Reflecting the institution’s Christian worldview, the goal of the Emmanuel College School of Education is to develop teachers who possess the knowledge, skills, and dispositions to meet the challenges they will face in the twenty-first century classroom.  The Emmanuel College School of Education is committed to preparing knowing, sharing, and caring teachers. No domain by itself is effective, but all three are interconnected to produce effective teachers who can work with a diverse student population.  As part of the School of Education, the Master of Education in Elementary Education will continue the college’s mission to integrate faith, learning, and living within a biblical worldview to foster teachers who reflect and grow spiritually, intellectually, and professionally.Through the Master of Education degree in Elementary Education, elementary teachers will further their knowledge in their chosen field through advanced study and research, which will foster learning in the prekindergarten through 5th grade (P-5th grade) classroom.

Hear why Master of Elementary Education student, Lee Canup chose Emmanuel Online! 

Professional Licensure

The Master of Education with a major in Elementary Education program is designed for a certified teacher in Elementary Education. It is not designed for individuals seeking initial certification in Elementary Education.  However, the advanced degree may result in a certificate upgrade. It is advised that applicants certified in Georgia check with the GaPSC Certificate Upgrade Advisor to assist in verifying whether the advanced degree will result in a certificate upgrade.  Out-of-state applicants should check with their employer or state certification officials to verify certificate upgrades.


Professional Development (18 hrs)

  • ED670 – Educational Assessment and Decision Making (3 hrs):This course provides an overview of integrated elementary school curriculum. The design and utilization of formal and informal assessment methodologies that support effective instruction will be explored as will the connection between curriculum and assessment. Students will learn how to develop appropriate classroom assessments for individuals and groups, and analyze how to assess understanding in learners, including higher order thinking. Students will create classroom assessments that are appropriate for the age and type of learner. In addition, interpretation of standardized test results and communication of assessment outcomes to students, administrators, and parents will be addressed.
  • ED500 – Advanced Curriculum and Pedagogy (3 hrs): This course is designed to examine effective practices in curriculum development and the art of teaching.  Classroom teachers will learn how to apply the curriculum and pedagogy practices within current content area classes.
  • ED550 – Applying Technology for Effective Instruction (3 hrs):This course is designed to examine the cultural, pedagogical, and technological factors that can impact children’s development and academic achievement.  Teachers must be aware of these factors in order to enhance student learning by creating an education environment that embraces the integration of technology into classroom practice to create an ethical digital citizen.
  • ED509 – Collaborative Classrooms Through Differentiation (3 hrs):This course explores the psychology behind achievement, thinking, and learning through the lens of Social Emotional Learning. The course exposes students to cognitive, developmental, and social psychological theories related to instruction and learning.
  • ED675 – Current Issues in Education (3 hrs)
    This course focuses on current issues faced by educators. The course will include topics such as ethics, standards, assessment, accreditation, funding, and parent / community involvement. The students will research and investigate the past, present, and future of education through current media sources, professional writings, journals, and books.
  • ED680 – School Law and Ethics in Education (3 hrs)
    This course examines the legal and ethical issues as related to practical problems in school. Topics to be studied include organizational structures of school, federal and state systems, church-state related issues, teacher rights, rights of students with disabilities, instructional issues, tort liability, and equal opportunities in education.

Research (6 hrs)

  • ED551 – Methods of Educational Research (3 hrs):This course focuses on a study of research methods, procedures, and design. Emphasis will be placed on critical thinking, evaluation, and application.
  • ED651 –  Teacher as Researcher (Action Research) (3 hrs): This course provides teacher leaders with the knowledge and skills necessary to use action research as a tool to address professional needs, interests, and problems. Connections between the course content and the role of teacher leader will provide the foundation needed for students to apply the fundamentals of action research at the local school level as a teacher leader.

Endorsements – Choose One Pathway (9 hrs)


  • ED610 – Advanced Reading Diagnostics and Correction Strategies (3 hrs):This course is designed to address the symptoms and causes of reading difficulties and disabilities. Methods of assessment, diagnosis, intervention and remediation techniques will be covered throughout the course. Students will learn various assessment techniques which can be applied in the classroom with individual students or with groups of students throughout the development of the reader. This course is an advanced course which presumes graduate students have had undergraduate level introductory reading courses.
  • ED510 – Advanced Teaching Reading in Elementary SchoolED (3 hrs): This course stresses the importance of scientifically based reading research and exemplary reading instruction. This course also focuses on contextually grounded, developmentally appropriate instruction, which includes such issues as lesson planning, unit design, continuous assessment, grouping, integrating instruction, and all elements inclusive in a reading program that meets the needs of all students, including those who are struggling, as well as linguistically and culturally diverse students.
  • ED515 – Advanced Reading and Writing in the Content Areas (3 hrs):Literacy in the Content Areas offers elementary teachers an understanding of language and the literacy process as it applies to teaching across the curriculum. The course emphasizes reading and writing in content areas, as well as instructional strategies to support students’ literacy development. It focuses on ways that reading, writing, speaking, and listening are developed and used in learning discipline-specific curriculum, including adaptations for culturally diverse and exceptional learners.


  • ED503 – Characteristics of Gifted Students (3 hrs): This course will provide the basis for understanding the characteristics of gifted students, identifying gifted students based on the characteristics, and serving gifted students in their areas of strength.
  • ED570 – Assessment of Gifted Students (3 hrs): This course prepares the candidate to accurately assess students using Georgia’s Gifted Education rule (Multiple Criteria) in order to recommend appropriate services and determine the needs of gifted learners.  Additionally, the curriculum will prepare teacher candidates to administer the variety of assessment instruments approved for gifted education.
  • ED600 – Programs, Curriculum, and Methods for Gifted Students (3 hrs):This course provides programming and curricular methods to select and/or create appropriate strategies for developing the advanced potential of gifted learners.  An exploration of the variety of options for serving gifted students is included.


  • ED505 – Foundations and Cultural Issues for Teaching ESOL (3 hrs):This course is designed to develop a knowledge base about academic, personal, cultural, and social context and its impact on the education of English Learners. Prospective ESOL teachers will examine principles, concepts, research, and major theories related to educating English Learners. This course will examine strategies for ensuring that English Learners develop knowledge of mainstream cultures as they become proficient in English.
  • ED512 – Language Acquisition for Teaching ESOL (3 hrs):This course examines the principles of linguistic systems, language development, and how English Learners acquire language proficiency. Prospective ESOL teachers will explore the relationship of language as a system and apply theories and research in language acquisition to support English Learners. Assessment techniques and devices for evaluation of the development of English as an additional language will be examined.
  • ED625 – Methods for Teaching ESOL (3 hrs):This course will develop skills of prospective ESOL teachers in writing and adapting curricula, selecting appropriate materials, and applying strategies for teaching reading, writing, listening, and speaking to English Learners. Assessment of linguistic proficiency and development will be examined. Prospective ESOL teachers will develop the ability to assess and support English Learners in academic content areas.

Click here for a downloadable version of the course curriculum and descriptions.