Adolescent Education, Master of Science in Education

33-42 Credits
The School of Education
Queens Campus, Staten Island Campus, Manhattan Campus

Overview

The Master of Science programs in Adolescent Education (Career Change, Field Change, and Continuing) enable prospective teachers and practicing teachers to acquire the skills they need in such areas as language acquisition and literacy, curriculum development, instructional planning, multiple research-validated instructional strategies, content area knowledge, the uses of technology, and the history, philosophy, and role of education.

Graduates of our program have:

  • a breadth of knowledge in both liberal arts and sciences and the subject areas they will teach
  • pedagogical knowledge with the understanding and skills necessary to be competent and qualified professionals
  • the ability to promote the well-being of students by providing a supportive and nuturing learning environment
  • the ability to form productive connections with students of diverse background and varying abilities

Certification Areas - Adolescent

  • Biology
  • English
  • Mathematics
  • Social Studies
  • Spanish

Contact Information

Queens campus
Kelly K. Ronayne, D.A.
Associate Dean
8000 Utopia Parkway
718-990-2304
graded@stjohns.edu

Staten Island campus
Steven Kuntz, Ph.D.
Associate Dean
300 Howard Avenue
Staten Island, NY 10301
718-390-4506
gradedstatenisland@stjohns.edu

Manhattan campus
101 Astor Place
New York, NY 10003
212-277-5122

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Courses

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Admission

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Please view the School of Education Graduate Admission Application Requirements for detailed admission information. 

Graduate Admission Information

Queens campus
School of Education
Office of Graduate Admissions
Sullivan Hall SB 9
718-990-2304
graded@stjohns.edu

Staten Island Campus
School of Education
Graduate Admission Information
718-390-4506
gradedstatenisland@stjohns.edu

Manhattan Campus
School of Education
Graduate Admission Information
212-277-5122

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Career Outcomes

The programs will prepare graduates to:

Demonstrate knowledge of the fundamental principles of language acquisition and literacy by native English speakers and students who are English language learners (ELLs).

  • Demonstrate knowledge of theories of first and second language acquisition.
  • Apply the theoretical underpinnings and processes of language acquisition and literacy to use in the classroom.
  • Identify types, purposes, and uses of language.

Demonstrate knowledge of curriculum development and instructional planning including, but not limited to, those identified by the national standards in the student’s content area.

  • Demonstrate knowledge of theories of curriculum development and planning.
  • Develop strategies for instructional planning in one’s content area, congruent with the national standards in the specific content area.
  • Use technology as a resource to address the needs of all learners when developing and implementing instructional strategies in the content area.

Demonstrate ability to utilize multiple research-validated strategies

  • Demonstrate knowledge of various approaches/designs/analyses to educational research, including classroom-based research approaches.
  • Demonstrate “caring” strategies for students of various cultural and linguistic backgrounds in congruence with TEAC measures and appropriate national standards.
  • Demonstrate how research findings of professional organizations can be used to strengthen and update professional practice.

Demonstrate a wide breadth and depth of knowledge in one’s content area.

  • Demonstrate a deep knowledge of content area, including grade level equivalents (i.e. American History, European History.
  • Describe strategies for teaching content area subject matter.
  • Demonstrate strategies for teaching a content area topic.

Demonstrate understanding of the history, philosophy, and role of education.

  • Demonstrate theoretical knowledge of the socio/cultural, historical and philosophical factors that have impacted education.
  • Translate theoretical knowledge of socio/cultural, historical and philosophical factors into utilization of particular strategies in the classroom.
  • Identify local, national and global current events and their impact on education

Demonstrate the Vincentian value of service.

  • Complete a service-learning project with middle school and/or high school students in an urban public setting.
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Success Story

Professor Furthers St. John’s Commitment to Urban Education