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M.S.Ed. Early Childhood Education (PreK-4)

Teacher at desk smiling

Engage your passion for learning and teaching.

Program Info

The M.S.Ed. Early Childhood Education (PreK-4) program is for certified teachers. The program curriculum is tailored for each candidate by the academic advisor based on previous coursework, professional experiences, and interests. Classes are conveniently held in the evenings and summer with various courses offered online and on campus. Candidates will gain knowledge in up-to-date research, instructional practices, and new developments in their field, as well as research methods, teacher leadership and theory. Candidates can also complete independent study experiences guided by expert faculty members in their field. Graduates of this program are also prepared to pursue doctoral degrees in education.

Students enrolling in this program receive a 35% tuition scholarship.

Admission Requirements

Application Materials

Duquesne University Online Graduate Application

Official transcripts

Send application materials to:
Duquesne University School of Education
Office of Graduate Admissions
214A Canevin Hall
600 Forbes Avenue
Pittsburgh, PA 15282

or

soegrad@duq.edu

Admission Criteria

Minimum overall 3.0 GPA or a minimum 3.0 GPA on the most recent 48 credits.

All international students must receive a score of 550 on the paper version of the
Test of English as a Foreign Language (TOEFL) test or a score of 80 on the internet version of the TOEFL (the TOEFL iBT). International students also have the option to submit the International English Language Testing System (IELTS) scores.

Application Deadlines

Fall: August 1
Spring: December 1
Summer: April 1

Tuition and Aid

A Duquesne degree is an investment in your future. Join one of the nation's top-tier universities with the best value, considering cost and academic quality, as ranked by U.S. News & World Report. At Duquesne, you'll become part of a community of nearly 9,500 students studying at the undergraduate, graduate, and doctoral levels.

Graduate tuition is $1,284 per credit. In addition to tuition, graduate students may also incur fees for administrative services, room, and meals, if applicable. At Duquesne University, we believe that financing your education is a partnership between the student and the university. As part of that partnership, The School of Education offers financial assistance in many forms including:

  • Tuition awards between 25-35%
  • University-offered graduate assistantships are available for competitive applications.
  • Current full-time lay teachers of pre-K through high school or school administrators in a Roman Catholic school in the Pittsburgh, Greensburg, or Altoona-Johnstown Dioceses pursuing a non-doctoral degree or certificate in the School of Education may be eligible to receive a 60% tuition award. This Lay Teacher award does not apply to the doctoral programs. Only one Duquesne University degree may be earned under this reduced tuition program. The Catholic School Lay Teacher & Administrator Award Forms detail information pertaining to this award.

For further assistance, please contact the Duquesne University Office of Financial Aid.

Faculty

Christopher Meidl

Christopher Meidl, Ph.D.

Assistant Professor
Department of Instruction and Leadership in Education

103A Canevin Hall
Phone: 412.396.2620
meidlc@duq.edu
Curriculum Vitae
Full Profile

Christopher Meidl , Ph.D., is an assistant professor with a doctorate in Curriculum and Instruction in Early Childhood Education from The Pennsylvania State University. His k-12 teaching experience includes: high school English at Marion Abramson High School in New Orleans, La. and pre-kindergarten/kindergarten in Westwego, La. and La Joya, Tx. The intent behind much of his research and scholarly work has been to advance understanding of pedagogy and curricula. The four areas his research are: character education, classroom management, White teachers and diverse communities, and Black males in early childhood education. Two recent publications include: Black Men and Early Childhood Education in Urban Education (2018) and Establishing Asset Thinking with Preservice Teachers: Community-Engaged Learning with Young Children from Public Housing in the book Service-Learning Initiatives in Teacher Education Programs (2018).


Sandra Quiñones

Sandra Quiñones, Ph.D.

Assistant Professor
Department of Instruction and Leadership in Education

412D Canevin Hall
Phone: 412.396.4517
quinoness@duq.edu
Curriculum Vitae
Full Profile

Sandra Quiñones (Ph.D., Teaching, Curriculum & Change, University of Rochester, 2012), is an assistant professor in the Department of Instruction & Leadership in Education at Duquesne University. Her qualitative scholarship focuses on Latina/o education and family-community engagement issues, with an emphasis on bicultural-bilingual elementary teachers’ experiences and perspectives of being well educated. She specializes in the application of Chicana/Latina feminist concept of trenzas/braids as a metaphorical-analytical tool in life history and narrative inquiry approaches. A former elementary teacher in Rochester, New York and San Juan, Puerto Rico, Dr. Quiñones teaches undergraduate and graduate literacy education courses. Since joining Duquesne University in July of 2013, she has worked collaboratively on a mixed methods research study of a supplemental literacy program, a qualitative single case study of an exemplary community school in Eastern Pennsylvania, and a community-engaged mixed methods study of a mindfulness-based professional development program being implemented at multiple educational institutions.


Julia Williams

Julia Williams, Ed.D.

Program Director
Clinical Assistant Professor
Department of Instruction and Leadership in Education

409B Canevin Hall
Phone: 412.396.6098
williamsj@duq.edu
Curriculum Vitae
Full Profile

Julia Williams (Ed.D., Instruction and Leadership, Duquesne University, 2007) is Director of the undergraduate and graduate Early Childhood Education (PreK-4) programs. Dr. William's expertise is in early literacy development, early childhood curriculum and instruction, family engagement, and child development. Dr. Williams embraces the university's motto: We serve God by serving our students. This belief resonates throughout the program in hopes that the teacher candidates will continue this model when they have their own classrooms working with children, families, and communities.