SNHU’s elementary education curriculum allows for choice and depth. In addition to academic learning, students may choose from several field work settings. You’ll learn from faculty with real-world teaching experience who serve on local, state, and national education boards. SNHU’s small, personal environment gives education students ample opportunity to form strong relationships with their professors and learning community.
- Students take a combination of core education theory and content area concentration classes.
- Field work includes math and literacy nights in local districts, networking opportunities with teachers and superintendents, and opportunities to student teach.
- The program culminates in a 16-week, full-time student teaching experience under the supervision of a full-time teacher. (Students must pass the Praxis II exam before they begin.)
- Elementary education students develop e-portfolios to showcase their work to prospective employers.
Dual Certification in Elementary Education and General Special Education
Elementary education majors may complete additional courses to earn general special education certification in grades K–12. Teachers who earn this certification are qualified to support the learning needs of students with disabilities in a regular education curriculum.
Dual certification opens up a number of career opportunities, as special education teachers are in great demand in districts throughout the country.
Elementary Education Major Courses
EDU-200: Introduction to Education
This course gives students an overview of American education through analysis of its historical and philosophical roots. Contemporary issues in American education are emphasized. Non-education majors may use this course as a social science elective.
EDU-208: Assessment, Accountability and Teaching in the Classroom
This basic course for classroom teachers explores various techniques necessary for designing and implementing authentic measures to assess successful student learning.
MUE-261, EDU-270, 271 or 220
EDU-235: Learning with Technology
This course develops students' knowledge and skill with technology with the ultimate aim of using technology to enhance student learning and achievement. This course also introduces students to learning target (standards/outcomes) and a general model of curriculum development, implementation and assessment. Offered every fall and spring.
EDU-245: Literature for Children and Young Adolescents
This course offers an interpretive and critical study of literature that is appropriate for children from preschool through the eighth grade. The course will focus on the various literary genres, elements of fiction, authors and illustrators.
EDU-261: Emerging and Early Literacy: Grades K-4
The course will examine several major theoretical perspectives on literacy development from K through 4th grade. Students will explore and create literacy environments that encourage the development of reading, writing, listening and speaking in the early elementary classroom. Students will also learn a variety of effective strategies for the instruction and assessment of reading and writing in the early elementary classroom. Differentiating instruction to meet the needs of students from diverse backgrounds and with special needs will be integrated into the course content.
EDU-270: Foundations of Teaching and Learning
This course will introduce students to classroom structures that support differentiated instruction and other research-based approaches for effective teaching. Topics include lesson planning and reflection, state standards and grade level expectations, small group and whole group instruction, and assessment tools and strategies.
EDU-324: The Inclusive Classroom
This course examines teaching strategies and techniques for early childhood, elementary education, middle school, and high school. Students will conduct in-depth study of behavior theory and practical application in the classroom environment. Students will learn to promote learning environments where students can set goals and accept responsibility for their own learning. Modification and accommodations will be researched at each level discussing the best approaches depending upon the age of the child. Alignment with the regular education curriculum includes a review of the Grade Level Expectations and the Grade Span Expectations and Common Core Standards. Students will leave this class with a good understanding of the progression and development of students with disabilities K-12 personally, socially physically, and academically. TCP acceptance is required.
SPED-260 or SPED-210 Must be enrolled in the Teac
EDU-335: Methods of Teaching Elementary Mathematics
This course is a study of mathematics taught in grades K-6 and the current methods for teaching this content. Extensive experience with manipulative materials is provided. Field experiences are required. TCP acceptance is required.
MAT 106 and MAT 206 Must be enrolled in the Teache
EDU-362: Literacy in the Content Areas: 4-8
In this course, students study effective practices that support the development of reading comprehension and writing strategies for accessing information across content area subjects in grades 4-8. The course focuses on the strategies that enable students read and write about non-fiction. Students will also examine ways to address the particular needs of students with diverse language, cultural and learning requirements using the applications of strategic reading and writing. TCP acceptance is required.
EDU-261 Must be enrolled in the Teacher Certificat
EDU-363: Literacy Facilitation for all Learners
This course focuses on the attributes of struggling readers and writers, on diagnosing difficulties and developing literacy intervention plans. Students do a case study by performing a literacy diagnosis of one struggling student, developing an intervention plan and beginning its implementation. TCP acceptance is required.
EDU-261 Must be enrolled in the Teacher Certifica
EDU-370: Science for Early Learners
This course applies developmental theory to the construction of curriculum and explores methods for teaching health and science. Students focus on preparing developmentally appropriate experiences that promote investigation, problem solving, and exploration. Methods of instruction and assessment are practiced. Attention will be given to designing constructivist lesson and unit plans that align with science literacy standards. TCP acceptance is required.
Must be enrolled in the Teacher Certification prog
EDU-419: Integrating Social Studies and the Arts in the Elementary School
This course will explore developmentally appropriate strategies for incorporating movement, music, drama, and the visual arts with the content, processes and attitudes of social studies. Curriculum content, materials, instructional strategies, and organizational techniques for integrating social studies and fine arts in early childhood and elementary grades will be addressed. TCP acceptance is required.
Must be enrolled in the Teacher Certification prog
EDU-440: Differentiating Instruction
This course will examine processes for differentiating instruction to maximize learning by creating different learning experiences in response to students' varied needs. Special Education, English Learners, and cultural and linguistic diversity will be covered. TCP acceptance is required.
Take EDU-490; and must be enrolled in the Teacher
EDU-490: Student Teaching and Seminar
All teacher education majors seeking certification will participate in 16 weeks of full-time practice teaching at nearby schools. During the 16 weeks, the student teacher receives close and continuous supervision and guidance from teaching personnel at the school and by a member of the Southern New Hampshire University faculty. This course also includes seminars at the university. TCP acceptance is required.
Must be enrolled in the Teacher Certification prog
PSY-211: Lifespan Development
The purpose of this course is to engage students in meaningful exploration of theories, basic concepts, and research methodologies in psychological development. Students will gain an understanding of patterns of human development from conception through death, including the biological, cognitive, and social-emotional development and the interplay between these areas. This course will also explore the roles of environmental and genetic factors, culture and history, continuity and change in development. Offered every semester.
PSY-108 or PSY-108H
SPED-260: Children with Exceptionalities
This course provides students with deep understanding of children with disabilities and specific characteristics of disabilities and how they impact learning in the general curriculum. Students will examine and be prepared to define ways in which such disabilities are diagnosed and possible strategies and techniques (to include assistive technology) to assist the student in the general classroom to the extent possible. Tiered Support Systems will be discussed as a general education initiative that can serve the needs of all students. Students will research resources available for families and schools to support the needs of disabled children. The role of the family and school as partners will be developed as a critical technique to serve the needs of students, as well as facilitating effective meetings and communication efforts that must be part of the role of special educator.
Students may also select two (2) free electives.
Content Concentration Courses
Complete fifteen (15) credits in one of the following approved areas of
concentration (3-6) of these credits are earned as a part of the General
Economics: Select 5 ECO courses
English: Select 5 ENG courses
Fine Arts: Select 5 FAS courses
Humanities: Select 5 courses from the following, with no less than two from
any one area: ENG, HIS, LIT or PHL
Literature: Select 5 LIT courses
Mathematics: Select 5 MAT courses
Philosophy: Select 5 PHL courses
Politics: Select 5 POL courses
Psychology: Select 5 PSY courses
Science: Select 5 SCI courses
Self-designed: A student proposed concentration of study, requiring faculty approval
Social Sciences: Select 5 courses from the following, with no less than two
from any one area: ECO, POL, PSY, or SOC
Sociology: Select 5 SOC courses
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