & Practice Courses
|
Co-Related Content Course |
||
|
ENG 787 |
Introduction to Linguistics |
3.00 |
Courses
EDI 14 Historical, Philosophical and Sociological Foundations of Education
The analyses of major movements, educational legislation, institutions, men, women and thoughts in education are considered in regard to current trend. Emphasis is on the implications of the analyses for modern educational principles and practices.
Credits: 3
Every Fall and Spring
EDI 16A Curriculum and Assessment for Pre- service Teachers
This course will provide teacher education majors with a knowledge base in the development of the K- 12 curriculum and with modes of authentic assessment (portfolio and performance) that help students evaluate their academic progress. Emphasis will be placed on the conceptual foundations and development of curriculum, efforts to reform and re-conceptualize the curriculum, external influences on the process of curriculum change, and the role of the teacher in curriculum development and student assessment.
Credits: 3
Every Fall and Spring
EDI 19 Culturally Responsive-Sustaining (CR-S) Education
In alignment with the New York State CR-S Education Framework, this course offers a cultural view of learning and human development in which multiple expressions of diversity (e.g., race, social class, gender, language, sexual orientation, nationality, religion, ability)are recognized and regarded as assets for teaching and learning.
Through an equity and inclusion lens that elevates historically marginalized voices, students will examine a complex system of biases and structural inequities; explore the relationship between historical and contemporary conditions of inequality and ideas that shape access, participation, and outcomes for learners and communities; and developing socio-politically conscious and socio-culturally responsive approaches to all facets of education.
Every Fall and Spring
A pre requisite of EDI 14 is required. Credits: 3
EDI 40A Multimodal Approach to Early Childhood Curriculum and Instruction (Birth to Preschool)
The course is designed to give pre-service teachers a broad overview of the complexities and approaches to multimodal learning in a play-based preschool classroom setting. Emphasis will be on the practical applications of implementing a multimodal approach to education to promote physical, intellectual, social, creative, emotional, and sensory needs of young children. Candidates learn how to encourage continuous growth and development through the use of appropriate methods, materials, and activities in a play-based environment.
Candidates consider culturally sensitive ways of caring and teaching as they examine the basis for developing suitable programs and formulating criteria to enhance the learning experiences of young children.
Pre requisites: EDI 14 and PSY 98 or EDI 15A. Credits: 3
Every FallEDI 41A Nurturing Young Children's Development: A Multicultural Approach (Birth to 2nd Grade)
Taking a broad ecological approach, the course integrates the use of observation, documentation, and assessment in understanding young children’s developmental, familial, cultural, educational, historical, sociological, and political contexts.
Scientific findings on the physical, cognitive, emotional and social development of children in prenatal, infancy, preschool and middle childhood are examined. The integration of perception, cognition and growth in nurturing young children’s multicultural identity is stressed, and their significance for teaching and guidance processes is emphasized. Ten hours of fieldwork will be required.
Pre requisites: EDI 14 and PSY 98 or EDI 15A or be active in the Speech Lang Path and Audio plan. Credits: 3
Every Fall
EDI 42 Multimodal Approach to Early Childhood Curriculum and Instruction (K-2)
Using an integrated approach to the design of curriculum and instruction, the course gives the pre-service teacher a broad overview of creative ways to nurture young children’s multimodal literacies in a play-driven learning environment. The course provides opportunities to explore interconnections among subject areas of early childhood learning through the planning and implementation of integrated science, technology, research, engineering, art, and mathematical learning and in developing curricula. Emphasis will be on the practical applications of designing learning spaces that foster play and investigation. Teacher candidates will be exposed to theories of play, the importance of using play and young children’s creative modalities as basis for early childhood learning. Fieldwork is required. Prerequisite of EDI 14, 40A ,41A, and PSY 98 or EDI 15A are required.
Credits: 3 Every SpringEDI 54 Mathematics Content Standards & Pedagogies for Elem School Students
This course is intended to introduce Childhood teacher-candidates to current standards for content and pedagogy. Contemporary strategies to identify and create engaging instructional activities to teach concepts consistent with current best practices will be explored. Multiple approaches will be considered with the goal of creating equitable learning environments for diverse students.
Pre-requisites of MTH 15, EDI 14 and a pre or corequisite of MTH 16
Credits: 3 Every FallEDI 55 Designing and Assessing Mathematics Instruction for Elementary Students
This course is intended to develop skill in creating engaging instructional activities and writing lesson plans aligned with state and national mathematics standards for grades 1 through 6. The key role of assessment in developing instruction will be emphasized. Teacher candidates will design, practice teaching that mathematics instruction, and reflect on their teaching.
Pre-requisites of MTH 15, MTH 16, EDI 14, EDI 54, and PSY 98 or EDI 15A are required.
Credits: 3
Every Fall and Spring
EDI 56 Literacy Acquisition for English Language Learners
This course provides a theoretical and practical background into the issues related to the development of reading and writing for ENL and bilingual children. In particular, we will focus on: the transfer of reading skills from a native to a second language; the social, cultural and socioeconomic dimensions of literacy; research on children's first and second language literacy acquisition in the settings of home, community and in schools; bilingualism and biliteracy; teaching literacy to ENL learners of diverse ages and linguistic, ethnic, cultural and socioeconomic backgrounds; and developing advanced literacy through academic content areas. And, interestingly, we will also study the teaching of poetry because poetry, with its musical nature, has been shown to be one of the best tools for teaching literacy to linguistically diverse children.
Credits: 3
Every Fall and Spring
EDI 63 Methods in Teaching Elementary Social studies
Creative methodology in the teaching of social studies planning, research, reporting, and culminating activities.
Prerequisites of EDI 14,16A, and EDI 15A or PSY 98 are required.
Credits: 3
Every Fall and Spring
EDI 64A Student Teaching, Childhood (Grades 1- 6)/Early Childhood
Supervised student teaching experience in selected private and public schools from birth - grade 2 and grades 1 through 6. Student teachers are expected to apply constructivist theories of teaching and learning in the classroom. Teaching portfolios include evidence of accomplishment as reflective practitioners across INTASC standard of teaching performance. Professional collaboration with cooperating teachers, colleagues, and university supervisor is encouraged throughout the experience. A weekly seminar provides a forum for critical analysis of teaching that employs self- assessment and peer review with the university supervisor. A minimum of 360 hours of teaching, observation, and participation in staff and school activities is required.
Credits: 6
Every Fall and Spring
EDI 69 Methods in the Teaching of Science in the Elementary School
This course deals with the content, methods, and materials relevant to teaching science in the elementary school.
Prerequisites of EDI 14,16A, and EDI 15A or PSY 98 are required.
Credits: 3
Every Fall and SpringEDS 45 Teaching Students with Disabilities in Inclusive Classrooms
This course will introduce students to each of the 13 special education classifications as defined by the Individuals with Disabilities Education Act. Each disability category will be addressed with evidence-based interventions to be implemented within inclusive placements. The referral and evaluation process will be addressed along with the development of Individualized Family Service Plans and Individualized Education Programs. Specific attention will be given to positive behavior supports and interventions and strategies for collaborating with professionals and for developing systems that foster family engagement.
Credits: 3
Every Fall and SpringEDS 60 Literacy Development: Birth-Grade 6 Course will be concerned with strategies and resources for childhood language acquisition and current principles and practices in teaching literacy. Relevant approaches and research findings that can be used in the classroom setting will be explored. Students have the opportunity to observe and ex- plore various ways literacy is used in the classroom. Credits: 3
Every Fall and Spring
EDS 62 Literacy Assessment for the Classroom Teacher: Birth-Grade 6
This course will focus on acquainting students with current assessments used to identify reading problems, reading levels, and specific reading strengths and weaknesses of elementary school students in the classroom setting. Further emphasis will be placed on the use of current principles, practices, strategies, techniques, and the effective integration of technology in evaluating and treating the elementary school classroom student. Case studies will be developed and discussed.
Credits: 3
Every Fall and Spring
Concentrations
| Biology |
| Earth Science |
| English |
| Mathematics |
| Pedagogy only |
| Social Studies |
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