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Urban Education—Teaching and Learning in Urban Schools Specialization, M.A.
About This Degree
The Master of Arts in Urban Education: Teaching and Learning in Urban Schools is designed as professional development for teachers who have at least one full year of experience teaching in a P-12 classroom. Coursework is interdisciplinary and addresses the special challenges that arise in urban settings, in particular the need for culturally responsive instruction and assessment, and strategies for classroom management. Special attention is paid to effects of race, class, language, and gender on achievement and how social, economic, and political conditions influence classrooms. At this time this program is only available to completers of the New Pathways to Teaching in New Jersey program and the NJCU P-3 Specialized Alternate Route program. The program may accept up to 18 transfer credits from the New Pathways to Teaching in New Jersey program or the NJCU P-3 Specialized Alternate Route program.
Student Learning Outcomes
Upon completion of the MA in Urban Education: Teaching and Learning in Urban Schools program, students will be able to:
- Demonstrate the knowledge, skills, and dispositions to implement culturally responsive instructional methods to promote the learning of P-12 urban students.
- Demonstrate an advanced understanding of the effects of race, class, gender, language, socio-economic status and politics in the education of urban students and in the work of teachers.
- Demonstrate the knowledge and skills to create curricula that draw from the principles of multiculturalism and culturally responsive teaching to enable productive, meaningful, and affirmative learning experiences for P-12 students of diverse backgrounds.
- Demonstrate the knowledge, skills, and dispositions to critically analyze contemporary issues in education and how teachers can address these issues with the aim of advancing inclusive and affirmative learning experiences and classroom environments for their students.
- Design and conduct a research study that addresses the educative experiences of P-12 students, teachers' work, and the advancement of inclusive and affirmative learning contexts.