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.
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 |
