bachelor of elementary education essay

BSEd in Elementary Education

Prepare for a career teaching prekindergarten through grade five with our B.S.Ed. in Elementary Education, which offers extensive in-classroom experience as well as a solid foundation in theory and teaching principles.

You will develop a strong community through small, cohort-based classes and gain hands-on experience every semester as you work toward your teaching certification.

• Regularly ranked as a top 5 program by U.S. News & World Report
• Ranked 1st on College Choice’s list of 25 best Bachelors in Elementary Education
• Gain more than 400 hours of practicum experience plus spend a semester student teaching
• Earn certification to teach prekindergarten through grade five
• Joint bachelor’s/master’s degree available through the Double Dawgs B.S.Ed./M.Ed. Pathway

The B.S.Ed. in Elementary Education will equip you with the skills to develop culturally relevant curricula and educational practices, design innovative learning environments, and build effective school-family-community partnerships. During the program, all candidates will have an opportunity to work with children in each grade band as required by the Georgia Professional Standards Commission. The grade bands are PK–K, 1–3, and 4–5.

Our program balances student experiences to include both educational theory and practice. You will take a range of coursework, including:

• Educational theory
• Elementary curricula
• Methods courses in language, literacy, mathematics, science, and social studies

You will also get hands-on experience with different student populations thanks to university partnerships with a number of local school districts.

• First-semester students participate in ethnographic studies of the communities surrounding a local school. These field-based experiences help you better understand the social and political contexts in which teaching and learning occur, and emphasize the value and impact of community.
• Get involved in elementary classrooms each of the program’s four semesters. During this time, you are engaged in elementary classrooms where you observe, assist teachers, tutor individual children, work with small groups, and lead whole-classroom activities.
• In your final semester, you will participate in full-time student teaching. During this time, you will be fully engaged as co-teachers and collaborators with experienced mentor teachers. All these clinical experiences are supervised and linked to specific elementary education courses.
• Several courses are offered on-site at local elementary schools. This allows you to be part of the school culture while connecting with students, families, practicing teachers, and administrators.

Our elementary education program’s distinguished faculty are recognized nationally and internationally as teachers, researchers, and mentors with a range of experiences and prestigious research grants. The faculty are dedicated to supporting students in their academic work and future careers.

Learn more about the B.S.Ed./M.Ed. Double Dawgs Pathway

Additional information and disclosures regarding state licensure for professional practice in this field can be found at the UGA Licensure Disclosure Portal .

Download 2023-2024 Four-Year Plan Download 2024-2025 Four-Year Plan

The maximum number of admits to this program is 75 students per year, and in most years, the program is highly competitive. Although the program has minimum eligibility criteria, most applicants greatly exceed the minimum. If your grades do not represent your future potential, please use the essay/statements portion of the application to make your case for admission.

Prior to application, you should consult with the Office of Undergraduate Advising in 612 Aderhold Hall. They can advise you on arranging your program of study prior to application, so you are well-positioned for enrollment if accepted.

Minimum Eligibility Criteria

• Overall minimum GPA of 2.80
• No more than nine hours remaining in Core Areas I-V (not including in-progress coursework)
• Completion of Core Area VI courses with a grade of C or higher
• EDUC 2110 or LLED 5040
• EDUC (EPSY 2130)
• MATH 2003 or MATH 5001/7001
• Six credits of science electives
• Completion of (1) Federal and Georgia Constitution and (2) U.S. and Georgia History University requirements by the end of the semester of application

How to Apply

Part 1: apply to the university of georgia.

Students must be accepted to UGA before entering a College of Education program.

Start UGA Application

Part 2: Apply to the B.S.Ed. in Elementary Education

The B.S.Ed. in Elementary Education admits cohorts for both Fall and Spring semesters. If you are in the process of completing the required core coursework, you may be conditionally accepted contingent upon satisfactory completion of the required courses while maintaining the required minimum 2.80 GPA for admission.

Spring 2025 Major Admissions Timeline

Applications for the Spring 2025 cohort will open on Friday, August 16, 2024.

• Application Opens – Friday, August 16, 2024
• Application Closes – Friday, September 13, 2024, at 5 p.m.
• Decisions Released – Monday, September 30, 2024

Application Materials

• College of Education Major Application
• Required Application Materials In the application, you will be required to upload the following items:
• Unofficial Transcript Applicants should upload a copy of their unofficial transcripts in a single PDF file.
• Résumé Applicants must provide a standard one-page résumé including educational background, work experience, extracurricular activities, community involvement, etc. Please submit your résumé as a single PDF file.
• Essay In the application, you will be asked to upload a written response answering two prompts. Please save your response in a single PDF file. Download Essay Prompts (PDF)

B.S.Ed. Program Application FAQs

Apply to the Program

Selection Process

Applications are evaluated by a committee consisting of program faculty members. The rubric-based evaluation process holistically examines applicant materials, including consideration of GPA, essay, résumé, and the minimum eligibility criteria. Simply meeting the minimum eligibility criteria does not guarantee acceptance to the program . Applicants who are not accepted may apply again in the next application cycle.

Admission Decisions

Admissions decisions are released in February for Fall Cohort admissions and in October for Spring Cohort admissions. Candidates will be notified via UGA email of their admission decision.

Special Requirements Upon Admission

• Overall GPA of 2.80
• Grade of C or higher for every course in Area VI and all pre-professional courses
• Grade of B or higher in the exceptional children course requirements for certification
• Teacher certification candidates must (1) earn a GaPSC Pre-Service Certificate prior to beginning field experience and (2) complete several assessments prior to certification

Admission Contact

Beth Wurzburg

Student Outcome Data

Additional resources.

Please use our online form if you have any questions for the department. Please be as specific as possible so that we may quickly assist you.

The College’s programs are taught by dedicated faculty who are experts in a range of areas and are passionate about helping students succeed both in their programs and professionally.

Meet the Faculty

All undergraduate students at UGA meet with an academic advisor each semester. This meeting is critical to student success and provides a chance to discuss courses and electives, certification criteria, and general graduation requirements.

Find Your Advisor

Almost all in-state students begin their studies at UGA paying limited tuition or fees. Please note that these amounts are subject to change and are meant to give prospective students an idea of the costs associated with a degree at the University of Georgia College of Education.

Students may qualify for a variety of assistantships, scholarships, and other financial awards to help offset the cost of tuition, housing, and other expenses.

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You will have the opportunity to host a kindergarten field trip through Experience UGA, a new initiative to bring Clarke County students to campus each year.

Also, you can find tutoring and volunteer opportunities through the College’s outreach Reading Clinic.

You will have the opportunity to study abroad in Modena, Italy (Summer study) or Ghana (Winter study). Or, you can explore other overseas options through our partnership with the Consortium of Overseas Student Teaching Program.

Connect with fellow education students through organizations such as Kappa Delta Epsilon, the Feminist Scholar-Activists, and others.

See for yourself how much UGA College of Education has to offer! Schedule a tour of campus to learn more about the UGA student experience.

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Bachelor of Arts

Elementary Education Degree

Leads to Teacher Licensure

This Online Elementary Education Degree Qualifies You to Become a Licensed Teacher

Raise your hand if you're passionate about education and love working with young students! If you want to become an elementary teacher, a bachelor's degree in elementary education is exactly what you've been looking for. Put your passion to work with an elementary education degree and teaching career where you can make a meaningful contribution in students' lives as a licensed teacher. This online bachelor's education degree program gives you the skills and credentials you need to educate and care for diverse learners. And this online teaching degree program prepares you for teacher licensure in any of the 50 states, so you will be qualified to obtain your teaching certification no matter where you live. Learn more about teacher licenses in your state.

This bachelor's in elementary education program includes coursework and assessments, as well as a preclinical experience that includes observation hours. While you’ll complete your coursework online, you’ll also get in-classroom experience with a Student Teaching component hosted by an experienced elementary teacher and directed by a clinical supervisor.

68% of graduates finish within 

WGU lets you move more quickly through material you already know and advance as soon as you're ready. The result: You may finish this teaching bachelor's degree faster.

*WGU Internal Data

Tuition per six-month term is

Do the math and you'll see that you're in control of the cost of your teaching degree. We charge tuition per-term instead of per-credit. Finish faster, pay less!  

On average, students transfer

28 credits*

Your associate’s degree or previous college may waive some courses through transfer. We review your transcripts for transfer credits, helping you accelerate this bachelor's degree in education.

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Elementary Education Courses

Online elementary education courses focused on learning techniques for different kinds of students..

Program consists of 38 courses

At WGU, we design our curriculum to be timely, relevant, and practical—all to help you show that you know your stuff.

Earning a B.A. in Elementary Education provides theoretical depth and practical experience combined with curriculum planning and classroom management skills. Our goal is to help you connect with students of various levels with different learning techniques and strategies. This teaching degree program is accredited by the Council for the Accreditation of Educator Preparation . This online elementary education bachelor's degree program was designed (and is regularly updated) with input from the experts on our Education Program Council. These experts know exactly what it takes for a graduate to qualify for a teacher’s license and be successful in a career teaching elementary school students. 

Some of the courses in this program may be waived through transfer from your previous college experience. The rest you will complete one at a time as you make your way through your program, working with your Program Mentor each term to build your personalized Degree Plan. You’ll work through each course as quickly as you can study and learn the material. This means that you can finish as many courses as you're able in a term at no additional cost.

Students will take eight professional core courses that will prepare them to handle unique educational situations and become better teachers. These elementary education courses focus on a variety of important topics including social and emotional learning, and technology and diversity inclusion in the classroom. Plus, students will get to use augmented reality experiences to give them the opportunity to practice their work before entering the classroom. These eight professional core courses are also coupled with preclinical experience to help ensure teachers are ready for their classroom.

This online elementary education degree is focused on helping you and your students thrive. The B.A. Elementary Education teaching program is a mostly online program, with some in-classroom requirements. You will complete your courses by studying and working independently with instruction and support from WGU faculty.

Washington students, please note that you will be required to complete one additional course that is not listed below: Survey of Pacific Northwest History for Educators. View the Washington program guide.

An unofficial estimated 14 courses are fulfilled by your associate degree leaving 27 courses.

This is an unofficial estimate of your transfer credit. You may recieve more or less credits depending upon the specific courses taken to complete your degree and other credits you may have.

Below are the anticipated courses that will be fulfilled based on your indication that you have earned an associate degree. During the enrollment process this information will be verified.

Welcome to Composition: Writing with a Strategy! In this course, you will focus on three main topics: understanding purpose, context, and audience, writing strategies and techniques, and editing and revising. In addition, the first section, will offer review on core elements of the writing process, cross-cultural communication, as well as working with words and common standards and practices. Each section includes learning opportunities through readings, videos, audio, and other relevant resources. Assessment activities with feedback also provide opportunities to check your learning, practice, and show how well you understand course content. Because the course is self-paced, you may move through the material as quickly or as slowly as you need to gain proficiency in the seven competencies that will be covered in the final assessment. If you have no prior knowledge or experience, you can expect to spend 30-40 hours on the course content.

In this course you will learn key critical thinking concepts and how to apply them in the analysis and evaluation of reasons and evidence. The course examines the basic components of an argument, the credibility of evidence sources, the impact of bias, and how to construct an argument that provides good support for a claim. The course consists of an introduction and four major sections. Each section includes learning opportunities through readings, videos, audio, and other relevant resources. Assessment activities with feedback also provide opportunities to check your learning, practice, and show how well you understand course content. Because the course is self-paced, you may move through the material as quickly or as slowly as you need to gain proficiency in the four competencies that will be covered in the final assessment. If you have no prior knowledge or experience, you can expect to spend 30-40 hours on the course content.

Welcome to Introduction to Communication: Connecting with Others! It may seem like common knowledge that communication skills are important, and that communicating with others is inescapable in our everyday lives. While this may appear simplistic, the study of communication is actually complex, dynamic, and multifaceted. Strong communication skills are invaluable to strengthening a multitude of aspects of life. Specifically, this course will focus on communication in the professional setting, and present material from multiple vantage points, including communicating with others in a variety of contexts, across situations, and with diverse populations. Upon completion, you will have a deeper understanding of both your own and others’ communication behaviors, and a toolbox of effective behaviors to enhance your experience in the workplace.

Welcome to Composition: Successful Self-Expression! In this course, you will focus on four main topics: professional writing for a cross-cultural audience, narrowing research topics and questions, researching for content to support a topic, and referencing research sources. Each section includes learning opportunities through readings, videos, audio, and other relevant resources. Assessment activities with feedback also provide opportunities to check your learning, practice, and show how well you understand course content. Because the course is self-paced, you may move through the material as quickly or as slowly as you need to gain proficiency in the seven competencies that will be covered in the final assessment. If you have no prior knowledge or experience, you can expect to spend 30-40 hours on the course content. You will demonstrate competency through a performance assessment. There is no prerequisite for this course and there is no specific technical knowledge needed.

Mathematics for Elementary Educators I guides preservice elementary teachers in an investigation of number systems, place value, number theory, and ratio and proportion. This is the first course in a three-course sequence.  There are no prerequisites for this course.

This is Introduction to Physical and Human Geography, a three-module course that addresses the question of what geography really is in today's complex world; how migration affects—and has been affected by—geography; and one of the biggest present problems related to geography: climate change. Because the course is self-paced, you may move through the material as quickly or as slowly as you need to, with the goal of demonstrating proficiency in the five competencies covered in the final assessment. If you have no prior knowledge of this material, you can expect to spend 30–40 hours on the course content.

​This course presents a broad survey of U.S. history from early colonization to the mid-twentieth century. The course explores how historical events and major themes in American history have affected diverse populations, influenced changes in policy an established the American definition of democracy.  This course consists of an introduction and five major sections. Each section includes learning opportunities through reading, images, videos, and other relevant resources. Assessment activities with feedback also provide opportunities to practice and check how well you understand the content. Because the course is self-paced, you may move through the material as quickly or as slowly as you need to, with the goal of demonstrating proficiency in the five competencies covered in the final assessment. If you have no prior knowledge of this material, you can expect to spend 30-40 hours on the course content.​ 

This course provides students with an overview of the basic principles and unifying ideas of the physical sciences: physics, chemistry, and earth sciences. Course materials focus on scientific reasoning and practical, everyday applications of physical science concepts to help students integrate conceptual knowledge with practical skills.

This course provides students an introduction to using the scientific method and engaging in scientific research to reach conclusions about the natural world. Students will design and carry out an experiment to investigate a hypothesis by gathering quantitative data. They will also research a specific ecosystem using academic sources and draw conclusions from their findings.

This is a Global Arts and Humanities course that contains three modules with corresponding lessons. This course is an invitation to see the world through the humanities, examine the humanities during the Information Age, and explore the global origins of music—essentially questioning what makes us human, and how people are connected across culture and time. Each module includes learning opportunities through readings, videos, audio, and other relevant resources. Assessment activities with feedback also provide opportunities to practice and check learning. With no prior knowledge or experience, a learner can expect to spend 30-40 hours on the course content.

Mathematics for Elementary Educators II engages preservice elementary school teachers in mathematical practices of algebraic reasoning. This course explores important algebraic topics such as patterns, expressions and equations, linear equations, inequalities, and functions. This is the second course in a three-course sequence. 

American Politics and the U.S. Constitution examines the evolution of representative government in the United States and the changing interpretations of the civil rights and civil liberties protected by the Constitution. This course will give candidates an understanding of the powers of the branches of the federal government, the continual tensions inherent in a federal system, the shifting relationship between state and federal governments, and the interactions between elected officials and the ever-changing electorate. This course will focus on such topics as the role of a free press in a democracy, the impact of changing demographics on American politics, and the debates over and expansion of civil rights. Upon completion of the course, candidates should be able to explain the basic functions of the federal government, describe the forces that shape American policy and politics, and be better prepared to participate in America’s civic institutions. This course has no prerequisite.

Mathematics for Elementary Educators III engages preservice elementary teachers in important concepts in geometry, measurement, data analysis and statistics, and probability. This is the third course in a three-course sequence. 

The School as a Community of Care is a key component of WGU's Professional Core and is a required course for all initial licensure candidates. This course prepares candidates to meet the social and emotional needs of learners, taking into account theories and philosophical perspectives on child and adolescent development and learning. Candidates learn to effectively collaborate with parents, families, caregivers, and other community stakeholders in each child's education, to build a strong foundation for academic and personal success. Emphasis is placed on family engagement as candidates gain knowledge of individual, cultural, and community assets that can be used to facilitate learner growth and development, as well as understand mental health and emotional differences among learners that may necessitate leveraging additional resources to support students' wellbeing. Issues of youth mental health, substance abuse, suicide awareness and prevention, and abuse within families will be addressed as will the importance of parent involvement. Candidates will engage in seven hours of preclinical experiences, which include visual observations of learning environments that involve parents and families in their children's' education while supporting the social and emotional learning (SEL) needs of learners and an interview with an educational professional to explore topics related to parent involvement, youth mental health issues, and professional responsibilities to ensure student wellbeing. Additionally, crosscutting themes of technology and diversity are interwoven for further development.

Educational Foundations is a key component of WGU's Professional Core and is a required course for all initial licensure candidates. The course provides candidates with early classroom experience where they observe multiple school settings at three different levels of schooling and interview an educator to learn how state standards and various legal and ethical issues affect classrooms today. The course also provides candidates with opportunities to gain foundational knowledge about what it means to be a teacher in the current educational context while exploring their future role within the larger landscape of historical and cultural influences. This course ensures candidates have a firm grasp on important issues affecting educators including state standards-based curriculum, legal and ethical requirements affecting educational opportunities, and professionalism, preparing them for subsequent coursework within the Professional Core and their content area major courses. Five preclinical hours are interwoven throughout this course, and cross-cutting themes of technology and diversity are introduced for further development throughout the candidate’s programs.

Educational Psychology and Development of Children and Adolescents is a key component of WGU’s Professional Core and is a required course for all initial licensure candidates. This course prepares candidates to support classroom practices grounded in research-validated principles from the areas of educational psychology and child/adolescent development. Candidates will be introduced to learning theories that equip them with the knowledge and skills necessary to support the diverse populations of students with whom they will interact. This course addresses theories of human development, spanning early childhood through adolescence, and candidates completing this course will be able to explain and analyze the guiding perspectives on linguistic, physical, cognitive, and social development. This course will also cover appropriate instructional and assessment strategies to support student learning and development. Candidates will engage in four hours of virtual classroom observations related to issues in educational psychology and learner development. Cross-cutting themes of technology and diversity are interwoven for further development.

Fundamentals of Diverse Learners is a key component of WGU's Professional Core and is a required course for all initial licensure candidates. This course prepares candidates to consider and address the wide range of learning needs in the classrooms of today. This course teaches candidates to identify and support the needs of diverse populations of learners, including, for example, students with disabilities (Including Dyslexia), students who are English language learners, and students who are gifted and talented. Practical strategies for differentiating instruction while creating a safe, inclusive, and culturally responsive learning environment are explored. This course helps candidates develop skills for partnering with parents and advocating for all students, particularly those impacted by provisions of IDEA and Section 504 of the Rehabilitation Act. Multitiered systems of support are addressed to prepare candidates for their future classrooms as they seek to select appropriate instructional practices and interventions to best serve their students. Candidates will engage in four hours of preclinical experiences that include a simulated teaching experience in which skills learned can be applied. Cross-cutting themes of technology and diversity are interwoven for further development.

Managing Engaging Learning Environments is a key component of WGU's Professional Core and is a required course for all initial licensure candidates. This course prepares candidates to establish and contribute to safe and productive learning environments that support the success of all learners by ensuring student engagement and motivation for learning. Candidates will learn strategies, such as incorporating consistent routines and expectations, to provide positive behavior supports, increase learner motivation, promote active learning and self-direction, and ensure a safe and productive classroom setting that fosters a sense of community through collaborative educational practices. The course will culminate in evidence-based, practical application of current strategies, theories, or philosophical perspectives related to motivating and engaging all students in a learning community. Candidates will engage in seven hours of preclinical experiences that include both virtual observations of classroom settings and time in a simulated classroom environment where theory can be put into practice. Cross-cutting themes of technology and diversity are interwoven for further development.

Introduction to Curriculum, Instruction, and Assessment is a key component of WGU's Professional Core and is a required course for all initial licensure candidates. This course provides candidates with the knowledge and skills necessary to create engaging and standards-aligned lessons that meet the needs of all learners. Candidates will learn to analyze learner needs based on a variety of inputs, including their state P–12 standards, assessment results, and knowledge of learner differences. This course will help candidates design, deliver, and modify instruction in accordance to needs and educational requirements. Candidates will engage in three hours of preclinical experiences that include virtual classroom observations. They also will record a short teaching segment, allowing for authentic teaching experience. Crosscutting themes of technology and diversity are interwoven for continued development.

Assessing Impact on Student Learning is a key component of WGU's Professional Core and is a required course for all initial licensure candidates. This course equips candidates to evaluate student learning and their own professional practice, ensuring candidates are prepared to ensure all learners' success. In this course, candidates learn multiple methods of assessment to ensure they are able to implement a balanced approach to assessment while monitoring their students’ progress. Assessments types such as formative, summative, standardized, and common assessments are addressed so candidates understand their purposes and can apply them within the context of a lesson to determine impact on learning. Data literacy skills are taught to ensure candidates interpret and analyze individual and classroom data and apply their knowledge in ways that support academic success. Candidates will engage in three hours of preclinical experiences that include virtual classroom observations. Cross-cutting themes of technology and diversity are interwoven for further development.

Educational Technology for Teaching and Learning is a key component of WGU's professional core and is a required course for all initial licensure candidates. This course prepares candidates to incorporate technology into their classroom practices in ways that improve teaching and learning. The ISTE standards will form the basis for their practice. The material will teach candidates to critically evaluate software and hardware options that may positively impact the classroom environment, while also increasing their awareness of ethical usage and considerations related to equity, access to technology, and appropriate use of technology by P–12 students. Assistive technologies to meet the needs of a diverse learner population also will be taught in this course. Candidates will engage in three hours of preclinical experience including virtual observations of classroom practices incorporating technology in order to achieve educational goals. Crosscutting themes of technology and diversity are interwoven for further development.

Inclusive Classroom introduces and prepares candidates to use a repertoire of evidence-based instructional strategies to advance the learning of elementary students with mild to moderate exceptionalities. The beginning of the course focuses on multitiered systems of support. Strategies for intensifying and individualizing instructional interventions, such as making instructional decisions based on progress monitoring data and collaborating with the special education teacher, are targeted. The second portion of the course provides opportunities for candidates to incorporate intensive instructional strategies and practice making accommodations to elementary math and literacy lesson plans based on learner characteristics, performance data, and Individualized Education Program (IEP) goals. This course is designed to be taken by candidates after they have completed D091, Introduction to Curriculum, Instruction and Assessment; C365 Lang. Arts Instruction and Intervention; C909, Elementary Reading Methods and Interventions; and C109, Elementary Mathematics Methods.

Elementary Reading Methods and Interventions provides candidates with an in-depth look at best practices for developing reading and writing skills. Course content examines the science of reading, the stages of and approaches to literacy development, differentiation, technology integration, literacy assessment, and Multitiered Systems of Supports (MTSS), including the comprehensive response to intervention (RTI) model used to identify and address the needs of learners who struggle with reading comprehension. This course is designed to be taken after successful completion of Introduction to Curriculum, Instruction, and Assessment.

Language Arts Instruction and Intervention helps students learn how to implement effective language arts instruction and intervention in the elementary classroom. Topics include written and spoken English, expanding students' knowledge, literature rich environments, differentiated instruction, technology for reading and writing, assessment strategies for reading and writing, and strategies for developing academic language. There are no prerequisites for this course.

Elementary Mathematics Methods helps students learn how to implement effective math instruction in the elementary classroom. Topics include differentiated math instruction, mathematical communication, mathematical tools for instruction, assessing math understanding, integrating math across the curriculum, critical thinking development, standards-based mathematics instruction, and mathematical models and representation. This course is designed to be taken after successful completion of Introduction to Curriculum, Instruction, and Assessment OR Introduction to Instructional Planning and Presentation AND Instructional Planning and Presentation in Elementary or Special Education.

Elementary Science Methods helps students learn how to implement effective science instruction in the elementary classroom. Topics include processes of science, science inquiry, science learning environments, instructional strategies for science, differentiating instruction for science, assessing science understanding, technology for science instruction, standards-based science instruction, integrating science across the curriculum, and science beyond the classroom. This course is designed to be taken after successful completion of Introduction to Curriculum, Instruction, and Assessment OR Introduction to Instructional Planning and Presentation AND Instructional Planning and Presentation in Elementary or Special Education.

Elementary Social Studies Methods helps students learn how to implement effective social studies instruction in the elementary classroom. Topics include social studies themes, promoting cultural diversity, integrated social studies across the curriculum, social studies learning environments, assessing social studies understanding, differentiated instruction for social studies, technology for social studies instruction, and standards-based social studies instruction. This course is designed to be taken after successful completion of Introduction to Curriculum, Instruction, and Assessment OR Introduction to Instructional Planning and Presentation AND Instructional Planning and Presentation in Elementary or Special Education.

Elementary Physical Education and Health Methods helps students learn how to implement effective physical and health education instruction in the elementary classroom. Topics include healthy lifestyles, student safety, student nutrition, physical education, differentiated instruction for physical and health education, physical education across the curriculum, and public policy in health and physical education. This course is designed to be taken after successful completion of Introduction to Curriculum, Instruction, and Assessment OR Introduction to Instructional Planning and Presentation AND Instructional Planning and Presentation in Elementary or Special Education.

Elementary Visual and Performing Arts Methods helps students learn how to implement effective visual and performing arts instruction in the elementary classroom. Topics include integrating arts across the curriculum, music education, visual arts, dance and movement, dramatic arts, differentiating instruction for visual and performing arts, and promoting cultural diversity through visual and performing arts instruction. This course is designed to be taken after successful completion of Introduction to Curriculum, Instruction, and Assessment OR Introduction to Instructional Planning and Presentation AND Instructional Planning and Presentation in Elementary or Special Education.

Elementary Disciplinary Literacy examines teaching strategies designed to help learners in grades K–6 develop the literacy skills necessary to read, write, and think critically while engaging content in different academic disciplines. Course content highlights strategies to help learners distinguish between the unique characteristics of informational texts while improving comprehension and writing proficiency across the curriculum. Strategies to encourage inquiry and cultivate skills in critical thinking, collaboration, and creativity also are addressed. This course is designed to be taken after successful completion of Introduction to Curriculum, Instruction, and Assessment OR Introduction to Instructional Planning and Presentation AND Instructional Planning and Presentation in Elementary or Special Education.

Children's Literature is an introduction to and exploration of children's literature. Students will consider and analyze children's literature as a lens through which to view the world. Students will experience multiple genres, historical perspectives, cultural representations, and current applications in the field of children's literature. This course is designed to be taken after successful completion of Introduction to Curriculum, Instruction, and Assessment OR Introduction to Instructional Planning and Presentation AND Instructional Planning and Presentation in Elementary or Special Education.

This course is a foundational introduction to the biological sciences. The overarching theories of life from biological research are explored as well as the fundamental concepts and principles of the study of living organisms and their interaction with the environment. Key concepts include how living organisms use and produce energy; how life grows, develops, and reproduces; how life responds to the environment to maintain internal stability; and how life evolves and adapts to the environment.

Preclinical Experiences in Elementary provides students the opportunity to observe and participate in a wide range of in-classroom teaching experiences in order to develop the skills and confidence necessary to be an effective teacher. Students will reflect on and document the 75 hours of in-classroom observation and experience in their performance assessments. Prior to entering the classroom for the observations, students will be required to meet several requirements including a cleared background check, passing scores on the state or WGU required basic skills exam and a completed resume.

The Teacher Performance Assessment course is a culmination of the wide variety of skills learned during a student’s time in the Teachers College at WGU. In order to be a competent and independent classroom teacher, students will showcase a collection of their content, planning, instructional, and reflective skills. This course is eligible for an In Progress grade. Please see the Grading Scale Policy for more information.

Professional Portfolio requires candidates to create an online teaching portfolio that demonstrates professional beliefs, growth, and effective teaching practices from the Demonstration Teaching experience. The portfolio includes reflective essays (educational beliefs, professional growth, and collaboration with stakeholders) and professional artifacts (resume and artifacts with commentary on academic language, systems of student support, education technology, and professional communication with families) developed and acquired during Demonstration Teaching. This course is eligible for an In Progress grade. Please see the Grading Scale Policy for more information.

Cohort Seminar provides mentoring and supports teacher candidates during their demonstration teaching period by providing weekly collaboration and instruction related to the demonstration teaching experience. It facilitates their demonstration of competence in becoming reflective practitioners, adhering to ethical standards, practicing inclusion in a diverse classroom, exploring community resources, building collegial and collaborative relationships with teachers, and considering leadership and supervisory skills. This course is eligible for an In Progress grade. Please see the Grading Scale Policy for more information.

Professional Portfolio

Special requirements for this program

You will complete a professional portfolio, which will include your resume and Philosophy of Teaching Statement and serve as a way to showcase the skills you have acquired throughout your degree program and Student Teaching. 

Skills For Your Résumé

As part of this program, you will develop a range of valuable skills that employers are looking for. 

• Lesson Planning:   Created effective lesson plans for optimal instrucitonal delivery. 
• Teaching:   Established positive and meaningful relationships with students, fostering a supportive and inclusive learning environment.
• Classroom Management:   Developed and implemented organizational routines and norms for classroom discourse and student work, fostering an environment conducive to effective learning and collaboration.
• Research:   Expertly evaluated research evidence, identifying weaknesses, inconsistencies, biases, and other issues to ensure the reliability of information.
• Writen Communication:   Communicated ideas with clarity and precision through written communication techniques.
• Communication:   Delivered messages through tailored communication methods, ensuring resonance with diverse audiences. 

“After completing my degree, my husband also completed his degree at WGU and went back to pursue his master's degree at WGU. It is not unreasonable for our family to say that WGU changed our lives.”

—Amanda Rogers B.A. Elementary Education

WGU vs. Traditional Universities Compare the Difference

Traditional Universities

TUITION STRUCTURE

Per credit hour

Flat rate per 6-month term

Schedule and wait days or even weeks to meet with one of many counselors

Simply email or call to connect with your designated Program Mentor who supports you from day one

Scheduled time

Whenever you feel ready

Professor led lectures at a certain time and place

Courses available anytime, from anywhere

TIME TO FINISH

Approximately 4 years, minimal acceleration options

As quickly as you can master the material, typically less than 3 years

TRANSFER CREDITS

Few accepted, based on certain schools and specific courses

A generous transfer policy that is based on your specific situation

You Aren't On Your Own

WGU has Program Mentors who work with you from the day you start, all the way through graduation. They help you set up your Student Teaching, learn about teaching certification in your state, and more. You're not alone when you choose an online education degree at WGU.

On Your Schedule

Students choose WGU for their  online teaching degree program  because of its flexibility. Whether you already have a full-time job, have responsibilities as a parent, or just have a busy schedule, WGU can work for you.

Licensure In Any State

WGU's online elementary education degree prepares you for a teaching license in any state in the United States. It's valuable to learn the other requirements in your state to know the full process for gaining licensure.

Accredited, Respected, Recognized™

One important measure of a degree’s value is the reputation of the university where it was earned. When employers, industry leaders, and academic experts hold your alma mater in high esteem, you reap the benefits of that respect. WGU is a pioneer in reinventing higher education for the 21st century, and our quality has been recognized.

COST & TIME

An Affordable Elementary Education Bachelor's Degree Program

By charging per six-month term rather than per credit—and empowering students to accelerate through material they know well or learn quickly—WGU helps students control the ultimate cost of their degrees. The faster you complete your program, the less you pay for your degree.

A College Degree Is Within Reach

There is help available to make paying for school possible for you:

The average student loan debt of WGU graduates in 2022 (among those who borrowed) was less than half* the national average.

Most WGU students qualify for financial aid, and WGU is approved for federal financial aid and U.S. veterans benefits. 

Many scholarship opportunities are available. Find out what you might be eligible for.

*WGU undergraduate students have approximately half the debt at graduation compared to the national average, according to the  Institute for College Access and Success (2022).

FLEXIBLE SCHEDULE

A Different Way to Learn: Degree Programs Designed to Fit Your Life—and All the Demands on Your Time

Professional responsibilities. Family obligations. Personal commitments. At WGU, we understand schedules are tight and often unpredictable for adult students. That’s why we offer a flexible, personalized approach to how education should be. No rigid class schedules. Just a solid, career-focused teaching program that meshes with your current lifestyle. You'll be challenged. You'll work hard. But if you commit yourself and put in the hours needed, WGU makes it possible for you to earn a highly respected degree as a busy working adult.

"Getting my degree from WGU helped me achieve the career I always dreamed of having. It opened doors for me to become a life-long learner and go to a job everyday that I love!”

—Sara Hyde B.A. Elementary Education

CAREER OUTLOOK

Prepare to Lead your Classroom and Impact the Lives of Students with an Online Elementary Education Degree

According to the U.S. Bureau of Labor Statistics, between 2019 and 2029, over 56,000 new kindergarten and elementary teaching positions will be created nationwide. Once you have completed your B.A. Elementary Education degree program at WGU, you’ll be ready to step into this rewarding career. With the knowledge and skills gained from in-classroom experiences and your coursework, you'll be on the road to success as a teacher.

This elementary education degree lets you shape your life, and the lives of students. You'll be prepared to run your own classroom, shape the minds of students, and create a safe and fun place for learning with this online program. Get ready to care for and educate diverse learners and communities with an elementary education degree. The specific grade level you will be eligible to teach will depend on your state’s corresponding license. Earn your elementary education degree today! 

Return on Your Investment

On average, wgu graduates see an increase in income post-graduation.

Average income increase from all degrees in annual salary vs. pre-enrollment salary. Source:  2023 Harris Poll Survey  of 1,655 WGU graduates.

Survey was sent to a representative sample of WGU graduates from all colleges. Respondents received at least one WGU degree since 2017.

The number of positions for all elementary teachers in the United States is expected to grow by 4% by 2031, according to the U.S. Bureau of Labor Statistics.

—U.S. Bureau of Labor Statistics

WGU Has Alumni Teaching in Schools Across the Country

Graduates of WGU's online Teachers College have found meaningful, rewarding teaching careers in classrooms at:

• Inclusionary K–12 classrooms
• Middle/junior high schools
• High schools
• Private and charter schools

Impressive Class of Graduates

Graduates of the WGU Teachers College include recipients of many professional honors, including:

• Gates Millennium Scholars
• Intel Grant for Mathematics and Technology
• Claes Nobel Educator of Distinction Award
• Milken Family Foundation National Educator Award
• Association of Public Charter Schools Educator of the Year Award

Bachelor of Arts in Elementary Education Admission Requirements

Students who are seeking initial teacher licensure in a bachelor’s, post-baccalaureate, or master’s program must also pass a state-specific basic skills test for the state in which they live as a prerequisite to Student Teaching . (Registering and paying for the test is the student’s responsibility.) This requirement can be met either prior to admission or before beginning the Foundations of Teaching subject area once you are in your WGU program.

WGU’s teacher licensure programs also include Student Teaching. You must be at least 18 years of age before you may begin the application process or participate in Preclinical Experiences and Student Teaching. You must also submit to a criminal background check prior to entering the classroom for this component of your program.

An Enrollment Counselor can help you best determine whether you have the sufficient background for entry into your program of choice.

Get Your Enrollment Checklist

Download your step-by-step guide to enrollment.

Get Your Questions Answered

Talk to an WGU Enrollment Counselor.

Transfer Credits

Get added support and flexibility as you start your degree  take a course or two at your pace before committing to a full degree program. strengthen your study habits, gain essential learning skills and, best of all, each completed course counts toward your degree requirements. .

Learn More about Pathways to Starting

MORE DETAILS

Becoming a Licensed Teacher

State-specific licensure requirements : Each state in the U.S. has specific testing requirements that must be met or completed in addition to completing your teaching degree program at WGU. Teacher licensure requirements vary depending on state laws and may include a number of factors, such as:

• Completion of a bachelor’s degree program
• Submission of transcripts
• Completion and clearance of a background check
• Passing of required entrance exams and basic skills tests

Preclinical Experiences    

As part of this program, you'll participate in a wide range of in-classroom teaching experiences through at least 75 hours of in-classroom observation.

Student Teaching

To help you prepare to work in classrooms, this program includes a student teaching component. Student Teaching is a full-time, supervised, in-classroom experience of a minimum of 12–20 weeks during which you will be hosted by an experienced teacher and observed by a Clinical Supervisor. Your host teacher will evaluate your performance based on accepted professional standards. Learn more about teacher licensure.

More About the B.A. in Elementary Education

• More About Teacher Licensure
• More About This Degree

What grades will I be able to teach?

It depends on your state and which Teachers College program you complete, so it is best to ask your Enrollment Counselor. Typically, teachers with an elementary education license can teach anywhere from kindergarten through 8th grade, and secondary teachers in math, English, or science can teach anywhere from 5th to 12th grades. K–12 special education licenses typically enable teachers to work with students from kindergarten through 12th grade.

How long is Student Teaching?

It depends on your state and your program, but for most Teachers College programs, Student Teaching is typically about the length of one full traditional school semester. Student teaching is a minimum of 12–16 weeks, but it can be longer in other programs.

How do I set up my Student Teaching?

WGU has a team that works with you to connect you with schools in your area, and with host teachers that will support you through your Student Teaching.

Can I use my own classroom for the Student Teaching placement?

Your Enrollment Counselor can provide more details about your specific situation. While you can provide recommendations of a school you want to be placed in, generally, our Field Placement Office will be selecting and setting up the placement in the end.

Will this program lead to a teaching license in my state?

Your Enrollment Counselor has access to an up-to-date database that tracks requirements and eligibility for all WGU programs and all US states and territories, so a conversation with your Enrollment Counselor can quickly verify this for you based on where you live and your desired program.

What courses might you take in an elementary education program?

An elementary education program will include many courses such as:

• Science methods
• Math methods
• Social studies methods
• Language arts methods
• Classroom discipline
• Children's literature
• Inclusive classrooms
• World history
• U.S. history
• Health and wellness

What’s the best way to get your degree in elementary education?

You can choose a traditional college or an online program for your elementary education degree—the best choice for you will depend on your current schedule, your lifestyle, and how motivated you are to pursue a degree online. For many students, an online degree program allows for crucial flexibility that can make earning an elementary education degree a better option.

Do all education programs prepare you for teacher certification?

Not every education degree program will prepare you for a teaching license, so it's important to do your research and understand what kind of program you are enrolling in. You also need to make sure the college you attend is accredited and recognized so it can help you get your license.

What can I do with an online elementary education bachelor's degree?

An online elementary education bachelor's degree should prepare you to become a teacher in a K-6 classroom, giving you skills in math, English, science, social studies, and more so you can properly teach children.

How long does it take to get a bachelor's degree in elementary education?

Typical bachelor's degree programs will take 4 years to complete. However, if you choose an online, flexible program you may be able to finish faster. At WGU, most students finish their bachelor's in elementary education in just 36 months.

What is an elementary education bachelor’s degree?

An elementary education bachelor's degree is an undergraduate program that is focused on giving future teachers the skills and credentials they need to become licensed and enter the classroom.

Can you become an elementary school teacher online?

Absolutely! An accredited online university like WGU allows you to get your elementary education bachelor's degree entirely online. This degree is accredited and respected and leads to teacher licensure in any of the 50 states.

Does WGU require transcript submissions of prior college work?

Yes. Transcripts are used by your program mentor to help develop your personalized degree plan. WGU requires that official transcripts of previous academic work completed at other colleges or graduate schools be submitted for evaluation. It is your obligation to request official transcripts from the institutions you have attended when applying for admission. At the present time, we don't require a minimum grade point average (GPA) or SAT/ACT scores for admission.

Do graduate students need to submit transcripts?

Yes. Students applying to a graduate degree program must send bachelor's degree official transcripts verifying their receipt of a bachelor’s degree from a regionally or DETC-accredited institution. The Records and Admissions Departments should receive the official transcripts by the 1st of the month prior to the start of your program. WGU accepts  limited  college transfer credits at the graduate (master’s) level in  only a few programs : M.S. Nursing and Master of Health Leadership. Transfer credit is  not accepted  in all other master's programs. For all other graduate-level programs, requirements are not cleared through transfer because of prior graduate school study. However, competencies obtained through prior study will help students to accelerate toward degree completion.

Who reviews my transcripts? How long does it take?

Your official transcripts will be evaluated by a member of the Transcripts Department. The time it takes to review your transcripts and report which subject areas (domains) are cleared will vary. We will inform you via email when your transcripts arrive, and we endeavor to report transfer decisions through your  Enrollment Counselor  within two weeks of that date.

What is the deadline for transcript submission?

Because your mentor will use your transcripts to help develop your personalized Degree Plan, it is important we receive official transcripts directly from all the colleges and universities you have previously attended no later than the 1st of the month prior to your intended start date. WGU will not award transfer credit based upon the work identified by transcripts received after your start date.

Can I submit unofficial copies of transcripts?

If you have questions about your transcripts prior to submission of your official transcripts, you may  contact your Enrollment Counselor  to discuss the Transfer Evaluation Guidelines for your intended degree program.

Can I transfer previously earned college credits to WGU?

Yes. If you’re applying for a bachelor’s degree program and have completed college coursework at another institution, you may have your transcripts evaluated and may be able to have some or all of the requirements for lower-division courses cleared through transfer credits. In some programs, professional certifications may clear additional requirements.

What credit hours can I expect to transfer into WGU?

Many students transfer into a WGU degree program already having accumulated many credit hours or having earned an associate’s degree. Transcripts are evaluated on a course-by-course basis according to the following general guidelines:

• If you hold an Associate of Arts (AA) or Associate of Science (AS) degree from an institution that is recognized as nationally or regionally accredited by the U.S. Department of Education, you should clear all or many of the lower-division requirements for a bachelor’s degree in Business or Information Technology. For Health Professions and Teachers College programs, a course-by-course evaluation is typically required. Only an official transcript evaluation can determine how many requirements you may be able to waive.
• If you earned an Associate of Applied Science (A.A.S.) or other applied associate’s degree, you may be able to clear a significant portion of WGU's lower-division degree requirements.
• If you have completed college courses but have not earned a degree of any type, you may also be able to have some degree requirements cleared through a course-by-course transcript evaluation.
• WGU accepts  limited  college transfer credits at the graduate (master’s) level in  only a few programs : M.S. Nursing and Master of Health Leadership. Transfer credit into the M.S. Nursing and Master of Health Leadership programs will only be considered for new students beginning their program on February 1, 2021, and beyond. Transfer credit is  not accepted  in all other master's programs. For all other graduate-level programs, requirements are not cleared through transfer because of prior graduate school study. However, competencies obtained through prior study will help students to accelerate toward degree completion.

I have lots of credit hours but don't have a bachelor's or associate's degree. What will transfer?

It depends on how well the courses you’ve already taken match the competencies in the WGU degree program you’re applying for.

Each WGU degree program specifies the competencies you must possess and demonstrate mastery of in order to receive your degree; having accumulated credits isn’t sufficient proof that you have mastered the competencies.

Prior courses must be relevant. If your prior coursework directly matches the requirements for your WGU bachelor’s degree, you may be able to clear one or more required lower-division courses. However, if your coursework was in subject areas that don’t match WGU's degree requirements, the amount of transfer credit you receive may be limited.

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Elementary Education Research Paper Topics

This comprehensive guide to elementary education research paper topics is designed to assist students and researchers in the field of education. The guide provides a wide array of topics divided into ten categories, each with ten unique topics, offering a diverse range of areas to explore in the field of elementary education. Additionally, the guide offers expert advice on how to choose a research topic and how to write an elementary education research paper. The final sections of the guide introduce iResearchNet’s professional writing services and encourage students to take advantage of these services for their research needs.

100 Elementary Education Research Paper Topics

Elementary education is a broad field with numerous areas to explore. Whether you’re interested in teaching methods, curriculum development, educational technology, or the social aspects of elementary education, there’s a research topic for you. Here, we present a comprehensive list of elementary education research paper topics, divided into ten categories. Each category contains ten unique topics, offering a diverse range of areas to explore in your research.

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1. Teaching Methods and Strategies

• The effectiveness of Montessori methods in elementary education.
• The role of play in learning in the early years.
• The impact of differentiated instruction on student achievement.
• The benefits and challenges of cooperative learning in the elementary classroom.
• The role of feedback in promoting student learning.
• The impact of teaching strategies on students’ motivation.
• The effectiveness of inquiry-based learning in science education.
• The role of storytelling in teaching literacy skills.
• The impact of technology on teaching and learning in the elementary classroom.
• The role of creativity in teaching and learning.

2. Curriculum and Instruction

• The impact of curriculum design on student learning.
• The role of interdisciplinary teaching in elementary education.
• The effectiveness of project-based learning in teaching science.
• The role of cultural relevance in curriculum design.
• The impact of standardized testing on curriculum and instruction.
• The role of critical thinking in the elementary curriculum.
• The effectiveness of integrating arts in the curriculum.
• The impact of curriculum alignment on student achievement.
• The role of experiential learning in the elementary curriculum.
• The challenges of teaching social studies in the elementary classroom.

3. Educational Technology

• The impact of digital technology on student learning.
• The role of educational games in teaching math.
• The effectiveness of using iPads in the classroom.
• The role of virtual reality in teaching science.
• The impact of technology on student engagement.
• The challenges of integrating technology in the classroom.
• The role of technology in promoting collaborative learning.
• The effectiveness of using technology in teaching reading skills.
• The impact of technology on teacher-student communication.
• The role of technology in personalized learning.

4. Social Aspects of Elementary Education

• The impact of classroom climate on student learning.
• The role of social-emotional learning in elementary education.
• The effectiveness of character education programs.
• The role of peer relationships in student learning.
• The impact of school culture on student achievement.
• The challenges of teaching diversity and inclusion in the elementary classroom.
• The role of student-teacher relationships in student learning.
• The effectiveness of anti-bullying programs in elementary schools.
• The impact of parental involvement on student achievement.
• The role of community partnerships in promoting student learning.

5. Special Education

• The effectiveness of inclusive education in the elementary classroom.
• The role of individualized education programs in supporting students with special needs.
• The impact of teacher training on the success of inclusive education.
• The challenges of teaching students with learning disabilities.
• The role of assistive technology in supporting students with special needs.
• The effectiveness of earlyintervention programs for students with special needs.
• The impact of classroom accommodations on the academic success of students with special needs.
• The role of collaboration between general and special education teachers.
• The effectiveness of behavior management strategies for students with emotional and behavioral disorders.
• The impact of special education policies on student outcomes.

6. Early Childhood Education

• The impact of early childhood education on academic success.
• The role of play in early childhood education.
• The effectiveness of early literacy programs.
• The role of parental involvement in early childhood education.
• The impact of early childhood education on social skills development.
• The challenges of teaching math in early childhood education.
• The role of creativity in early childhood education.
• The effectiveness of early intervention programs.
• The impact of early childhood education on cognitive development.
• The role of teacher-child relationships in early childhood education.

7. Educational Policies and Reforms

• The impact of No Child Left Behind on elementary education.
• The role of Common Core State Standards in curriculum development.
• The effectiveness of school choice policies.
• The role of educational policies in promoting equity in education.
• The impact of teacher evaluation policies on teaching and learning.
• The challenges of implementing educational reforms in elementary schools.
• The role of educational policies in promoting teacher quality.
• The effectiveness of policies aimed at reducing the achievement gap.
• The impact of educational funding policies on student achievement.
• The role of educational policies in promoting parental involvement.

8. Teacher Education and Professional Development

• The impact of teacher education programs on teacher effectiveness.
• The role of ongoing professional development in promoting teacher quality.
• The effectiveness of mentorship programs for novice teachers.
• The role of reflective practice in teacher professional development.
• The impact of teacher beliefs on teaching practices.
• The challenges of teaching in high-needs schools.
• The role of teacher collaboration in professional development.
• The effectiveness of teacher induction programs.
• The impact of teacher leadership on school improvement.
• The role of teacher autonomy in promoting job satisfaction.

9. Classroom Management

• The impact of classroom management strategies on student behavior.
• The role of positive reinforcement in promoting appropriate behavior.
• The effectiveness of classroom rules and procedures.
• The role of teacher-student relationships in classroom management.
• The impact of classroom environment on student learning.
• The challenges of managing disruptive behavior.
• The role of behavior management strategies in promoting a positive classroom climate.
• The effectiveness of conflict resolution strategies in the classroom.
• The impact of classroom management on student engagement.
• The role of classroom routines in promoting student responsibility.

10. Assessment and Evaluation

• The impact of formative assessment on student learning.
• The role of feedback in student assessment.
• The effectiveness of performance-based assessment.
• The role of self-assessment in promoting student learning.
• The impact of standardized testing on teaching and learning.
• The challenges of assessing student learning in diverse classrooms.
• The role of assessment in curriculum planning.
• The effectiveness of portfolio assessment.
• The impact of grading policies on student motivation.
• The role of assessment in identifying students at risk of academic failure.

This comprehensive list of elementary education research paper topics provides a wide range of areas to explore. Whether you’re interested in teaching methods, curriculum development, educational technology, or the social aspects of elementary education, there’s a research topic for you. Remember, the best research topic is one that you’re genuinely interested in and passionate about.

Elementary Education Research Guide

Elementary education, also known as primary education, is a crucial stage in the educational journey of a child. It is during these formative years that children acquire foundational skills in areas such as reading, writing, mathematics, science, and social studies. Additionally, they develop critical thinking skills, creativity, and social competencies that are essential for their overall growth and development.

Elementary education serves as the building block for all future learning. The experiences and knowledge gained during these years can significantly influence a child’s attitude towards learning, their academic success, and their lifelong learning habits. Therefore, it is essential to ensure that children receive quality education during these years.

Research in elementary education is of paramount importance. It helps educators, policymakers, and stakeholders understand the best practices, methodologies, and strategies to enhance learning outcomes in primary education. It also provides insights into the challenges faced in elementary education and how to address them effectively.

Elementary education research paper topics can span a wide range of areas, including teaching methods, learning styles, the impact of technology on learning, educational policies, classroom management, and many more. Choosing a research topic in this field requires careful consideration of various factors, including your interests, the relevance of the topic, and the availability of resources.

In the following sections, we provide a comprehensive list of elementary education research paper topics, expert advice on choosing a topic and writing a research paper, and information about iResearchNet’s professional writing services. Whether you are a student embarking on your first research project or a seasoned researcher looking for new areas to explore, this guide is designed to assist you in your research journey.

Choosing Elementary Education Research Paper Topics

Choosing a research topic is a critical step in the research process. The topic you select will guide your study, influence the complexity and relevance of your work, and determine how engaged you are throughout the process. In the field of elementary education, there are numerous intriguing topics that can be explored. Here are some expert tips to assist you in this process:

• Understanding Your Interests: The first step in choosing a research topic is to understand your interests. What areas of elementary education fascinate you the most? Are you interested in how teaching methods influence student learning, or are you more intrigued by the role of technology in the classroom? Reflecting on these questions can help you narrow down your options and choose a topic that truly engages you. Remember, research is a time-consuming process, and your interest in the topic will keep you motivated.
• Evaluating the Scope of the Topic: Once you have identified your areas of interest, the next step is to evaluate the scope of potential elementary education research paper topics. A good research topic should be neither too broad nor too narrow. If it’s too broad, you may struggle to cover all aspects of the topic effectively. If it’s too narrow, you may have difficulty finding enough information to support your research. Try to choose a topic that is specific enough to be manageable but broad enough to have sufficient resources.
• Assessing Available Resources and Data: Before finalizing a topic, it’s important to assess the available resources and data. Are there enough academic sources, such as books, journal articles, and reports, that you can use for your research? Is there accessible data that you can analyze if your research requires it? A preliminary review of literature and data can save you from choosing a topic with limited resources.
• Considering the Relevance and Applicability of the Topic: Another important factor to consider is the relevance and applicability of the topic. Is the topic relevant to current issues in elementary education? Can the findings of your research be applied in real-world settings? Choosing a relevant and applicable topic can increase the impact of your research and make it more interesting for your audience.
• Seeking Advice: Don’t hesitate to seek advice from your professors, peers, or other experts in the field. They can provide valuable insights, suggest resources, and help you refine your topic. Discussing your ideas with others can also help you see different perspectives and identify potential issues that you may not have considered.
• Flexibility: Finally, be flexible. Research is a dynamic process, and it’s okay to modify your topic as you delve deeper into your study. You may discover new aspects of the topic that are more interesting or find that some aspects are too challenging to explore due to constraints. Being flexible allows you to adapt your research to these changes and ensure that your study is both feasible and engaging.

Remember, choosing a research topic is not a decision to be taken lightly. It requires careful consideration and planning. However, with these expert tips, you can navigate this process more effectively and choose an elementary education research paper topic that not only meets your academic requirements but also fuels your passion for learning.

How to Write an Elementary Education Research Paper

Writing a research paper is a significant academic task that requires careful planning, thorough research, and meticulous writing. In the field of elementary education, this process can be particularly challenging due to the complexity and diversity of the field. However, with the right approach and strategies, you can write a compelling and insightful research paper. Here are some expert tips to guide you through this process:

• Understanding the Structure of a Research Paper: A typical research paper includes an introduction, literature review, methodology, results, discussion, and conclusion. The introduction presents your research question and its significance. The literature review provides an overview of existing research related to your topic. The methodology explains how you conducted your research. The results section presents your findings, and the discussion interprets these findings in the context of your research question. Finally, the conclusion summarizes your research and suggests areas for future research.
• Developing a Strong Thesis Statement: Your thesis statement is the central argument of your research paper. It should be clear, concise, and debatable. A strong thesis statement guides your research and helps your readers understand the purpose of your paper.
• Conducting Thorough Research: Before you start writing, conduct a thorough review of the literature related to your topic. This will help you understand the current state of research in your area, identify gaps in the literature, and position your research within this context. Use academic databases to find relevant books, journal articles, and other resources. Remember to evaluate the credibility of your sources and take detailed notes to help you when writing.
• Writing and Revising Drafts: Start writing your research paper by creating an outline based on the structure of a research paper. This will help you organize your thoughts and ensure that you cover all necessary sections. Write a first draft without worrying too much about perfection. Focus on getting your ideas down first. Then, revise your draft to improve clarity, coherence, and argumentation. Make sure each paragraph has a clear topic sentence and supports your thesis statement.
• Proper Citation and Avoiding Plagiarism: Always cite your sources properly to give credit to the authors whose work you are building upon and to avoid plagiarism. Familiarize yourself with the citation style required by your institution or discipline, such as APA, MLA, Chicago/Turabian, or Harvard. There are many citation tools available online that can help you with this.
• Seeking Feedback: Don’t hesitate to seek feedback on your drafts from your professors, peers, or writing centers at your institution. They can provide valuable insights and help you improve your paper.
• Proofreading: Finally, proofread your paper to check for any grammatical errors, typos, or inconsistencies in formatting. A well-written, error-free paper makes a good impression on your readers and enhances the credibility of your research.
• Incorporating Elementary Education Concepts: When writing an elementary education research paper, it’s crucial to accurately incorporate elementary education concepts. Make sure you understand these concepts thoroughly and can explain them clearly in your paper. Use examples where appropriate to illustrate these concepts.
• Analyzing and Interpreting Data: If your research involves data analysis, be sure to explain your analysis process and interpret the results in a way that is understandable to your readers. Discuss the implications of your findings for the broader field of elementary education.
• Discussing Real-World Applications: Elementary education is a practical field with many real-world applications. Discuss how your research relates to these applications. This can make your research more interesting and relevant to your readers.

Remember, writing a research paper is a process that requires time, effort, and patience. Don’t rush through it.Take the time to plan your research, conduct thorough research, write carefully, and revise your work. With these expert tips, you can write an elementary education research paper that is insightful, well-structured, and contributes to the field of elementary education.

Custom Research Paper Writing Services

Writing a research paper is a significant undertaking that requires a deep understanding of the topic, strong writing skills, and the ability to conduct thorough research. At iResearchNet, we understand the challenges that students face when writing a research paper, and we are here to help. We offer a range of professional writing services designed to support students in their academic journey.

• Expert Degree-Holding Writers: Our team of writers are not just experts in their respective fields, but they also hold advanced degrees. They understand the intricacies of academic writing and are adept at writing research papers in various fields, including education.
• Custom Written Works: Every research paper is unique, and we treat it as such. Our writers work closely with you to understand your specific requirements and expectations. They then craft a research paper that meets these requirements and reflects your understanding and perspective.
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At iResearchNet, we are committed to helping you succeed in your academic journey. We understand the challenges of writing a research paper and are here to support you every step of the way. Whether you need help choosing a topic, conducting research, writing your paper, or editing and proofreading your work, our expert writers are ready to assist you. With our professional writing services, you can focus on learning and leave the stress of writing to us.

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Embarking on the journey of writing a research paper can be a daunting task, especially when it comes to complex fields like elementary education. But remember, you don’t have to face this challenge alone. iResearchNet is here to provide you with the support you need to produce a high-quality, insightful, and impactful research paper.

Our team of expert degree-holding writers is ready to assist you in creating a custom-written research paper that not only meets but exceeds academic standards. Whether you’re struggling with topic selection, research, writing, or formatting, we’ve got you covered. Our comprehensive services are designed to cater to your unique needs and ensure your academic success.

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So, are you ready to unleash your academic potential? Order a custom education research paper on any topic from iResearchNet today. Let us help you navigate your academic journey and secure your success. Remember, your academic achievement is our top priority, and we’re committed to helping you reach your goals. Order now and experience the iResearchNet difference!

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Why I Chose Education

Everyone has a different reason. What's yours?

Simple Question, Powerful Answers:

We asked educators why they chose to enter the field of education and they shared their inspiring stories. From current students to those who have worked in education for decades, take a look at why our alumni chose to make a difference in the lives of learners.

“What you do as a teacher, as an educator, is you get to make an impact on the lives of others that can last their entire lifetime.”

– Bennett Jones ’14MSA, ’19EDD, director of the N.C. Teaching Fellows program

Ashlyn Scruggs ’15

“A real reason why I teach is to serve other people and give back to them,” says the Wake County Public School System middle school social studies teacher.

Meet Ashlyn 

Richmond Hill ’01MED

“There’s this power in being able to mentor and develop others,” says the provost of Northern Virginia Community College’s (NOVA) Woodbridge campus.

Meet Richmond 

“My goal and purpose has always been to make a positive impact in the lives of children. We know that a quality education is a game changer for all children, but is a dire need for children in poverty.”

– Valerie Bridges ’02MSA, ’10EDD, retired superintendent of Edgecombe Public Schools and the 2022 N.C. Superintendent of the year

EDGAR HUFF ’13MAT

“I believe the classroom is where the difference is made,” says the Wake County Public School System high school social studies teacher.

Meet Edgar 

HELEN LUPTON SMITH ’96PHD

“I realized what a big impact I can make in education. I can make a service impact, I can make a research impact and I can make a direct impact as an advisor and as a teacher,” says the associate professor in counselor education at North Carolina Central University.

Meet Helen 

Why Extraordinary Educators Choose Us:

college for education majors in North Carolina

Producer of STEM Educators in N.C.

most effective beginning teachers in North Carolina as rated by employers

Sources: College Magazine and UNC Educator Quality Dashboard

“We’re all part of a broader community of individuals who want our world to be a better place tomorrow than it is today.”

– Carl Harris ’98EDD, NC State College of Education board chair

JESSICA TERRONES ’22

“I want my classroom to feel representative of my students and a space where they can be themselves,” says the Lee County Schools middle school mathematics teacher.

Meet Jessica 

VANCE KITE ’18MED, ’21PHD

“I really like working with in-service teachers because I remember being there,” says the director of the Kenan Fellows Program for Teacher Leadership.

Meet Vance 

KARRIE DIXON ’97, ’03EDD

“Education is an avenue to social and economic mobility. It transforms lives,” says the chancellor of Elizabeth City State University.

Meet Karrie 

SERGIO MADERA-GARCIA

“Just knowing that I was helping other students in bridging those gaps, it felt really good,” says the master’s student in higher education administration.

Meet Sergio 

AUTUMN GUIN ’20PHD

“My thing has always been helping kids and helping adults help kids,” says the NC State Extension program design and evaluation extension associate.

Meet Autumn 

We offer over 50 undergraduate, graduate and certificate options across our three departments.

#WhyIChoseEducation: ‘My Teachers Had a Big Impact on Me, and I Wanted to be That Person for Other Students,’ Says Meghan Larson  

#WhyIChoseEducation: ‘Education Has Something for Everybody,’ Says Karen Terrell Jackson ’14PHD  

#WhyIChoseEducation: ‘In Order for a Society to Be Strong and Continue for Generations, Everyone Needs a Sound, Basic Education,’ Says Transformational Scholar Josh Webb  

Why did you choose education.

Share why you chose the field of education and show your NC State College of Education pride on social media. Just tag your photos #WhyIChoseEducation on your Twitter or Instagram accounts.

Congratulations to all our amazing students who were recently recognized during the Education Council`s Spotlight Awards! 🐺🎉 Also shoutout to our wonderful faculty and staff who support them throughout the year! 👏 Check the link in the bio for the full list of students recognized and to see more photos from the Spotlight Awards. #ExtraordinaryEducatorsPrepareHere

Congratulations to one of our amazing students, Jayla Moody Marshall, for winning the Chancellor’s Creating Community Outstanding Student Award! Jayla is a student in the Ph.D. in Educational Leadership, Policy, and Human Development higher education opportunity, equity, and justice concentration. In nominating her for the award, Alumni Distinguished Graduate Professors of Higher Education Alyssa Rockenbach and Joy Gaston Gayles cited Jayla’s ability to draw on her scholarship to design opportunities for students in higher education graduate programs and support prospective students by facilitating recruitment events, helping them find graduate assistantships and fellowships, and planning orientation and social events for admitted students. Congrats, Jayla! You make us proud! 🐺 🎉🏆

Our Media and Education Technology Resource Center (METRC) is a creative learning environment where you can study, check out books, access resources and technology and hang out with friends. Be sure to stop by METRC at D.H. Hill Jr Library and explore everything it has to offer. . 🎥: Transformational Scholar Josh Webb

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Employability Status of Bachelor of Elementary Education Graduates of School Year 2014-2018

Over the years the Bachelor of Elementary Education demonstrated a good passing percentage in Licensure Examination for Teachers (LET) but the elementary education graduates' employability as a success indicator of the program is not yet explored. This study traced the employability status of Bachelor of Elementary Education Graduates of CBSUA-College of Development Education School Year 2014-2018. More specifically, it determined the demographic profile of Bachelor of Elementary Education Graduates of School Year 2014 to 2018, their current employment status, the training or advance studies attended after graduation, and suggestions to improve the curriculum. Descriptive research was used to trace the employability status of the graduates. Results showed that most of the BEED graduates are female, single, and are living in Camarines Sur, and passers of professional licensure examinations. Also, 86.4 percent of the BEED graduates are presently employed with a high percentage of permanent employment status which showed that they are highly employable. The graduates attend to very limited training and advance studies for skills development and content and pedagogy development. Moreover, improvement of educational facilities, conduct education-related training, and seminars, review of the schedules of educational emersion, and enhancement of elementary related curricular and extra-curricular skills was suggested to improve the curriculum.

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My Educational Journey at Discovery Elementary

This essay about a student’s transformative educational experience at Discovery Elementary in Discoveryville describes the school as more than just an educational institution; it was a sanctuary for learning. The narrative highlights the supportive faculty, enriching curriculum, and the holistic development fostered through various extracurricular activities. The author reflects on the profound impact of their experiences at the school, emphasizing the lifelong lessons and friendships gained, which continue to shape their future.

How it works

Nestled in the peaceful surroundings of Discoveryville, Discovery Elementary stood as a beacon of education where my quest for knowledge began its thrilling journey. This institution was more than just a school; it was a sanctuary of learning, where each brick seemed to whisper stories of inquisitiveness and every hallway echoed with the sounds of discovery.

When I first walked through the doors of Discovery Elementary, it felt like unlocking a chest filled with endless opportunities. The atmosphere buzzed with excitement, infused with the scent of adventure and the promise of academic growth.

Surrounded by peers who shared my curiosity and enthusiasm, I found a sense of community that became foundational to my educational path.

The corridors of Discovery Elementary weren’t mere passageways; they were pathways to enlightenment, lined with displays of knowledge and filled with conversations about learning. Each step I took seemed to resonate with the footsteps of previous students, whose spirits of inspiration and ambition lingered in the air.

At the heart of my experience at Discovery Elementary was the steadfast support from the faculty and staff. Each lesson and conquered challenge was backed by mentors who sparked my curiosity and fostered my intellectual development. Their commitment extended beyond the classroom, influencing my personal values and shaping my character.

With each advancing grade, new doors to exploration and learning opened. Engaging in science experiments or exploring literature deepened my understanding of the world and expanded my perspectives. Through both successes and challenges, I found comfort in being part of a community that valued intellectual curiosity and celebrated diversity.

Discovery Elementary also promoted holistic growth through extracurricular activities, which were platforms for self-expression and personal development. From painting to playing soccer, these activities reinforced the importance of teamwork, persistence, and resilience.

Despite facing obstacles and moments of doubt, where the path forward appeared challenging, the strength of the Discovery Elementary community was evident. With encouragement from classmates and guidance from teachers, I learned to overcome difficulties with bravery and resolve.

As I prepare to embark on the next phase of my education, I am profoundly grateful for the lessons learned at Discovery Elementary. This school taught me about the transformative power of knowledge and the excitement of lifelong learning. I take with me not only memories but also a deep appreciation for the impact of education.

In my life’s narrative, Discovery Elementary holds a special place—an emblem of inspiration that lit my way towards intellectual curiosity and personal development. Although my time there has ended, the lessons and friendships I’ve formed will continue to influence my future, leading me toward new discoveries and boundless opportunities.

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Bachelor of Elementary Education (BEEd)

The Bachelor of Elementary Education (BEEd) is an undergraduate teacher degree program designed to prepare individuals intending to teach in the elementary level. It aims to develop highly motivated and competent teachers specializing in the content and pedagogy for elementary education.

Bachelor of Elementary Education (BEEd) is a four-year program that provides academic and appropriate training for future elementary school teachers of Grades 1 – 6 through the general education courses, professional education, and specialization courses. The program culminates with an extensive teaching internship in various cooperating schools, both public and private, local and international, under the mentorship of highly experienced professional teachers.

Graduates will become successful educators in all primary and intermediate elementary subjects, initiate and undertake research relevant in secondary teacher education and allied fields, and develop quality instructional materials that help enhance the teaching-learning process. Ultimately, they will become productive citizens of the municipality, who put God at the center of their lives and continuously pursue excellence and innovation.

Program Educational Objectives:

Within three to five years after obtaining a bachelor’s degree in Elementary Education graduates are expected to:

• Demonstrate mastery of content and research- based knowledge and its application within and across curriculum areas along with a sound and critical understanding of the application of theories and principles of teaching and learning and the ability to translate curriculum content into relevant learning activities.
• Display proficiency in Mother Tongue, Filipino and English in the teaching and learning process and needed skills in the use of communication strategies, teaching strategies, assessment tools and strategies, and ICT to promote high quality learning outcomes.
• Establish learning environments that are safe, secure, fair, and supportive to engage learners in meaningful activities, and responsive to learner diversity.
• Manifest life-long commitment to improve practice through active participation in professional networks, engagement in research and extension, and postgraduate studies.
• Uphold professional ethics, accountability and transparency to promote professional and harmonious relationships with learners, parents, colleagues, superiors, and the wider community as well as manifest understanding and application of the Lasallian principles of education in their practice.

MAJOR COURSE DESCRIPTIONS

Table of Contents

Bachelor of Elementary Education

Eed201 (3 units) – teaching english in the elementary grades (language arts).

This course emphasizes English as a second language with main focus on language teaching methodologies to improve knowledge on the structure and fluency in the English language through listening, reading, writing, speaking, and viewing

Students are expected to produce a short paper on the teaching of English which can either be a critique, evaluative summary, or reaction paper, panel or round table discussion or myths, issues and problems on teaching of English. In addition, teaching demonstration will also be presented

EED202 (3 units) – TEACHING OF ARTS IN THE ELEMENTARY GRADES

This course deals with the educational foundations of arts as these apply to teaching and learning in the elementary grades. Various teaching strategies and assessment appropriate for each area shall be given emphasis in the course.

Students are expected to conduct teaching demonstration utilizing various strategies and assessment effectively.

EED203 (3 units) – TEACHING PE & HEALTH IN THE ELEMENTARY GRADES

This course deals with the educational foundation of Music, Arts, and Physical Education. It covers the historical, philosophical, sociological, and psychological theories and principles necessary to understand the bases of the various activities involved, content and performance standards, and learning competencies prescribed by the K-12 curriculum.

Students are expected to exhibit their understanding of the principles, standards and competencies of the different components of music, arts, physical education, and health (MAPEH) curriculum through think-pair-share, group dynamics, and demonstration activities.

EED204 (3 units) – TEACHING OF MATH IN THE PRIMARY GRADES

This course equips prospective teachers with pedagogical content knowledge for the teaching of basic contents in mathematics in the primary level. Understanding of key concepts and skills of whole number up to 10,000, fractions, measurement, simple geometric figures, pre-algebra concepts and data representation and analysis are applied using appropriate technology. Teaching strategies include problem solving, critical thinking, differentiated instruction, inquiry-based learning with the use of manipulative based on cultural context will be emphasized.

The students are required to analyze the said concepts thus improving their higher ordered thinking skills. Moreover, the students will be asked to blend important theoretical and underlying concepts required for more advanced mathematics courses thus making them effective elementary teachers. Finally, this course provides opportunities for the students to use appropriate technological learning materials to solve realworld problems.

EED205 (3 units) – TEACHING ENGLISH IN THE ELEMENTARY GRADES THROUGH LITERATURE

This course focuses on children’s literature in English to include riddles, poetry, stories, drama, and other written works as an avenue to teach English language. Teaching methodologies in the use of literature shall be emphasized. Students are expected to conduct teaching demonstration effectively utilizing relevant and appropriate literary forms and pieces.

EED206 (3 units) – TEACHING OF MATH IN THE INTERMEDIATE GRADES

As a preparation for teaching in the intermediate grades, this course emphasizes the integration of technological pedagogical content knowledge that includes topics on rational numbers, measurement, geometric figures, pre-algebra concepts, application of simple probability and data analysis.

This course is capped with microteaching that utilizes appropriate teaching strategies for the development of critical and problem solving, reasoning, communicating, making corrections, representations and decisions in real life situations.

EED207 (3 units) – TEACHING SCIENCE IN THE ELEMENTARY GRADES (BIOLOGY AND CHEMISTRY)

This course includes the understanding of spiraling basic science concepts and application of science inquiry in Chemistry and Biology and the use of teaching strategies in elementary science, development of instructional materials and assessment. Content topics in chemistry include properties and structure of matter and changes that matter undergoes. In Biology, content topics include parts and functions of animals and plants heredity, inheritance and variation, biodiversity and evolution, and ecosystems.

Practical activities such as applications of gas laws and use of indigenous materials in making projects will be required.

EED208 (3 units) – TEACHING SOCIAL STUDIES IN THE ELEMENTARY GRADES (CULTURE AND GEOGRAPHY)

The course aims to equip the students in the BEED program a strong background in local history and culture. This background serves as an avenue for further inquiry of the available resources in the community for the localization and contextualization of teaching of elementary subjects. Areas to be studied include natural heritage of the locality, tangible and intangible culture that are of great significance to the socioeconomic and political activities of the people in the place.

In the end, they are expected to come up with the profiling of available cultural resources in the community.

EED209 (3 units) – PAGTUTURO NG FILIPINO SA ELEMENTARYA I (ESTRUKTURA AT GAMIT NG WIKANG FILIPINO)

Pagsanay ng paggamit ng estruktura at gamit ng Wikang Filipino sa pagtuturo sa Elementarya. Sumasaklaw sa dekriptibong pag-aaral ng wikang Filipino sa lebel ng polohiya, morpolohiya, semantics at sintaks.

Sa kursong ito ay maipapamalas ng mga mag aaral ang kanilang karunungan sa pagbanghay ng aralin at pagamit ng tamang istrategiya sa pagtuturo ng panitikan. Ito ay maipapakita sa pamamagitan ng demonstrasyon.

EED210 (3 units) – TEACHING MUSIC IN THE ELEMENTARY GRADES

This course deals with the educational foundations of music as it apply to teaching and learning in the elementary grades. Various teaching strategies and assessment appropriate for each area shall be given emphases in the course.

EED211 (3 units) – RESEARCH IN EDUCATION

This is a practicum research course that will provide prospective elementary teachers an avenue to conduct applied or action research that will provide empirical basis to improve teaching and learning.

Students are expected to come up with their applied or action research output relevant to their area of specialization.

EED212 (3 units) – TEACHING OF SOCIAL STUDIES IN ELEMENTARY GRADES (PHIL HISTORY & GOVERNMENT)

This course emphasizes the content of Philippine History and Government that are necessary in teaching at the elementary level. Further, appropriate teaching strategies and assessment methods shall be included to prepare students to become elementary grades teachers.

A teaching demonstration culminates the course utilizing various strategies and assessment effectively.

EED213 (3 units) – PAGTUTURO NG FILIPINO SA ELEMENTARYA II (PANITIKAN NG PILIPINAS)

Paggamit ng mga iba’t ibang anyo ng literatura ng Pilipinas galing sa sarili at iba’t ibang rehiyon sa pagtuturo, produksyon at (assessment) na angkop sa elementarya.

Sa kursong ito ay maipapamalas ng mga mag aaral ang kanilang karunungan sa pagbanghay ng aralin at pagamit ng tamang istrategiya sa pagtututro ng panitikan. Ito ay maipapakita sa pamamagitan ng demonstrasyon.

EED214 (3 units) – EDUKASYONG PANTAHANAN AT PANGKABUHAYAN WITH ENTREPRENEURSHIP

This course includes pedagogical content, knowledge and skills in technology and livelihood education necessary in teaching and learning in the elementary level. Selected topics in agriculture arts, fisheries arts, livelihood education and entrepreneurship shall form a major part of the course. Experiential learning approach shall be the focus of the course.

Students are expected to create course portfolio to showcase the learned content.

EED215 (3 units) – CONTENT AND PEDAGOGY FOR THE MOTHER TONGUE

This course includes both the content and pedagogy of the mother tongue. The subject matter content includes the structure of the mother tongue as a language, literature in the mother tongue, methods and techniques of teaching the language, development of instructional materials and assessment.

Students are expected to conduct teaching demonstration applying various strategies and assessment effectively.

EED216 (3 units) – TEACHING OF SCIENCE IN THE ELEMENTARY GRADES (PHYSICS, EARTH, AND SPACE SCIENCE)

This course includes understanding of spiraling basic science concepts and application of science inquiry in Physics and Earth and Space, strategies in teaching elementary science, development of instructional materials, and assessment. Content topics in Physics include force, motion, and energy while Earth and Space Science include Geology, Meteorology, and Astronomy. A teaching demonstration is envisioned utilizing various strategies and assessment effectively.

EED217 (3 units) – GOOD MANNERS AND RIGHT CONDUCT (EDUKASYON SA PAGPAPAKATAO)

Anchored on the essential component of personhood that deals with intra/interpersonal relationship which allows harmony with oneself, with others and the environment, this course highlights the fundamental rules of good manners and appropriate conductor behavior of each learner which are necessary in the formation of character that embraces the core values of MakaDios, Maka-tao, Maka-bansa and Maka-kalikasan. A course portfolio will be prepared to showcase the learned content.

EED218 (3 units) – EDUKASYONG PANTAHANAN AT PANGKABUHAYAN

This course includes pedagogical content, knowledge and skills in technology and livelihood education necessary in teaching and learning in the elementary level. Selected topics in home economics, industrial arts, technology and livelihood education shall form a major part of course.

Experiential learning approach shall be the focus of this course.

EED219 (3 units) – TECHNOLOGY FOR TEACHING AND LEARNING IN THE ELEMENTARY GRADES

This course is designed for prospective teachers to develop and use digital and non-digital teaching-learning resources using technology tools appropriate in various subject areas in the elementary level.

The course provides opportunities for students to use technology tools to develop project-based collaborative activities and share resources among communities of practice.

Prerequisite: EDCN104-Technology for Teaching and Learning 1

EED220 (3 units) – TEACHING MULTI-GRADE CLASSES

This is a course in implementation of multi-grade course that deals with the theories, principles, and concepts of multi-grade learners and classes. It includes pedagogical approaches and contextualized learning environments for the different grade and age levels are grouped for instructions in different school situations. Students are expected to create a course portfolio to showcase the learned content.

Career Opportunities

• Teacher who can teach across the different learning areas in Elementary School
• Home-based or Center-based Tutor / Teacher
• General Education Curriculum Specialist
• Educational Researcher
• Module Writer
• Academic Advisor
• College Professor
• School Administrator
• Tutorial Center Owner
• School Director
• Work opportunities abroad
• Teacher in Primary and Intermediate Levels
• Content Developer for Instructional Websites
• Textbook / Workbook Author
• Instructional Materials Developer / Designer

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Career Guide

• Bachelor of Elementary Education (B.El.Ed)

Home / About us

• Under-graduate courses »
• Bachelor of Elementary Education (B.El.Ed) »

UNDERGRADUATE COURSES

• B.Sc. (Honours) Home Science
• B.Sc. (Prog)  Home Science
• B.Sc. (Honours) Food Technology
• B.Sc. (Honours) Microbiology
• B.Sc. (Honours) Biochemistry
• B.A. (Hons.) Journalism

Programme Learning Outcomes:

• Teaching in elementary schools (Classes I to VIII): B.El.Ed. graduates are eligible for appointment in MCD, NDMC, Sarvodaya Vidyalayas in Delhi, Kendriya Vidyalayas and Navodaya Vidyalayas all across India and also in private schools.
• Leading elementary school systems in various capacities like curriculum developers, content designers etc.
• Pursuing research in elementary education in the government and non-government sectors.
• Pursuing post-graduate courses and research studies in education and related disciplines.
• Serving as teacher-educators in various State Institutes and University Departments/ Colleges offering training in elementary/ secondary education.

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Archie Cooley, Football Coach Known as ‘the Gunslinger,’ Dies at 85

At Mississippi Valley State University, he unleashed a high-powered, pass-heavy offense that featured the future Pro Football Hall of Famer Jerry Rice.

By Richard Sandomir

Archie Cooley, the exuberant architect of a passing-crazy offense at Mississippi Valley State University in the 1980s that featured the wide receiver Jerry Rice, a future Pro Football Hall of Famer, died on April 18 in Fort Worth. He was 85.

His son, Dwight, said that his father died in a hospital but that he did not yet know the cause.

Cooley — whom a sportswriter nicknamed the Gunslinger for the cowboy hats he wore and the offense he masterminded — was hired in 1980 as the head coach at Mississippi Valley State , a historically Black school in tiny Itta Bena. But it was not until the 1984 season that what he called his “Satellite Express” offense exploded.

With Willie Totten at quarterback, the Delta Devils lined up receivers in various configurations — among them double slots, five wideouts and all receivers on one side of the field — that dared defenses to catch up to Rice and his fellow receivers.

“We feel we have the best receivers in college football,” Cooley told The New York Times early in the 1984 season . “People aren’t going to be able to double-team Rice near as much this season.”

In the first two games of the season, the Delta Devils overwhelmed Kentucky State, 86-0, and Washburn University, 77-15. Totten passed for 536 yards and nine touchdowns against Kentucky State; Rice caught 17 passes for 294 yards.

Cooley denied that he was running up the scores; it was just, he said, that his players, whether they were starters or reserves, were highly talented.

“If we’re talking about records,” he told The Times, “I could have left people in there and set records that would never be broken.”

It was a prelude to a spectacular offensive season, in which Mississippi Valley set N.C.A.A. Division I-AA (now the Football Championship Subdivision) records for, among other categories, points per game (60.9) and yards per game (640.1). Totten averaged a record 455.7 yards a game, and Rice set a record by averaging 168.2 receiving yards.

Totten and Rice connected on 27 touchdowns that season, a record for the most between one quarterback and one receiver. Rice caught 102 passes in 1983 and followed that in 1984 with 103. He was drafted by the San Francisco 49ers in 1985.

Writing on the social media platform X after Cooley’s death, Rice called him “a great friend, coach, mentor and father figure, just like Bill Walsh,” his coach with the 49ers.

The Delta Devils finished the regular season at 9-1 but were trounced by Louisiana Tech, 66-19, in the opening round of the division playoffs.

“They whipped us good,” Cooley said afterward, “like we usually do to people.”

Before the 1985 season, there were reports that Cooley would be the subject of a CBS television movie, with Fred Williamson, the Kansas City Chiefs defensive back turned actor, in the lead role.

The film was never made. But when it was still a possibility, Cooley told The Clarion-Ledger of Jackson, Miss.: “Maybe it’s the way I carry myself. They say I’m flamboyant, outspoken and all that junk. If they spend millions on a movie, I have to be something.”

Archie Lee Cooley Jr. was born on March 18, 1939, in Sumrall, Miss., and grew up in a government housing project in Laurel, about 40 miles away, with his father; his mother, Bernice; and six siblings. His father worked at a Masonite factory, and his mother worked in an elementary-school cafeteria.

“We were fortunate people,” Cooley told The Clarion-Ledger. “In the projects you had a refrigerator, a stove, a bathroom with a shower.”

At Jackson State University, from which he graduated with a bachelor’s degree in 1962, he played center and linebacker. After serving in the Army, he started his coaching career at a high school in Heidelberg, Miss., working with the football and girls’ basketball teams. In 1971 he was hired as a defensive coach at Alcorn State University, and in 1974 he joined Tennessee State’s defensive staff.

He coached at Mississippi Valley for seven seasons. After ending his tenure with a 4-4-1 record in the 1986 season, he resigned to take the head coaching job at the University of Arkansas at Pine Bluff.

After his best season there, in 1990, when the Golden Lions were 9-1, Cooley resigned as coach and athletic director when an investigation found that the football team had committed more than 40 rules violations, including player eligibility infractions. Cooley had stepped away from coaching for several games during the investigation.

The team received the so-called death penalty: It was suspended from playing for two years by the National Association of Intercollegiate Athletics. The ban was later cut to one year.

Cooley denied the allegations against him and defended his stewardship of the football program to the school’s student newspaper.

“When I arrived in January 1987, Archie Cooley promised the university four things,” he said in 1991, using the third person as he sometimes did. “One, to make the university nationally known; two, to put more emphasis on education; three, to bring more revenue to the school; and four, to have players drafted in the N.F.L. And I feel I’ve reached my goals.”

Cooley resurfaced in 1992 as the offensive coordinator at Southern University and A&M College in Baton Rouge, La., and the next year as the head coach of Norfolk State University in Virginia. But he left after leading the team to a 3-7-1 record in his only season, saying he was exhausted.

He later worked as the offensive coordinator at Texas Southern University in Houston and Carter-Riverside High School in Fort Worth, before taking his final head coaching job in 2000 at Paul Quinn College in Dallas. He stayed until 2006, the final year of the team’s existence before the school disbanded it for financial reasons .

Like his other stops as a head coach, Quinn was a historically Black college.

In addition to his son, Cooley is survived by his wife , Georgia (Reed) Cooley; his daughters, Lisa Cooley Thomas and Trayce Jasper-Monagan; six grandchildren; many great-grandchildren; his sisters, Betty McCarthy, Lois Ellis and Ruth Harris; and his brothers, Richard and Larry.

One of Cooley’s proudest moments was Mississippi Valley’s 49-32 victory over his alma mater, Jackson State, during the 1984 season — its first over its rival in 30 years. As the game ended, he joyfully paraded along the sideline, waving a school banner.

“Jackson State said they had to score 30 points to win,” he said after the game. “They had to score 50, because we scored 49. I’m going to talk now ’cause they’ve got to live with it for a year.”

Richard Sandomir is an obituaries writer. He previously wrote about sports media and sports business. He is also the author of several books, including “The Pride of the Yankees: Lou Gehrig, Gary Cooper and the Making of a Classic.” More about Richard Sandomir