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
| Core Courses | 15 Credits | Credits |
|
EDI 600 |
Psychological Foundations of Education |
3.00 |
|
EDI 601 |
Social Foundations of American Education |
3.00 |
|
EDI 643 |
Culturally Responsive and Sustaining Education (CR-SE) |
3.00 |
| EDI 677 | Curriculum Development for the Classroom Teacher | 3.00 |
| EDI 700 | Introduction to Educational Research | 3.00 |
|
Co-related Content (9 credits) |
||
|
EDS 612 |
Literacy Teaching and Learning: Grades 5-12 |
3.00 |
|
EDS 633 |
Accommodating Learners with Special Needs in Inclusive Settings (PK-Grade 12) |
3.00 |
|
EDS 641 |
Literacy in the Content Areas: Grades 5-12 |
3.00 |
|
Pedagogical Core (6 credits) |
|
EDI 610 |
Curriculum and Teaching in Middle and High Schools |
3.00 |
|
EDI 6XX |
Adolescence Education Sub-Plan |
3.00 |
|
Student Teaching (6 credits) |
||
|
EDI 712 |
Supervised Student Teaching and Seminar (Grades 7-12) |
3.00 |
Courses
EDI 600: Psychological Foundations of Education
This course is designed to introduce students to psychological theories and principles which affect teaching and learning. Teacher candidates study theories of cognitive development, socio-emotional development, intelligence, motivation, and learning with attention to how individuals develop in these areas throughout childhood. Candidates explore behavioral, cognitive, and constructivist theories of learning and discuss how these theories inform classroom practice (planning for instruction, instructional delivery, classroom management, and assessment of learning). Candidates analyze instructional strategies presented in empirical research and practitioner journals. Candidates observe student and teacher behavior and analyze classroom environments to identify operative psychological theories and principles.Credits: 3
Every Fall and Spring
EDI 601: Social Foundations of American Education
This course addresses the historical, social, legislative, economic, and philosophical dimensions of American education with particular emphasis on the intersectionality of race, class, gender, linguistic, and cultural diversity, and students with disabilities. Focus is given to developing productive relationships among the school, home, and community for enhancing student learning. It is intended to provide future educators with the knowledge of and appreciation for engaging in continuous professional growth in response to changing policies and legal mandates. This course emphasizes implications of research-based modern educational principles and practices for meeting the needs of the multiple populations with whom candidates will interact in their professional lives. Class discussions are based on primary and secondary sources.
Credits: 3
Every Fall and Spring
EDI 643: Culturally Responsive and Sustaining Education (CR-SE)
This course addresses the principles and practices of culturally responsive and sustaining education. Drawing on the New York State CR-SE framework, the course explores how educators develop their knowledge, skills, and disposition to work with diverse cultures, represented not only in classroom but also in the world, as assets in designing and implementing student-centered learning environments including curriculum, pedagogy, and assessment. Approaching culture as the multiple components of one’s intersectional identity such as race, class, gender, language, sexual orientation, ability, nationality, religion etc., the course explores socio-emotional and cultural aspects of preK-12 grade students¿ growth and development in the context of families and local and global communities. The course provides a critical self-reflexive lens through which educators challenge inequitable systems of access, power, and privilege.
Credits: 3
Every Fall, Spring and Summer
EDI 677: Curriculum Development for the Classroom Teacher
This course explores issues relevant to developing developmentally appropriate curricula and building instructional frameworks for designing lessons and units for PK-12 classrooms. Candidates will explore state and national learning standards, making connections between theory and practice in designing instruction and teaching in small and whole group settings. The course also addresses principles of test construction, modes of authentic assessment (portfolio and performance), aspects of classroom management, design of positive learning environments, and addresses motivation techniques to support the diversity of learners in NY general education classrooms.
Credits: 3
Every Fall and Spring
EDI 700: Introduction to Educational Research
This course is designed to provide a broad understanding of the theories and practices of teacher action research both in general and special education. Students will be introduced to the theoretical background underlying teacher action research and engage in analytic and practical activities designed to demonstrate a systematic and reflexive inquiry focusing on inclusivity, and academic, behavioral, and social-emotional needs of all students. The research process includes: (1) developing research questions; (2) designing and planning a research study; (3) collecting and analyzing data in ethical ways; (4) presenting findings; and (5) incorporating the findings into practice. By the end of the course, students will be able to use action research in their educational practice aiming to meet the needs of all students through collaboration between special and general educators, other school personnel, and parents. In this course, candidates will write a research proposal on a topic related to either special education or general education; engage in action research focusing on academic, behavioral, and social-emotional components of classroom practice; and write analytical and reflective essays on inclusivity.
Credits: 3
Prerequisite: 12 credits of EDI /EDS required
Every Fall
EDS 612: Literacy Teaching and Learning; Gr. 5-12
This course is designed to introduce the content and methods of literacy instruction for adolescent students in NY public schools. Prevailing beliefs and theories which have become the basis for instructional practices will also be discussed, as will the use of technologies which might offer new insight and opportunities for adolescent literacy instruction.
Credits: 3
Prerequisite of EDS 610 is required
Annually
EDS 633: Accommodating Learners with Special Needs in Inclusive Settings (PK-Gr. 12)
Placement in the least restrictive environment, such that students with disabilities have access to typical peers, is a fundamental right under IDEA. In this course, students will learn strategies to support learners with disabilities within the general education setting While content will address inclusive settings for all students with disabilities, the focus will be on instruction and assessment for students with mild disabilities. Included will be discussions of historical perspectives, collaboration among families and professionals, instructional accommodations, and assistive technology. Social development of students with disabilities is also emphasized.
Credits: 3
Prerequisite or Co-requisite of EDS 600 is required
Every Fall, Spring, and Summer
EDS 641: Literacy in Content Area 5-12
In this course, significant issues concerning adolescent literacy across the curriculum will be highlighted. Specifically, information concerning literacy development in adolescents will be explored in the context of varied philosophies, theories and practical applications. From this context, a range of viewpoints will be discussed and analyzed to provide a foundation for identifying and appraising a variety of perspectives on each issue concerning content literacy for adolescents.
Credits: 3
No prerequisites for Adolescent plans.
Annually
EDI 610: General Methods of Teaching in Middle and High School
This course is a study of general instructional and assessment techniques in which the student begins to explore the development of a repertoire of methodologies and materials to match instructional purposes and develop appropriate assessments for any content area taught in grades 7-12. By engaging in course discussions, required readings, and independent reading of practitioner-based and empirical journals, teacher candidates demonstrate mastery in a variety of evidence-based teaching methods. Candidates investigate how to engage students with disabilities, ELs, and diverse student populations using these methods as they design lesson and unit plans directed at addressing state standards. The importance of goals, instructional methods, activities, and assessments is addressed.
Credits: 3
Prerequisites: EDI 551 or EDI 600, EDI 555 or EDI 601
Pre- OR Co-requisites: EDI 643 OR ARTH 609
Every Spring
ONE of the following Adolescence Education Sub-Plans (depending on your specialization):
EDI 650: Methods and Materials in Teaching English to Speakers of Other Languages or Dialects
This is a basic course in the analysis of the teaching of grammar, pronunciation, reading and vocabulary development to students who speak other languages or nonstandard dialects of English, using the principles and application of descriptive linguistics and including problems of cross-cultural communication, and a survey of methods, materials, techniques and media appropriate for individual and group instruction on the elementary, secondary, adult and college levels.
Credits: 3
On demand
EDI 655: Methods and Materials of Teaching Science in Secondary Schools
The course examines the scope and sequence of instruction in secondary Science. Teacher candidates investigate a variety of methods and strategies to design, develop, and deliver instructional lessons that will engage diverse learners in the ELA curriculum. By engaging in course discussions, required readings, and independent reading of practitioner-based and empirical journals, teacher candidates demonstrate mastery in a variety of evidence-based teaching methods. Assessment techniques and strategies appropriate for a variety of purposes are addressed. Candidates discuss the use of assessment data for instructional decision making. Demonstration lessons are taught and critiqued by members of the class.
Credits: 3
Prerequisites: EDI 551 or EDI 600, EDI 555 or EDI 601, EDI 643, EDI 677
Every Fall and Spring
EDI 658: Methods and Materials of Teaching English in Secondary Schools
The course examines the scope and sequence of instruction in secondary English Language Arts. Teacher candidates investigate a variety of methods and strategies to design, develop, and deliver instructional lessons that will engage diverse learners in the ELA curriculum. By engaging in course discussions, required readings, and independent reading of practitioner-based and empirical journals, teacher candidates demonstrate mastery in a variety of evidence-based teaching methods. Assessment techniques and strategies appropriate for a variety of purposes are addressed. Candidates discuss the use of assessment data for instructional decision making. Demonstration lessons are taught and critiqued by members of the class.
Credits: 3
Prerequisites: EDI 551 or EDI 600, or EDI 555 or EDI 601, EDI 643, EDI 677.
Every Spring
EDI 659: Methods and Materials of Teaching Mathematics in Secondary Schools
The course examines the scope and sequence of instruction in secondary Mathematics. Teacher candidates investigate a variety of methods and strategies to design, develop, and deliver instructional lessons that will engage diverse learners in the ELA curriculum. By engaging in course discussions, required readings, and independent reading of practitioner-based and empirical journals, teacher candidates demonstrate mastery in a variety of evidence-based teaching methods. Assessment techniques and strategies appropriate for a variety of purposes are addressed. Candidates discuss the use of assessment data for instructional decision making. Demonstration lessons are taught and critiqued by members of the class.
Credits: 3
Prerequisites: EDI 551 or EDI 600, EDI 555 or EDI 01, EDI 643, EDI 677
Every Spring
EDI 660: Methods and Materials of Teaching Social Studies in Secondary Schools
This course examines the scope and sequence of instruction in secondary Social Studies. Teacher candidates investigate a variety of methods and strategies to design, develop, and deliver instructional lessons that will engage diverse learners in the Social Studies curriculum. By engaging in course discussions, required readings, and independent reading of practitioner-based and empirical journals, teacher candidates demonstrate mastery in a variety of evidence-based teaching methods. Assessment techniques and strategies appropriate for a variety of purposes are addressed. Candidates discuss the use of assessment data for instructional decision making. Demonstration lessons are taught and critiqued by members of the class.
Credits: 3
Prerequisites: EDI 551 or EDI 600, EDI 555 or EDI 01, EDI 643, EDI 677
Every Spring
EDI 712: Supervised Student Teaching and Seminar Grades 7-12
Students preparing to qualify as adolescence school teachers are required to spend half of their student teaching experience in grades seven to nine, and the other half in grades 10-12. Students are expected to participate in conferences, meetings, and extracurricular activities in the schools to which they are assigned. This is for a full semester, which is for 14 to 15 weeks. A weekly seminar integrates theory with practice and provides orientation to the teaching profession.
Credits: 6
Every Fall & Spring
Concentrations
| Biology |
| Earth Science |
| English |
| Mathematics |
| Pedagogy only |
| Social Studies |
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