Elementary education

Teaching in the elementary school is both demanding and rewarding. Elementary classroom teaching requires the ability to integrate content knowledge, effective teaching strategies, and knowledge about elementary students’ learning, cultures, families, and communities. A strong foundation in content knowledge is obtained through pre-requisite courses taken at the undergraduate level. The post-baccalaureate licensure program incorporates a balance of foundations courses, methods courses, and clinical experiences. The elementary program faculty is a multi-disciplinary group with expertise across the elementary curriculum and experience teaching in the public schools. Whether you are interested in teaching elementary school or pursuing a research career at the university level, the elementary education program at the University of Minnesota can provide you with top-notch preparation.

Degree program information in elementary education

The following program links will take you to Student Services

• M.Ed./initial licensure: for individuals seeking licensure to teach in preK-12 settings
• M.Ed./professional studies: for licensed teachers and other professionals interested in gaining advanced knowledge and skills with specific emphasis in elementary education
• B.S.: for undergraduate students who are planning to become elementary school teachers, special education teachers, or to work with elementary-age children in other settings

Advising

Advising is offered through Student Services. Advisers, forms, and other information can be found on the Student Services Web site.

• M.Ed. Handbook

Faculty

• Katherine M. Byrn
  I am a former elementary education teacher and curriculum specialist.
• Cathleen Clevette
  I am interested in elementary teaching, have a background in English Language Learners and Second Languages and Cultures, and completed my dissertation on research in education leadership. I coordinate clinical experiences for the elementary licensure program.
• Faith Clover
  My research and teaching interests focus on curriculum development and the aesthetic development of children and adults with a special emphasis on diverse populations.
• Kathleen Cramerr
  I am co-principal investigator for the Rational Number Project, a cooperative research program to investigate teaching and learning of fractions and proportionality among elementary and middle school students.
• Peggy DeLapp
  I am a former primary grades teacher, Reading Recovery teacher, and district-level language arts and reading curriculum specialist.
• Lori Helman
  I bring an extensive school-based background to my role as a researcher and teacher educator. I have been a bilingual elementary school teacher, a new teacher support provider, and a leader in assessment and professional development projects. My research examines the early stages of literacy development, in particular for students who are learning English as a new language.
• Roger Johnson
  My research focus has been the development and dissemination of cooperative learning techniques for the classroom throughout the U.S., Canada, and in several other countries. I am the author of numerous articles and book chapters and co-author with my brother David of several books, including Learning Together and Alone, Circles of Learning, and Active Learning: Cooperation in the College Classroom.
• Terry Johnson
  I am particularly interested in exploring the most appropriate ways to use children's literature to teach elementary social studies concepts.
• Patsy Mogush
  After a career in public school teaching and administration, I teach early literacy and kindergarten courses.
• Rebecca Tisdel Rapport
  I am a lecturer in children's literature and elementary grade literacy. Currently, I am the editor for New Books for Young Readers and serve on the advisory boards of Minnesota Storytime, The Five Owls, and the Kerlan Friends.
• Bhaskar Upadhyay
  My research interest is not only examining how science teaching and learning can be improved in the classrooms, but also looking at issues of access, ethnicity, and race that surround science education in our urban schools.
• Terry Wyberg
  I teach method courses for pre-service teachers, teacher enhancement courses for in-service teacher, and conduct teacher training workshops for the NSF funded Minneapolis and St. Paul Areas Merging to Achieve Standards Project.

April 2007