Fuel Your Passion For Education

UNF Summer Online M.Ed. Courses for Teachers

• EDE 6205 | Differentiating Instruction

  This course is about planning for and delivery of instruction to meet the social, cognitive, and physical needs of all children. This course will examine ways that classrooms can effectively support differentiated instruction and assessment to address the complex challenges of meeting the diverse needs of all students.

• EDF 6687 | Foundations of Multic/Urb Ed
  This course offers fundamental knowledge essential for comprehending the urban and multicultural foundations of education in the U.S. The course is designed to provide the general, theoretical, and local knowledge that will enable students to better understand events and challenges they may encounter as educated professionals in multicultural and urban settings within our diverse society. Students will examine myths, misconceptions, and instructional and institutional practices that influence the opportunity and achievement gaps for students-of-color and those who live in poverty. Emphasis is placed on understanding and addressing structural barriers to equality particularly for multicultural and urban populations.
• EDG 6067 | Intro to Teacher Inquiry

  This course provides equips graduate students with the foundational tools for teacher inquiry, enabling them to engage in systematic explorations of their professional environments. It prepares them for advanced action research endeavors, where educators employ data in a deliberate and reflective manner to analyze their practice. Throughout the course, students will evaluate various models of teacher inquiry, examining frameworks from historical and contemporary perspectives to foster critical discussion and deeper understanding.

• EDG 6348 | Coaching and Mentoring

  This course serves as an introductory exploration of instructional coaching and mentoring, a form of job-embedded professional development focused on improving teaching practice in order to improve student learning. It was designed for educators at all levels and in all roles – for current and aspiring coaches, for teachers who want to collaborate with a colleague in peer coaching structures, for principals and teacher leaders who want to understand the power of job-embedded coaching. Participants in this course will apply what they are learning about coaching by engaging in a mini coaching cycle and completing a final coaching project.

• EDG 6415 | Principles Instruc and Mngmt

  This course emphasizes the development of knowledge about the cultural backgrounds of students and families, congruent and nonverbal communication practices, culturally appropriate management strategies, examining one’s own assumptions, and the creation of caring, respectful classroom communities that ensure the physically and emotionally safety of all.

• EEC 6756 | Social-Emotional Development
  Early childhood educators play a central role in helping children develop values and character traits, which will improve the quality of life for children and their families. This includes helping children develop positive feelings about themselves, increasing their ability to interact effectively with others, and teaching them socially acceptable means of behavior.
• EEX 5075 | Tch Students w/ Exc Incl Sett
  This course provides students with background knowledge related to special education laws and regulations, terminology, disability categories, characteristics of students with disabilities, and collaboration among educators and parents. Additionally, this course focuses on identifying evidence-based instructional and behavior strategies for teaching students with disabilities in general education settings.
• EEX 5485 | Math Except Learners
  This course is designed to prepare educators for inclusive mathematics education, with an emphasis on the integration of theoretical foundations with practical teaching strategies. Educators will explore key mathematical concepts, pedagogical approaches, and inclusive practices, with a specific focus on meeting the diverse needs of learners, including those with disabilities. The course includes a comprehensive field experience assignment where educators apply their knowledge in a real-world tutoring setting (approximately 20 hours).
• EEX 6256 | Lit I Students with Except
  This course prepares teachers to develop and deliver research and evidenced-based instruction and intervention in developmentally appropriate ways to students in the six components of reading (i.e., comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary) and writing for all learners, including those with exceptionalities, such as dyslexia and autism, who are emergent and early literacy learners.
• RED 6334 | Content Area Reading
  Reading and Writing in the Content Areas is based on the premise that every teacher is (or at least should be) a reading teacher. This course is designed to provide teachers in the different content areas with specific strategies and skills that might help them foster in their students stronger and more efficient reading skills. Using the framework of Before, During, and After (BDA), it seeks to give teachers useful approaches to engaging students in reading texts, making meaning with those texts, and then critically reflecting on how new knowledge builds on old.
• RED 6345 | Motivating Reluctant Readers
  This course focuses on understanding research that focuses on the importance of motivation and engagement during students’ literacy learning. Students will learn about motivation constructs such as autonomy, relatedness, and self-efficacy, and how they relate to one another, as well as the effects of extrinsic and intrinsic motivation on students’ literacy learning. Further, students will learn about evidence-based practices that support motivation and engagement when reading texts during school, after school, and in the summer months. The course will provide information about the role of children and young adult literature and digital literacies on students’ motivation and engagement. As a culminating assignment, students will demonstrate how they will implement practices that support motivation and engagement in their own classrooms.
• RED 6657 | Lang and Cognit Found for Read
  This course will focus on the acquisition of the knowledge, skills, and dispositions for the successful teaching/learning of beginning reading in the Pre-k – grade 2 classroom. Teacher candidates will demonstrate the ability to use scientifically based reading instruction to develop oral language, phonemic awareness, phonics decoding, fluency, vocabulary, and comprehension skills. Candidates will apply evidence-based practices for students with reading difficulties, including students with characteristics of dyslexia, as well as students who are English language learners (ELLs).
• TSL 6254 | Applied Linguistics/Grammar
  This course is designed to provide teacher candidates about first and second language acquisition, phonology, English orthography, morphology, syntax, discourse analysis, and error analysis. Teacher candidates will apply theories learned to practical linguistics situations for teaching English language learners the four language skills – listening, speaking, reading, and writing; and implications for teaching content-specific language (math, science, social studies). In this course, students will learn how language works in order to assist second language learners with language and literacy acquisition. The course will employ frameworks, repertoires, strategies and activities to raise intercultural awareness and respect others, including non-European languages and instructional and curricular implications of multilingualism of multilingualism as a resource, rather than a problem.
• LAE 6990 | Writing for All Learners, K-5

  This course is designed to enhance K-5 teachers’ knowledge of writing instruction with a focus on learning practical strategies for incorporating writing across the curriculum. Throughout the course attention will be given to supporting a wide range of learners including below grade-level students, students with exceptionalities (ESE) and English Learners. This course will also be differentiated for primary and upper elementary with numerous opportunities for teachers to explore content that is specific to their grade levels. The course will begin by examining the affective and cognitive benefits of writing and why this process creates opportunities for engagement and active processing in all grades.  We will then look at the developmental range of writing tasks starting with encoding in the early grades and its support of phonics development to writing that supports critical thinking with reading and content.  The course will then look at writing as communication including a focus on expository and argumentative writing emphasized in the B.E.S.T. standards.  During each section, modules will also discuss strategies for using writing with ESE and English Learners.  The middle part of this course will focus on practical strategies for incorporating the use of writing in classrooms. Teachers who choose to take this course in conjunction with the Seven Bridges Summer Institute from June 24-26 will complete assignments in relation to the breakout sessions they attend.  Teachers who will not be participating in the Institute will choose from different provided topics on writing instruction that align with their interest and grade level. The final part of this course asks teachers to reflect on strategies learned throughout the course and, if applicable, the Summer Institute, and create a plan for how they could incorporate writing in their upcoming school year.  For more information about the Seven Bridges Writing Project, and to register for the 2024 Summer Institute, click here. Participants who decide to take this course in conjunction with the Institute will have the $75 fee for the Summer Institute waived.

• EDG 6993 | Teacher Leadership
  Prepares teachers as facilitators of educational improvement as they explore leadership roles in the K-12 contexts, including exemplary practitioner, curriculum decision-maker, researcher, advocate, and facilitator or job-embedded professional development. This course provides practicing educators insight into the diverse roles of teacher leadership with a particular emphasis on teacher as researcher, curriculum-maker, advocate, and professional learning facilitator. This course is beneficial to educators as it engages them in action planning designed to enhance their ability to lead change and innovation in education settings. 
• EME 6609 | UDL Practices in Teaching
  Students in this course will have the opportunity to explore the Universal Design for Learning as a framework and the benefits of implementation to further remove barriers to learning for all students. This course focuses on a mindset development, analysis and practical applications in all spaces and places by exploring UDL in various contexts (schools, workplace, etc.). This course includes engaging learning activities such as project-based assignments, reflections, and community-rooted activities. Additionally, students will apply Universal Design for Learning principles to the design of accessible instructional materials including but not limited to technology-based tools including AI and beyond.