Master of Education in Early Education

The Master of Education degree in Early Education is designed for early childhood educators and leaders. The early education courses focus on the social, emotional, cognitive, and language development of young learners aged birth through 8 years. Students in the program will learn strategies to gather observational evidence to help them identify potential learning disabilities, understand learning trajectories, as well as development of curriculum and instructional strategies. The TCSJ M.Ed. core coursework also supports students as they learn about and engage in the development of innovative learning environments for early learners.

• Bachelor’s degree from a nationally accredited institution
  • If you received a bachelor’s degree or higher from outside of the United States, we would need to see a foreign transcript evaluation stating that you have an equivalent to a bachelor’s degree in the United States.

Apply online at https://apply.teacherscollegesj.edu/

Rolling Admissions (no deadline)

M.Ed. Early Education Coursework (30 units):

EDUC301v Foundations of Graduate Research (2) – This course introduces essential skills and tools for research and academic inquiry. Students learn to identify and refine research topics. Emphasis is placed on research literacy, including using digital reference libraries to find and evaluate peer-reviewed sources. The course highlights ethical scholarship, focusing on academic integrity and responsible practices in academic research. 

EDUC302v Academic Writing (2) – Introduction to academic writing with emphasis on synthesizing ideas from multiple sources to produce clear, coherent scholarly content that follows American Psychological Association (APA) style and formatting. Emphasis is places on academic integrity, including responsible use of sources, accurate citation, and avoidance of plagiarism. 

EDUC301v is a pre-requisite for this course. 

EDUC303v Curriculum Development and Professional Learning Design (2) – This course prepares educators to master curriculum development and professional learning design. Students will critically examine curriculum theories and research to inform the creation of developmentally appropriate, standards-aligned instructional materials. They will draw on adult learning theory to design effective and engaging professional development that fosters educator growth and improves student outcomes. 

EDUC302v is a pre-requisite for this course. 

EDUC304v Research Methodology (3) – Topics in this course help students deepen their understanding of quantitative, qualitative, and mixed-method studies to become informed consumers of research. Students will understand the elements of data collection and analysis across different research methodologies. An original research proposal will be developed. 

EDUC303v is a pre-requisite for this course. This course will include training in research ethics and responsible research administration. 

EDUC305v Applied Research (3) – Students will transition from broad inquiry to a refined focus as they develop and implement a research proposal. Emphasis on high-level scholarly rigor throughout the iterative research process will require students to make connections between academic literature and their research findings. Accurate APA formatting and academic integrity are central expectations throughout every phase of the research process. 

EDUC304v is a pre-requisite for this course. 

EDUC306v Writing a Literature Review (2) – Students write a comprehensive literature review based on a thorough analysis and synthesis of existing research related to their topic. Focus is placed on coherent topic development, identification of current research findings and gaps in the literature. Throughout the process, students refine their academic writing voice and develop proficiency in American Psychological Association (APA) style and formatting. 

EDUC305v is a pre-requisite for this course. 

ECED390V Early Foundations in Social, Emotional and Cognitive Development (3) – This course addresses the social, emotional, and cognitive development of young children and the implications for designing effective early childhood education. Students will examine issues of poverty, trauma, culture, and language as they relate to learning and identification of potential learning challenges. Current research will be examined to inform M.Ed. students’ design of 21st century practices that promote enthusiasm, engagement, and healthy social cognitive development for the early learner.

ECED392bV Early Language and Literacy (3) – This course is designed for early childhood educators and leaders who will be responsible for developing programs and instruction to advance the language and literacy of young learners from birth to 8 years. The course will include a critical examination of current research, theories, and philosophies regarding the four domains of language development, as well as emergent literacy and biliteracy. Strategies for teaching reading/writing to all young children, including English language learners, is a major focus. Teaching literacy will also be framed by a number of issues including differentiation of instruction, children’s literature, and parental engagement.

ECED398bV Authentic Observation and Assessment (3) – This course is designed to develop expertise in students’ current practices in gathering authentic observational evidence to assess the developmental stages of early learners aged birth through 8 years. Examination of observed behaviors will be used to demonstrate how to identify the appropriate placements within learning trajectories, plan curriculum, and select appropriate instructional strategies for children. The course includes exploration of a variety of formal and informal assessments that can be used to develop a description of children’s skills, abilities, interest, and needs.

ECED399V Curriculum Development for the Early Learner (3) – This course provides guidance for the development of curriculum, and opportunities to rehearse and improve pedagogies appropriate for early learners. The coursework will promote an understanding of how specific materials and activities are designed to engage early learners in active, healthy play, artistic expression, and exploration of visual art, music, drama, and dance. Design of mathematics and science curriculum that integrates social skills and builds learning communities will be included, along with examination of the learning trajectories for early learners.

CURR385a Masters Project  – 1st Semester (1) – This is the capstone course for the Master’s degree. As such, candidates will work with their advisor to design and execute a project that demonstrates inquiry, incorporates content from coursework, contributes to the body of knowledge for their focus topic, and makes a real world difference to school, kids, and/or community. The project must be suitable for publication and presentation. *Candidates are allotted two semesters to complete the project. CURR385a indicates completion of 1 unit of the project.

CURR385b Masters Project – 2nd Semester (3) – This is the capstone course for the Master’s degree. As such, candidates will work with their advisor to design and execute a project that demonstrates inquiry, incorporates content from coursework, contributes to the body of knowledge for their focus topic, and makes a real world difference to school, kids, and/or community. The project must be suitable for publication and presentation. *Candidates are allotted two semesters to complete the project. CURR385b indicates completion of 3 units of the project.

TCSJ’s Master of Education program follows a structured sequence of required coursework aligned to your degree pathway. Courses are offered in a synchronous format, and students enroll based on the scheduled course offerings each semester.

View Course Offerings by Concentration, Semester, and Format

Current IMPACT Candidates

Coursework completed by students currently enrolled in the IMPACT Program are directly transferable to TCSJ for identical required coursework in the M.Ed. program. Courses have been aligned and carry the same course codes.

IMPACT Graduates

Students who have graduated from the IMPACT Program within the last five years will be awarded transfer credit as described for current candidates above. IMPACT students who graduated more than five years prior to enrollment in the graduate school must submit transcripts for evaluation. Equivalencies will be granted for coursework as appropriate to current standards.

Students Transferring from other Teacher/Administrator Preparation Programs

Coursework completed from a regionally accredited college or university is eligible to be evaluated for transfer credit work with the following restrictions:

• Only 8 units or less can be transferred.
• Only courses completed within the last 7 years will be considered.
• Only courses that qualify for graduate credit by an accredited institution can be transferred. *Exception: Integrated credential coursework completed as an undergraduate may be considered pending review of transcripts and course descriptions.
• Only courses in which a grade of C or better can be transferred.

Enrolled candidates must receive pre-approval prior to taking a course at another regionally accredited institution in order to have credits be considered as transferrable.

Candidates may submit transcripts and other requested documentation to the program director for review. Transfer credit will be granted on an individual basis and the program director will assign equivalencies (“E” grade, no units) for approved coursework only.

If needed, the program director shall consult with the President of TCSJ or an academic designee regarding granting equivalencies. The President has the authority to overrule policy.

Note: No transfer credit/equivalencies will be granted for any course in the Masters Core. All students must complete a minimum of 17 units at TCSJ to be eligible for a Masters in Education.

Transfer Course Equivalency Form

Students earning an M.Ed. in Early Education are required to complete a Masters Project as their capstone assignment for the program.