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01.501 Teaching Diverse PopulationsCredits: 3
Students examine, confront and learn to manage the challenge of successfully educating all children, regardless of racial, cultural, linguistic, gender or physical differences.
01.502 Adolescent Development and BehaviorCredits: 3
There are two sections of this course. The elementary section (201) examines the complex interaction of heredity and environmental factors from conception through middle school. Implications are considered for elementary and middle school curriculum, instruction and assessment. The secondary section (202) provides an overview of child development theory and examines appropriate classroom assessment practices at the middle and high school levels.
Examines the major theoretical frameworks of child development and how cultural differences affect development and learning. Focus is on helping students make responsive and culturally relevant pedagogical decisions.
Examines the methods of teaching students with moderate disabilities. Topics include curriculum (including the Massachusetts frameworks), IEPs, and instructional modifications appropriate for students with special needs.
This course examines the nature of cognitive emotional, developmental, sensory, and physical disabilities that compromise student capacity to make adequate academic progress without special intervention. Legal and ethical responsibilities of the educator in inclusive classroom settings and as an active member of a multidisciplinary learning team are emphasized.
01.514 Differentiation of InstructionCredits: 3
Developmental Psychology emphasizes the philosophical and historical bases of the key conceptual issues in the field: the centrality of the nature-nurture issue; the importance of understanding the dynamics between continuity and discontinuity across the life span; the ways in which stances on the nature-nurture and continuity-discontinuity issues frame theories of human development; and, on the associations among philosophy, concepts, theories, methods, and applications of developmental science.
01.604 Perspectives in Urban EducationCredits: 3
01.607 The Adult LearnerCredits: 3
This course will focus on the learning and development of adolescent young adults, adults and older adults in both school-based and non-school based settings. Cognitive, emotional, social and professional learning will be addressed as well as differing and changing learning styles across the lifespan and different learning settings.
01.608 Student Development TheoryCredits: 3
the Student Development Theory course will provide students with a theoretical background in the developmental processes of college students. The course will cover pertinent models of student development pertaining to cognitive, moral, psycho/social, environmental, and identity development. Students will gain an understanding of each theory, and understand their practical application.
01.610 Theories of LearningCredits: 3
This course offers a detailed analysis of the major contemporary learning theories, both behavioral and cognitive.
Pre-Requisite: M.ED and Ed.S matriculated only, or Permission of the Instructor.
01.616 Issues in Sociology EducationCredits: 3
This course conducts an analysis of the topics and conflicts associated with a national commitment to both academic excellence and educational quality.
This course is designed to help students understand the organizational dynamics of schools. The knowledge gained should assist students in identifying and suggesting alternatives to programmatic and behavioral regularities found in a school or human service organization.
01.630 Educating Diverse PopulationsCredits: 3
"Diversity Issues for School Leaders" is designed to prepare experienced educators to provide effective leadership in a diverse community. Drawing from the Graduate School of Education's conceptual framework of "Education for Transformation," students will be expected to: examine their own cultural heritage and experiences; gain increased understanding of equity issues concerning race, language, gender, sexual orientation, and special education needs; develop new insights for culturally responsive pedagogy; assess alternative strategies for facing illustrative conflicts in culturally diverse school settings; and consider how to ameliorate the pervasive impact of poverty on children in today's schools.
Examines the social, cultural, and political forces that shape the school environment and provide context for teaching and learning. Additionally, the types of existing and desired relationships among schools, families and communities will be discussed.
Open to matriculated doctoral candidates only. This foundational course provides new doctoral students with an understanding of differing perspectives on the purpose of public education in the United States during the last 150 years. The philosophical and political perspectives which influenced educational reform during this period will be examined. The course will culminate in reading and discussion of contemporary visions for schooling. This course must be taken before 01.646.
Pre-Req: Ed.D. matriculated only
This course examines how psychology and education have been intertwined throughout the history of American education. Various psychological perspectives for educational practice will be considered. The role of research in education, including the use of psychological research methods will be considered as you begin preparing to conduct educational research. Visions of educational psychologists for utilizing psychological research findings in creating future educational practice and policies will also be explored.
Pre-Req: 01.645 Persp & Visions of Schooling I.
Examines the theories and models of behavior management that assist teachers in helping students with moderate disabilities to be integrated into mainstream classroom settings.
01.701 Cognitive and Information Processing Theories of Learning, Development and InstructionCredits: 3
This course covers the fundamentals of human memory and cognition. In addition to modern memory theory, imagination, problem solving, invention, complex learning and complex skills performance will be explored.
This course will enable graduate level English language learners to become competent academic writers who can critically and creatively evaluate, analyze, construct and present their ideas and arguments. This is a student oriented, pro-active course where writing skills are connected to reading skills. Through attentive, detailed and critical reading of various materials students will further enhance their writing skills by applying effective planning, drafting, rewriting and editing strategies. Must e a TA or RA. Instructor Consent Required
This course examines the development of reading and writing necessary for the ESL child to learn to read and write in English. Students gain familiarity with the various perspectives and practices that have been found to be effective in the teaching of reading and writing to students whose first language is not English.
A review of the various assessments and standardized tests that are used to identify students with moderate disabilities. The interpretation of assessment results and how to communicate them effectively to parents and school personnel will be examined.
02.535 Mathematics For Secondary TeachersCredits: 3
02.539 Pre-Practicum: Alternate RouteCredits: 0
The pre-practicum occurs in the semester before the practicum. The course focuses on what it means to be a teacher by examining the content, dispositions and skills necessary to succeed in the profession. Students observe other teachers in their school and must spend one day observing in a district with different demographics. While there is no credit assigned to the pre-practicum, it is a required component of the program. Students complete a pre-practicum binder based on their observances.
02.540 Pre-PracticumCredits: 0
The pre-practicum occurs in the semester before the practicum. The course focuses on what it means to be a teacher by examining the content, dispositions and skills necessary to succeed in the profession. Through a combination of site observations in schools of different demographics, personal/professional teaching opportunities and participation in professional seminars, elementary and secondary preservice teachers gain additional information and skills to prepare them for their practicum. While there is no credit assigned to the pre-practicum, it is a required component of the program. A fee is assessed.
This course prepares students to teach mathematics and science in early childhood, prekindergarten to second grade. Basic principles and concepts covered in mathematics, including number sense and numeration, patterns and functions, geometry and measurement, and data analysis. Basic principles and concepts in the physical and life sciences are also covered. Students learn how to create an effective learning environment and to implement developmentally appropriate curriculum.
02.551 Elementary Math MethodsCredits: 3
New approaches in the curriculum and teaching of mathematics in the elementary school; analysis and use of current materials, national and state standards, multimedia approaches, and inductive and problem-solving techniques.
02.553 Language Arts and Childrens LiteratureCredits: 3
Approaches in the teaching and assessment of the language arts in the elementary school will be analyzed. Assorted genres of literature and the development of literature programs for children in multicultural environments will be studied.
02.556 Reading and Reading DisabilitiesCredits: 3
A critical analysis of fundamental issues and principles in the teaching of reading, including all phases of the elementary reading program. Analysis and remediation of reading disabilities which explores the use of critical diagnostic tools.
02.562 Elementary Social StudiesCredits: 3
Examines teaching strategies and materials appropriate for the teaching of K-8 social studies. Examines national and state standards for the discipline.
02.563 Elementary Science MethodsCredits: 3
Models the teaching of science as guided discovery while exploring developmentally appropriate concepts in science. Examines national and state standards as well as nationally developed curriculum kit-based materials.
02.572 Curriculum and Teaching: EnglishCredits: 3
The purpose of this course is to prepare preservice teachers for the content-specific dimensions of their practicum. The course is designed not only to develop pedagogical skills but to encourage prospective English teachers to examine their own beliefs, expectations, and dispositions about the nature of the discipline, the practice of teaching, the process of learning, and the nature of the learners themselves.
02.573 CurrIculum and Teaching HistoryCredits: 3
Students analyze the content, methods, materials, and management techniques used in teaching History. Examination of national and state standards for the discipline. The course will include micro-teaching and self-evaluation, as well as school-based observation and participation in schools.
02.575 Curriculum and Teaching MathCredits: 3
Students analyze the content, methods, materials, and management techniques used in teaching mathematics, and examine national and state standards for the discipline. The course includes micro-teaching, self-evaluation, school-based observation, and participation in schools.
02.576 Curriculum and Teaching ScienceCredits: 3
Students analyze the content, methods, materials, and management techniques used in teaching science. Examination of national and state standards for the discipline. The course will include micro-teaching and self-evaluation, as well as school-based observation and participation in schools.
This full time practicum in the elementary school covers 12 weeks under the supervision of qualified teachers, principals, and faculty of the Graduate School of Education. Weekly seminar and portfolio development address the Massachusetts professional teaching standards. Matriculated students only. All coursework must be completed with a minimum 3.25 GPA. Before beginning the practicum.
Practicum in a special education setting under the supervision of qualified teachers, principal, and university faculty.
02.583 Teaching English and SeminarCredits: 9
Full time practicum in the elementary, middle or secondary schools under the supervision of qualified classroom teachers and faculty of the Graduate School of Education. Weekly seminar and performance assessment addressing the Massachusetts Professional Standards for Teachers.
02.584 Teaching History and SeminarCredits: 9
Full time practicum in the elementary, middle or secondary schools under the supervision of qualified classroom teachers and faculty of the Graduate School of Education. Weekly seminar and performance assessment addressing the Massachusetts Professional Standards for Teachers.
02.589 Teaching Mathematics and SeminarCredits: 9
Full time practicum in the elementary, middle or secondary schools under the supervision of qualified classroom teachers and faculty of the Graduate School of Education. Weekly seminar and performance assessment addressing the Massachusetts Professional Standards for Teachers.
02.590 Teaching Biology and SeminarCredits: 9
Full time practicum in the elementary, middle or secondary schools under the supervision of qualified classroom teachers and faculty of the Graduate School of Education. Weekly seminar and performance assessment addressing the Massachusetts Professional Standards for Teachers.
02.591 Teaching Chemistry and SeminarCredits: 9
Full time practicum in the elementary, middle or secondary schools under the supervision of qualified classroom teachers and faculty of the Graduate School of Education. Weekly seminar and performance assessment addressing the Massachusetts Professional Standards for Teachers.
02.592 Teaching Earth Science and SeminarCredits: 9
Full time practicum in the elementary, middle or secondary schools under the supervision of qualified classroom teachers and faculty of the Graduate School of Education. Weekly seminar and performance assessment addressing the Massachusetts Professional Standards for Teachers.
02.593 Teaching Physics and SeminarCredits: 9
Full time practicum in the elementary, middle or secondary schools under the supervision of qualified classroom teachers and faculty of the Graduate School of Education. Weekly seminar and performance assessment addressing the Massachusetts Professional Standards for Teachers.
02.594 Teaching General Science and SeminarCredits: 9
Full time practicum in the elementary, middle or secondary schools under the supervision of qualified classroom teachers and faculty of the Graduate School of Education. Weekly seminar and performance assessment addressing the Massachusetts Professional Standards for Teachers.
02.607 Advanced Academic Writing ICredits: 3
This course will enable graduate level English language learners to become competent academic writers who can critically and creatively evaluate, analyze, construct and present their ideas and arguments. This is a student oriented, pro-active course where writing skills are connected to reading skills. Through attentive, detailed and critical reading of various materials students will further enhance their writing skills by applying effective planning, drafting, rewriting and editing strategies.
Pre-Req: 02.507 Academic Writing/Engl Language,or satisfactory score on English language placement test.
02.704 Current Mat Dev Adpt ESLCredits: 3
This Institute introduces 21st Century web-based technology that is used in educational settings, evaluates the validity of these applications and explores the concept of new literacies. Students will research, discuss, analyze and examine these technologies along with the practices that have sprouted up around and because of them. We will also interrogate the way that these technologies and their requisite literacies have changed, are changing and will change the nature of institutional instruction. In addition, we will investigate the policy ramifications that arise from the existence of these technologies and the literacies that they require. In short, we are going to study NT&L (new technologies and literacies) by using them, reading about them, writing about them and then synthesizing our new knowledge of them into a web 2.0 multimedia research project. This is a blended course, taught on campus and online. It is suitable for students at the Masters, CAGS, or Doctoral level.
04.510 Ancient History for TeachersCredits: 3
This course is designed to introduce teachers to the history of four river civilizations, Mesopotamia, Egypt, China and India and to the ancient worlds of two sea civilizations, Greece and Rome.
04.512 History for TeachersCredits: 3
This course examines the major concepts, people and events of US and World history using the ten themes outlined by the NCSS ( National Council for the Social Studies). These standards are grouped under the four strands for teaching social studies in the state of Massachusetts (history, economics, geography and civics) and guide the focus for teacher preparation and instruction.
04.513 Teaching World HistoryCredits: 3
In an increasingly globalized and diverse age, courses in world history have become a growing teaching field at the secondary level in the United States. The overarching purpose of this class is to help students prepare to teach classes in world history. This course will introduce the field and concepts of world history. It will familiarize students with available materials such as textbooks, readers, primary documents, academic books and articles, novels, films, websites, and podcasts. The class will introduce and align with the state, national, and AP standards in world history.
04.524 Academic Language DevelopmentCredits: 3
04.525 Science for Secondary Science TeachersCredits: 3
This course emphasizes content knowledge which includes the facts, concepts, laws, theories and organizing frameworks of science and syntactic knowledge which includes values, beliefs and assumptions that the science teacher has about the generation of scientific knowledge.
04.530 Interactions and Assessment in ScienceCredits: 3
This course examines the ways in which students interact and learn in the science classroom. Construction of a Science, Technology, and Society (STS) unit plan, as well as the development of assessment tools that align to lesson and unit goals are key features of this course.
04.532 Interactions In ScienceCredits: 3
This course will help students to create a science environment that is optimal for teaching science concepts and skills. Focus will be on learning styles,orchestrating discourse among students about scientific ideas, and understanding the rules of scientific discourse.
Participants will be engaged in constructing solid conceptual understanding of the language and operations of arithmetic; topics include place value and the history of counting, inverse processes, a large repertoire of interpretations of operations with numbers, concepts of integers and rational numbers, multi-digit calculations, including standard algorithms and non-standard methods the reasoning behind the procedures.
04.534 Mathematics for Teachers ICredits: 3
This course revisits the content related to the development of number and operation, proportions, ratios and percent; modeling operations with fractions, beginning algebra and geometry. The course emphasizes the meanings of operations and relationships among those operations; multiple representations of concepts and connections across different representations. It also examines basic Number Theory concepts, such as factors and multiples, as well as divisibility tests, at both concrete and abstract levels.
04.535 Mathematics for Teachers IICredits: 3
This course revisits the mathematics content related to the grades 8-12. It examines in depth elementary functions, and different mathematical models such as linear, quadratic, exponential, logarithmic and trigonometric, to describe real life situations. The course includes some topics from Euclidean geometry. The course emphasizes multiple representations of concepts, connections across different representations, as well as different levels of representations form concrete to abstract.
04.538 Inquiry in Mathematics EducationCredits: 3
The primary purpose of the course is to learn about inquiry as one of the methods of teaching mathematics. It is assumed that inquiry promotes reasoning abilities and meaningful learning. While there is very little research that documents the effectiveness of inquiry, there is reasonable assumption that the students, who participate in the inquiry type activities, show better understanding of mathematics.
04.545 Museum Education and InterpretationCredits: 3
04.553 Lowell and Industrial RevolutionCredits: 3
Participants in this National Endowment for the Humanities-sponsored Landmarks Workshop, offered through the Tsongas Industrial History Center, examine the causes and consequences of America's Industrial Revolution, using Lowell as a case study. The course covers the nineteenth-century shift from an agrarian to an industrial society, with a focus on water-powered factory systems, textile production and corporations, the issue of slavery in a cotton textile city, labor and women's history, environmental impacts, immigration, globalization, and literary responses. Limited to NEH participants only.
04.557 Teaching Early American HistoryCredits: 3
04.558 Becoming A NationCredits: 3
This course looks at the westward expansion of the United States from the signing of the Constitution to the pre-Civil War period.
04.559 Teaching Founding DocumentsCredits: 3
This course examines the founding documents and how these documents are relevant in the lives of middle school children.
04.565 Mentoring and Teacher DevelopmentCredits: 3
Teacher leaders (mentors to new teachers, content coaches, instructional specialists) strengthen interpersonal communication and coaching skills as well as skills in classroom observation and feedback conferences. Participants learn and practice tools to promote reflective practice, thoughtful analysis of instructional content, and ways to analyze teaching strategies and sustain professional growth. Understanding and influencing school culture, policies, and practices are addressed.
04.571 Investigating Science ClassCredits: 3
04.572 Exploring the Nature of ScienceCredits: 3
The focus of this course is on applying nutrition concepts relevant to elementary and middle school children and how these concepts can be integrated into the classroom at an age appropriate level. This course will address a broad range of issues including eating habits, disordered eating, sports nutrition, food allergies and school wellness policies.
04.604 Inquiry In Mathematics TeachingCredits: 3
This course focuses on inquiry as a method for the teaching of mathematics as well as on inquiry as a way to learn mathematics. The course explores the creation of the classroom environment in which students and teachers are actively engaged in meaningful learning through personal and collaborative inquiry.
Examination of interaction of Science and Mathematics in the growth of knowledge, and current considerations of literacy.
This course explores the dynamic relationship between educational policy and classroom teaching. By comparing the similarities and differences for this relationship within each of these fields, students will gain a practical and theoretical understanding of both the historical role policy plays in education and its chronic shortcomings. Finally, the educators role in implementing effective change in these fields is considered.
04.626 Developments of concepts in ScienceCredits: 3
Students explore the historical development of selected science concepts and the emergence of the philosophy of science. Progress in science is examined together with views of the nature of science.
04.627 Development of Mathematics ConceptsCredits: 3
Participants will analyze the nature of mathematics content knowledge and the nature of mathematics process knowledge, as well as the nature and process of knowledge acquisition. A conceptual framework will emerge from the synthesis of existing information.
An analysis of the development of procedural knowledge, with particular emphasis on reasoning and problem solving, as they are currently conceptualized in educational and psychological literature.
04.630 Reasoning and Problem SolvingCredits: 3
The course is designed to direct and encourage critical examination of the theory of problem solving. Students analyze current research literature relating to reasoning, problem solving and critical thinking. Synthesis of this literature serves as a foundation for examining curriculum decisions.
04.634 ConstructivismCredits: 3
This course traces the emergence and evolution of personal, social and radical constructivism and the influence on teaching and learning of this field.
04.635 Dynamics of Curricular ChangeCredits: 3
This course considers alternative perspectives of curriculum and explores issues and strategies involved in the process of changing the curricular visions and practices of schools.
04.637 History & Theory of CurriculumCredits: 3
This course examines the historical development of American curriculum from the colonial period to the present, with a focus on theories that shaped what was taught in schools, and how those theories reflected social, cultural and political values and conflicts. Particular attention will be paid to curriculum theories that have shaped contemporary curriculum, and to examination of programs that reflect those theories.
04.638 Curriculum Design K-12Credits: 3
A review of state mandates which, by law, shape the curriculum of the school. Examination of "new" curricula and their sources, as well as the development of a rationale for curriculum design and an evaluation of the personnel and techniques by which these curricula can be developed.
04.643 The Skillful TeacherCredits: 3
This course is designed to help teachers and educational leaders view teaching from a reflective stance. Video material of teaching situations will be examined for the application of skills discussed in the course.
04.650 Capstone Project: Advanced ProgramsCredits: 3
Students will have the opportunity to develop a teacher work sample consisting of work in six major areas: (1) contextual factors, (2) learning goals, (3) assessment plan, (4) design for instruction, (5) analysis of student learning, and (6) reflection.
Pre-Req: M.Ed. matriculated only
Through frequent consultation with the instructor, the student will investigate and define a problem for research and will present the findings in a significant paper. The directed study may not be substituted for a required course.
04.656 Ed.S SeminarCredits: 3
Candidates undertake an in-depth study of issues pertinent to PK-12 education and develop a product to address these issues. Candidates must complete 24 credits prior to registering for the Ed.S Seminar.
Pre-Req: Ed.S. Matriculated only
04.658 The Gifted ChildCredits: 3
The Gifted Child introduces students to the scientific study of giftedness using a reader-friendly textbook written by an acknowledged expert on the topic. Students will consider a number of assumptions about gifted children as they read the textbook, simultaneously testing their "every day" ideas about giftedness against contemporary scholarship. The book identifies and attempts to dispel nine widely-accepted, but over-simplified, beliefs about gifted children.
04.673 Curriculum Design for Science TeachersCredits: 3
Science content, process skills, assessment, nature of science...how does a middle school teacher consider all of the elements of science teaching and meet the Massachusetts Frameworks? Using the Backwards Design model, teachers in this course will develop and reinforce effective lesson and unit planning skills, learn about different forms of assessment, create and implement effective assessment tools, and explore how to weave understanding of the nature of science into units. In addition, we will explore Learning Styles and Multiple Intelligences and think about how these ideas might impact how you approach teaching middle school science.
04.674 Research into Learning in ScienceCredits: 3
In this course, we shall be reading research articles and examining how the research was carried out. You will conduct an "action research" project. Those who engage in action research have a commitment to bring about change. In this case, you will be investigating something in your own classroom or school that concerns you and therefore the results of your research will help you to think about what might be done to change the situation. Through the collection and sorting of data we can gain insights into situations that were previously muddy. Teachers often have to make judgments based on experience, but this is not persuasive to outsiders. With data we can convince others that the course of action we choose is justified.
04.675 Leadership in Science EducationCredits: 3
There are many issues in science education that can be clarified as a result of reading current literature and engaging in discussion with other teachers. In this course, we will examine some of the most pressing issues that face us as science teachers e.g. What is science literacy? What role should inquiry play in a science curriculum? What is the role of technology in science education? Is ability grouping approproate for learning in science? Each week we will examine a different issue and share our expertise, as we explore what it means to be a leader in science education. You will share your own science teaching expertise by developing an article to be submitted to an NSTA publiction via a peer review process. Additionally, you will put your progam learning into practice and will be assessed through written evidence captured in a professional portfolio.
04.676 Exploring the Nature of ScienceCredits: 3
If you were asked to describe the characteristics of science what would you say and would you know whether professional scientists agree with you? National professional societies such as the NSTA and the AAAS, believe that if middle and high school students understand how science has been and is practiced, they will be more likely to question their own thinking, recognize the power of scientific theories and understand that there are no absolute truths. This course will take you on an exploration of some fascinating discoveries in the history of science, engage you in debate about controversial issues in science, and involve you in raising your own scientific questions.
04.677 Investigating Science ClassroomsCredits: 3
The course will foster meaningful discussions about the nature and practice of school science. It will help practicing teachers to identify elements of inquiry and implement them in their science classroom. Throughout the semester, students will look at video clips of real-life classrooms, student interviews focusing on conceptual understanding and case studies of teachers trying to make changes in their teaching and you will reflect on the teaching strategies you see.Online discussion and course reading will spur further conversations around topics such as questioning, conceptual change, group work, materials management, and classroom culture.
Pre-Req: 07.701 Data Analysis, 07.702 Research Methods & Design; Academic Plan Ed.D only.
Participants will develop a focused line of investigation with the supervision of a faculty member in the college. Approval of advisor is required.
May only be counted toward the 9 credits of dissertation research. Continued consideration of topics and problems associated with research proposals of participants in mathematics and science education. Prerequisite: 04.730.
04.753 Doctoral Dissertation/EducationCredits: 3
04.756 Doctoral Dissertation/EducationCredits: 6
04.759 Doctoral DissertationCredits: 9
04.763 Continued Graduate ResearchCredits: 3
04.766 Continued Graduate ResearchCredits: 6
04.769 Continued Graduate ResearchCredits: 9
This course will examine special education laws and ethical practices in K-12 settings.
05.590 Practicum I, Supervisor/DirectorCredits: 1
05.591 Practicum II, Supervisor/DirectorCredits: 2
05.592 Practicum I, Elementary Principal PK-6Credits: 1
The practicum is a two-semester (1+2=3credits) field-based experience in which the student engages in administrative responsibilities at the level of a school principal. These responsibilities are supervised by an on-site supervisor/mentor who holds certification in the appropriate area. A minimum of 300 hours must be completed during the course of the year. The responsibilities must be real and varied enough to allow the student to actively apply their knowledge and skills, thus demonstrating competence in the 'Standards for Advanced Programs in Educational Administration' of the ELCC (Educational Leadership Constituent Council).' In addition to the field-based activities, candidates participate regularly in an on-line seminar with the university supervisor/instructor and meet for 3-4 face-to-face seminar sessions at the university. Students develop a practicum action plan, document their activities in a journal, participate in regular on-line discussions, complete several reflection assignments, and compile a final Practicum Portfolio. The basis of all work in the online seminar relates directly to the issues, experiences, and questions form the candidate's field-based activities. The Practicum aims to help all students achieve a fuller realization of their professional and personal resources as leaders and learners and strengthen their effectiveness as educational administrators now and into the future.
The practicum is a two-semester (1+2=3credits) field-based experience in which the student engages in administrative responsibilities at the level of a school principal. These responsibilities are supervised by an on-site supervisor/mentor who holds certification in the appropriate area. A minimum of 300 hours must be completed during the course of the year. The responsibilities must be real and varied enough to allow the student to actively apply their knowledge and skills, thus demonstrating competence in the 'Standards for Advanced Programs in Educational Administration' of the ELCC (Educational Leadership Constituent Council).' In addition to the field-based activities, candidates participate regularly in an on-line seminar with the university supervisor/instructor and meet for 3-4 face-to-face seminar sessions at the university. Students develop a practicum action plan, document their activities in a journal, participate in regular on-line discussions, complete several reflection assignments, and compile a final Practicum Portfolio. The basis of all work in the online seminar relates directly to the issues, experiences, and questions form the candidate's field-based activities. The Practicum aims to help all students achieve a fuller realization of their professional and personal resources as leaders and learners and strengthen their effectiveness as educational administrators now and into the future.
The practicum is a two-semester (1+2=3credits) field-based experience in which the student engages in administrative responsibilities at the level of a school principal. These responsibilities are supervised by an on-site supervisor/mentor who holds certification in the appropriate area. A minimum of 300 hours must be completed during the course of the year. The responsibilities must be real and varied enough to allow the student to actively apply their knowledge and skills, thus demonstrating competence in the 'Standards for Advanced Programs in Educational Administration' of the ELCC (Educational Leadership Constituent Council).' In addition to the field-based activities, candidates participate regularly in an on-line seminar with the university supervisor/instructor and meet for 3-4 face-to-face seminar sessions at the university. Students develop a practicum action plan, document their activities in a journal, participate in regular on-line discussions, complete several reflection assignments, and compile a final Practicum Portfolio. The basis of all work in the online seminar relates directly to the issues, experiences, and questions form the candidate's field-based activities. The Practicum aims to help all students achieve a fuller realization of their professional and personal resources as leaders and learners and strengthen their effectiveness as educational administrators now and into the future.
The practicum is a two-semester (1+2=3credits) field-based experience in which the student engages in administrative responsibilities at the level of a school principal. These responsibilities are supervised by an on-site supervisor/mentor who holds certification in the appropriate area. A minimum of 300 hours must be completed during the course of the year. The responsibilities must be real and varied enough to allow the student to actively apply their knowledge and skills, thus demonstrating competence in the 'Standards for Advanced Programs in Educational Administration' of the ELCC (Educational Leadership Constituent Council).' In addition to the field-based activities, candidates participate regularly in an on-line seminar with the university supervisor/instructor and meet for 3-4 face-to-face seminar sessions at the university. Students develop a practicum action plan, document their activities in a journal, participate in regular on-line discussions, complete several reflection assignments, and compile a final Practicum Portfolio. The basis of all work in the online seminar relates directly to the issues, experiences, and questions form the candidate's field-based activities. The Practicum aims to help all students achieve a fuller realization of their professional and personal resources as leaders and learners and strengthen their effectiveness as educational administrators now and into the future.
The practicum is a two-semester (1+2=3credits) field-based experience in which the student engages in administrative responsibilities at the level of a school principal. These responsibilities are supervised by an on-site supervisor/mentor who holds certification in the appropriate area. A minimum of 300 hours must be completed during the course of the year. The responsibilities must be real and varied enough to allow the student to actively apply their knowledge and skills, thus demonstrating competence in the 'Standards for Advanced Programs in Educational Administration' of the ELCC (Educational Leadership Constituent Council).' In addition to the field-based activities, candidates participate regularly in an on-line seminar with the university supervisor/instructor and meet for 3-4 face-to-face seminar sessions at the university. Students develop a practicum action plan, document their activities in a journal, participate in regular on-line discussions, complete several reflection assignments, and compile a final Practicum Portfolio. The basis of all work in the online seminar relates directly to the issues, experiences, and questions form the candidate's field-based activities. The Practicum aims to help all students achieve a fuller realization of their professional and personal resources as leaders and learners and strengthen their effectiveness as educational administrators now and into the future.
The practicum is a two-semester (1+2=3credits) field-based experience in which the student engages in administrative responsibilities at the level of a school principal. These responsibilities are supervised by an on-site supervisor/mentor who holds certification in the appropriate area. A minimum of 300 hours must be completed during the course of the year. The responsibilities must be real and varied enough to allow the student to actively apply their knowledge and skills, thus demonstrating competence in the 'Standards for Advanced Programs in Educational Administration' of the ELCC (Educational Leadership Constituent Council).' In addition to the field-based activities, candidates participate regularly in an on-line seminar with the university supervisor/instructor and meet for 3-4 face-to-face seminar sessions at the university. Students develop a practicum action plan, document their activities in a journal, participate in regular on-line discussions, complete several reflection assignments, and compile a final Practicum Portfolio. The basis of all work in the online seminar relates directly to the issues, experiences, and questions form the candidate's field-based activities. The Practicum aims to help all students achieve a fuller realization of their professional and personal resources as leaders and learners and strengthen their effectiveness as educational administrators now and into the future.
The Portfolio Development and Defense seminar provides each doctoral student with a guided experience to develop a portfolio, which demonstrates the ways in which she or he has met established program outcomes for the first phase of the Leadership in Schooling doctoral degree. The one-credit option is for the student who anticipates submitting required materials and defending her or his portfolio over two or more semesters.
The Portfolio Development and Defense seminar provides each doctoral student with a guided experience to develop a portfolio, which demonstrates the ways in which she or he has met established program outcomes for the first phase of the Leadership in Schooling doctoral degree. The two-credit accelerated option is for the student who will submit all required materials and defend her or his portfolio in one semester.
The Portfolio Development and Defense seminar provides each doctoral student with a guided experience to develop a portfolio, which demonstrates the ways in which she or he has met established program outcomes for the first phase of the Leadership in Schooling doctoral degree. The three-credit accelerated option is for TAs and RAs only.
05.604 Leadership of Community Engagement ICredits: 2
The purpose of Leadership of Community Engagement I is to expose teacher leaders to the variety of issues associated with family and community engagement. Through critical examinations of theory, personal experiences and collective knowledge, teacher leaders will learn how to engage families and community members (i.e., business, health and service agencies and community-based organizations) and recognize the different forms of engagement. This course will highlight collaborative strategies that "shares power" with parents, families, and community organizations in schools.
Candidates are asked to document a limited number of verifiable accomplishments outside the classroom from both the professional and local communities. Candidates must explain how each accomplishment impacts student learning. Accomplishments are limited to the last five years. Later in the program, more recent accomplishments may be added tot he entry. The portfolio entry is 20 pages in length.
05.622 Managing Resources and Finances.Credits: 3
Examines how moral and financial resources are marshaled and managed to meet needs of schools and human service agencies. Includes legal, economic and organizational analysis, program definition, budgeting, management and evaluation.
05.623 School Policy and LawCredits: 3
Understanding and research of legal issues, and resolutions, pertinent to educational administrators. Ethical and creative practice of "preventive law."
05.630 Leadership & LearningCredits: 3
05.637 Personnel AdministrationCredits: 3
This course helps educators develop a broad grasp of the educational possibilities and concerns the Internet raises, for K-12 educators as well as those in higher education. Through the course, students develop in-depth knowledge of Internet resources and problems related to a specific issue of professional interest.
An examination of various models of organizational analysis used to explain events and relationships in educational and human service institutions. Each student will develop a case study and analysis using organizational theory.
05.641 Issues in Staff DevelopmentCredits: 3
Includes understanding of how to work with adult learners who are peers, as well as techniques for assessing staff needs, design of programs to improve staff performance and strategies to ensure productive in-service education.
05.642 Principles of SupervisionCredits: 3
The interdisciplinary foundations of supervision: the function of theory, research on change, individual and group relationships in organizations, staff influence processes, talent utilization, and evaluations.
05.643 Principalship PK - 12Credits: 3
The scope of the principal's role, including ethical dilemmas and practical realities, is examined by shadowing, case studies, simulation, literature review and written analyses. Participants identify and evaluate the effects of alternative styles of principals.
05.644 Capstone: Educational AdministrationCredits: 3
Students complete a culminating project in which they utilize their learning from course content.
05.649 Directed Study: AdministrationCredits: 3
Through frequent consultation with the instructor, the student will investigate and define a problem for research and will present the findings in a significant paper. The directed study may not be substituted for a required course.
Addresses the way in which an instructional leader initiates changes in organizations-whether curricular or in the systems which make organizations function.
05.651 Transformative Leadership for SchoolsCredits: 3
This course considers ways in which school leaders can facilitate transformative change in all aspects of school life. Focusing on theory, research, and pragmatic strategies, the course examines approaches to school design for school startup and redesign for schools undergoing significant change.
05.652 Managing Change and ConflictCredits: 3
Examines theories in the changing process, strategies for effective adoption and implementation of innovations and conflict resolution.
This course is grounded in three fundamental assumption about leadership and its role in supporting instructional improvement. First, leaders must be able to use empirical evidence and structured dialogue. Second, leader must be able to make hard decisions in ambiguous situations; and third, effective leader understand the theory which helps them make sense of their organizations.
05.670 CAGS Capstone Seminar ICredits: 3
05.671 CAGS Capstone Seminar IICredits: 3
05.701 Seminar: Qualifying Paper DevelopmentCredits: 1
The Qualifying Paper Development seminar provides the student with constructive feedback and scaffolding as he or she develops the qualifying paper. The one-credit option is for the student who anticipates developing the qualifying paper over two semesters, and submitting the paper at the end of the second semester.
05.702 Seminar: Qualifying Paper DevelopmentCredits: 2
The Qualifying Paper Development seminar provides the student with constructive feedback and scaffolding as he or she develops the qualifying paper. The two-credit accelerated option is for the student who anticipates developing and submitting the final draft of the qualifying paper in one semester.
05.703 Seminar: Qualifying Paper DevelopmentCredits: 3
The Qualifying Paper Development seminar provides the student with constructive feedback and scaffolding as he or she develops the qualifying paper. The three-credit accelerated option is for TAs and RAs only.
05.710 Research Planning: LeadershipCredits: 3
Research Planning: Leadership is a scaffolded-experience to guide students in the development of their qualifying paper (the second comprehensive exam), a structured review of the literature. Only students who are at the appropriate stage of their program may enroll with permission of the instructor.
Pre-Req: 07.701 Data Analysis, 07.702 Research Methods & Design; Academic Plan Ed.D only.
Participants will develop a focused line of investigation with the supervision of a faculty member in the college. Approval of advisor is required.
May only be counted toward the 9 credits of dissertation research. This seminar will consider recent research in the relevant field. The implications of the research for classroom and school practice will be its focus. Each student will identify an area of work for further study and original research for the dissertation.
May only be counted toward the 9 credits of dissertation research. The second seminar will involve an in-depth search and review of the literature appropriate to the student's planned research.
05.753 Doctoral Dissertation/EducationCredits: 3
05.756 Doctoral Dissertation/EducationCredits: 6
05.759 Doctoral Dissertation/EducationCredits: 9
05.760 Dissertation ResearchCredits: 1
Doctoral candidates must be enrolled in this course if they have completed their required dissertation research and wish to defend their dissertation.
05.763 Continued Graduate ResearchCredits: 3
05.766 Continued Graduate ResearchCredits: 6
05.769 Continued Grad ResearchCredits: 9
06.511 Teaching Reading in Content AreaCredits: 3
This course presents the theoretical foundation and current best practices for content area reading, writing, and study skills. The focus is on motivation, cognition, memory, and verbal processing theories as they apply to methodology. Students learn to develop lessons and units that integrate reading and writing while covering concepts in the content areas.
06.522 Young Adult LiteratureCredits: 3
The major emphasis of the course will be discussion and analysis of the goals of a literature curriculum and the exploration of various methods for achieving these goals. The characteristics of the different genres of literature will be discussed in detail
06.527 Language AcquisitionCredits: 3
This course will focus on the study of the acquisition of language and the relationship of language learning to the development of literacy. Students will examine both first and second language acquisition. Students will be expected to apply their knowledge of language acquisition to best teaching practices for enhancing first and second language development in the classroom and to the development of literacy.
This course examines the selection and use of procedures to make an adequate clinical and educational diagnosis. Includes the assessment of function and dysfunction in factors associated with language development; receptive, expressive, writing, reading; and the administration and interpretation of individual and group tests of perceptual, motor, and conceptual functioning in reading and language.
This course will explore the specific practices in remedial teaching in grades K-12, using published materials, and developing new materials for small group, whole class, and tutoring settings. Students will develop and implement realistic corrective programs based on the interpretation of literacy assessments. These programs will include selecting strategies of instruction and materials, and establishing a framework of time and evaluation.
Pre-Req: 06.528 Assess of Reading & Lang Disab.
Organization and supervision of a reading-language program, evaluation of classroom instruction, selection of reading-language materials, coordination of the developmental program with remedial/corrective offerings, techniques of in-service education for various professional groups within a school system.
06.541 World ModernismCredits: 3
Students will explore the modernist period (1900-1950) by examining exemplary texts, literary criticism of these texts, numerous historical and social events, and films. Changes in identity, religion and industrialization and how they are reflected in literature will be studied.
06.548 Capstone: Reading and LanguageCredits: 3
Candidates will undertake an evaluation of student learning by completing a capstone work sampling assignment. (May only be taken at the end of the program and only in conjunction with one other course.)
A final course on the national and international research in reading and language and the pertinence and proposed implementation of research findings to instruction and the various roles of the reading supervisor or director.
06.550 Reading Specialist: Practicum ICredits: 3
The Reading Specialist Practicum requires students to use the knowledge gained in their coursework to design, implement, and analyze a program for struggling readers in a clinical experience. The practicum meets both Massachusetts and IRA standards for Reading Specialist/Literacy Coach.
06.551 Literacy Coach: Practicum IICredits: 3
This is the second of two clinical practicum experiences in the Reading and Language program. Candidates will design a professional development project in their school setting which will allow them to model lessons, observe and co-teach with peers, and provide feedback to teachers and paraprofessionals. The online seminar provides support for implementing the program. The practicum meets the guidelines for the International Reading Association
Pre-Req: 06.550 Reading Specialist: Practicum I.
Different approaches and teaching procedures in Second Language instruction will be discussed as well as the methodological models of English as a Second Language instruction.
06.612 Topics in Language Arts and LiteracyCredits: 3
This is an elective course in the doctoral program that covers a range of topics in language arts and literacy.
06.625 Teaching Of WritingCredits: 3
This course reviews the research and literature on writing instruction, grades K through 14, and examines points of view, approaches, methodologies, and assessments
A Study of the general schools of thought that have formed the basis of teaching English as a Second Language. This course is designed to assist students in conceptualizing the foundations of second language acquisition. The course will also inform students about appropriate procedures for assessing the skill development of second language learners.
06.640 Teaching Reading ComprehensionCredits: 3
The purpose of this course is to deepen the student's understanding of the research and theory that undergird the teaching of reading comprehension. The study begins with an examination of a model of the reading process and extends from this to a study of the implications for curriculum and instruction of that model.
06.647 Direct StudyCredits: 3
06.652 Seminar: Assessment of WritingCredits: 3
06.657 Readers Responses to LiteratureCredits: 3
An in-depth study of theory and research on the work in readers' responses to literature. Attention is given to past findings and methodologies as well as to future research in this area.
The purpose of this course is to engage students in the complexities and debates regarding theoretical perspectives and research on language, literacy, and culture that have affected language and literacy learning. This course will begin with introduction to the history of research done on concepts of language, literacy and culture. Students then look at the evolution of sociolinguistic and stenographic research language, literacy and culture as well as other modes of inquiry on language and literacies. Most of the course is spent closely examining studies for how they conceptualize the mutual construction of language, literacy, and culture, and for what they can tell use about the nature of literacy learning. In addition, students will explore the questions those studies raise such as cultural diversity,identity, learning, curriculum and instruction school-community relationships and social justice in literacy and language learning.
This course covers the history of the teaching of composition from the ancient Greeks to the present day, the development of both theory and pedagogy, and the current research into how writers learn, which teaching methods work best, and which issues continue to be of concern. Students will learn to critique writing pedagogy, to place programs and issues into historical perspective, and to analyze and design research into the teaching of writing.
06.677 Theories of Verbal CommunicationCredits: 3
The course will examine various theories and models of verbal communication appropriate for study in the Language Arts and Literacy. The specific theories and models will be determined each semester.
Students will trace the history of reading instruction in the United States from The New England Primer in the 1600s to the present with special attention to the ways in which those milestones may have impacted reading instruction today. Each of the key philosophical orientations to reading instruction will be explored from the point of view of the research that informs that instruction. Contemporary issues in reading instruction will be examined with ties to both the research and the history. Contemporary issues will be drawn from, but not limited to, politics, curriculum design, instructional materials, and instructional design.
May only be counted toward the 9 credits of dissertation research. This seminar will consider recent research in the relevant field. The implications of the research for classroom and school practice will be its focus. Each student will be able to identify an area of work for further study and original research for the dissertation.
06.731 Adanced Research Seminar II:LanguageCredits: 3
May only be counted toward the 9 credits of dissertation research. The second seminar will involve an in-depth search and review of the literature appropriate to the student's planned research.
06.753 Doctoral Dissertation/EducationCredits: 3
06.756 Doctoral Dissertation/EducationCredits: 6
06.759 Doctoral Dissertation/EducationCredits: 9
06.763 Continued Graduate ResearchCredits: 3
06.766 Continued Graduate ResearchCredits: 6
06.769 Continued Graduate ResearchCredits: 9
07.541 Practitioner Action ResearchCredits: 3
This course examines how action research helps educators to learn to explore pressing classroom and school issues in systematic ways. Action research provide educators with opportunities to deepen their knowledge and skills as reflective practitioners, allowing them to contribute to the achievement of students and the improvement of schools.
Pre-Requisite: M.ED and Ed.S matriculated only, or Permission of the Instructor.
07.640 Introduction to Research MethodsCredits: 3
(Prerequisite for Ed.D. students) The design of research studies and the application of data analysis techniques appropriate to the research designs will be considered. Evaluation of published research in accordance with established criteria will be required.
07.642 Program EvaluationCredits: 3
Evaluation tasks will be identified and the policy issues attendant to evaluation will be examined. Students will conduct an evaluation.
07.660 Ethnographic InquiryCredits: 3
This course provides the theoretical underpinnings of the nature, principles and processes of ethnographic research which focuses on the understanding of human cultures. Students will study how an ethnographic research project is developed and will conduct an aspect of a study during the semester. There will be particular emphasis on collecting and analyzing data in ethnographic research.
In this course students will be introduced to: Principles of research design in social sciences; Understanding how to plan for research using quantitative and/or qualitative data collection methods; Ethics of research conduct; Understanding and preparing for the Institutional Review board (IRB) process; Evaluating the trustworthiness of research; How to critically review research; The historical and philosophical issues undergirding qualitative research; Paradigms; Sampling procedures; Types of measurement error; Methodologies appropriate for educational research; Recent developments in education research.
07.701 Data AnalysisCredits: 3
Prereqisite: A descriptive statistics or research methods course satisfactory to the Program Faculty. This course covers basic statistics used in the analysis of educational research.
07.702 Research Methods and DesignCredits: 3
Methods of data collection suitable for answering a variety of educational research questions. Considers both qualitative and quantitative strategies for research and evaluation needs. Prerequisite: 07.701 or acceptable substitute.
Pre-Req: 07.701Data Analysis.
07.704 Qualitative Research MethodsCredits: 3
This course concentrates on the use of qualitative methods for educational research. Strategies for conducting qualitative studies are described and techniques for analyzing and reporting findings are emphasized.
07.705 Survey ResearchCredits: 3
Focusing on survey research methods, this course will familiarize students with the strategies, techniques, tactics, and issues in developing and administering questionnaires and interviews.
Pre-Req: 07.701 Data Analysis, 07.702 Research Methods & Design; Academic Plan Ed.D only.
07.706 Intermediate/Advanced Data AnalysisCredits: 3
Mixed methods research and evaluation uses both quantitative and qualitative data and information to answer research and evaluation questions. Mixed methods research and evaluation integrates these two general methodologies to design more complete and powerful scholarship and produce more informative answers to research, instructional, and educational questions of both the formative and the summative kind. These questions may be research hypotheses, instructional program effects, or educational program and policy evaluations. This course is designed to meet the needs and goals of the students who enroll in it and is conducted by a learning contract model. Advanced univariate and multivariate design and statistical techniques will be selectively covered, including: meta-analysis, instrument design and development. It includes various qualitative techniques and analytical models, such as development and use of protocols, interviewing, content and discourse as well as text analysis, analytic and observational scoring procedures and systems, document analysis, policy analysis. Scholarly text development such as histories, white papers, or professional literature reviews will be included.
07.707 Writing for Professional DevelopmentCredits: 3
In this course individuals will develop mastery of the elements of style, techniques of argument, and other writing skills such as audience, voice, and genre. They will prepare to propose and report research clearly and concisely for publication.
07.708 Analyze, Interpret, Report DataCredits: 3
07.709 Measurement & EvaluationCredits: 3
Basic measurement and evaluation theories and techniques are surveyed, including achievement, attitudes, opinions, abilities, personality, skills and trait variables. Emphasis is given to methods of establishing reliability and validity of various measures.
08.550 Women in Higher EducationCredits: 3
This course will examine the leadership development of women in higher education. Women's historical access to post-secondary education and barriers to their acceptance as intellectual leaders will be analyzed in the context of their current status in higher education leadership roles. Theories and research on the phenomena that impact women's leadership in any arena, and how they lead in today's society will be studied as context for understanding their roles in higher education.
This course examines theory, research and practice that inform us about the problem of scholarship, teaching, change and innovation in higher education. Students study academic life in the larger context of the institutional structure.
08.603 Principles on Line TeachingCredits: 3
This course will examine the role of higher education in creating leaders for a diverse and democratic society Grounded in student development theory and practice, this course will engage participants in reflective and critical exploration of leadership theories, frameworks, concepts and skills that focus on social justice and purposeful change. The course is designed to provide foundational grounding in the study of leadership theory and research, with a focus on the leadership paradigms emphasizing transformation, collaboration and empowering group members in an effort to improve the world in which we live. During this course you will read current ideas about student development and the nature of leadership, you will engage in class activities and assignments which challenge you to think critically with multiple perspectives and frameworks and you will undertake a self-examination about who you are and what you believe as someone who will facilitate student development and leadership in student affairs and within higher education.
08.660 Diversity in Higher EducationCredits: 3
Focuses on the preparation, admission, retention, and achievements of minorities in higher education, both past and present.