| 01.501 | Diversity in the Classroom | Credits: 3 |
| Students examine, confront and learn to manage the challenge of successfully educating all children, regardless of racial, cultural, linguistic, gender or physical differences. |
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| 01.502 | Child Development and Assessment | Credits: 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. |
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| 05.502 | Issues, Mandates and Ethics in Special Education | Credits: 3 |
| This course will examine special education laws and ethical practices in K-12 settings. |
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| 01.504 | Methods of Teaching Students with Moderate Disabilities | Credits: 3 |
| 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. |
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| 01.505 | Children with Disabilities in the Classroom | Credits: 3 |
| 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. |
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| 04.510 | Ancient History for Teachers | Credits: 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. |
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| 06.511 | Teaching Reading in Content Area | Credits: 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. |
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| 04.512 | History for Teachers | Credits: 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. |
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| 04.513 | Teaching U.S. History: The Colonial Era | Credits: 3 |
| This course will introduce students to both pedagogy and content in the teaching of the colonial era in United States history (from Contact to Constitution). Particular attention will be paid to the use of primary and secondary sources as instructional resources. The successful student will leave the course with a solid foundation of instructional practice, a familiarity with content relevant to the era, and curriculum materials developed by the class for use in the teaching of the colonial era. |
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| 01.514 | Differentiation of Instruction | Credits: 3 |
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| 02.520 | Teaching Reading and Writing in English to the Bilingual Student | Credits: 3 |
| 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. |
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| 06.522 | Young Adult Literature | Credits: 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 |
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| 04.524 | Academic Language Development | Credits: 3 |
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| 02.524 | Educational Assessments of Students with Moderate Disabilities | Credits: 3 |
| 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. |
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| 04.525 | Science for Science Teachers 7-12 | Credits: 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. |
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| 06.527 | Language Acquisition | Credits: 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. |
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| 06.528 | Assessment of Reading and Language Disabilities | Credits: 3 |
| 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. |
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| 06.529 | Treatment Reading and Language Disabilities | Credits: 3 |
| 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. |
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| 04.530 | Interactions and Assessment in Science | Credits: 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. |
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| 06.531 | Organize and Supervision Reading and Language | Credits: 3 |
| 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. |
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| 04.532 | Interactions In Science | Credits: 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. |
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| 04.534 | Mathematics for Teachers I | Credits: 3 |
| This course is designed to help middle school mathematics teachers teach in a manner consistent with the conception of good teaching proposed by NCTM and the Massachusetts Curriculum Frameworks. Topics include the development of number and number sense, proportions, ratios and percent; algebra and geometry. |
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| 04.535 | Mathematics for Teachers II (8-12) | Credits: 3 |
| This course is designed to help mathematics student teachers be adequately prepared to teach in a manner consistent with the conception of good teaching proposed by NCTM and the Massachusetts Curriculum Frameworks. Candidates are expected to gain knowledge of how to assist their students to be able to think deeply and flexibly about the relationships among facts, concepts, and procedures that constitute the structure of knowledge of mathematics. |
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| 02.535 | Mathematics For Secondary Teachers | Credits: 3 |
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| 04.538 | Inquiry in Mathematics Education | Credits: 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. |
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| 06.541 | World Modernism | Credits: 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. |
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| 02.541 | Methods of Early Childhood Education I: Math, Science and Technology | Credits: 3 |
| 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. |
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| 07.541 | Practitioner Action Research | Credits: 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. |
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| 04.545 | Museum Education and Interpretation | Credits: 3 |
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| 06.548 | Capstone: Reading and Language | Credits: 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.) |
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| 06.549 | Theory and Research: Reading and Language | Credits: 3 |
| 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. |
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| 06.550 | Reading Specialist: Practicum I | Credits: 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. |
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| 08.550 | Women in Higher Education | Credits: 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. |
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| 06.551 | Literacy Coach: Practicum II | Credits: 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 |
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| 02.551 | Elementary Math Methods | Credits: 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. |
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| 02.553 | Language Arts and Childrens Literature | Credits: 3 |
| Approaches in the teaching and assessment of the language arts in the elementary school will be analyzed. Assorted genres of literaure and the development of literature programs for children in multi-cultural environments will be studied. |
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| 04.553 | Lowell and Industrial Revolution | Credits: 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. |
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| 05.556 | History Content and Curriculum Devleopment | Credits: 3 |
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| 02.556 | Reading and Reading Disabilities | Credits: 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. |
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| 04.557 | Teaching Early American History | Credits: 3 |
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| 04.558 | Becoming A Nation | Credits: 3 |
| This course looks at the westward expansion of the United States from the signing of the Constitution to the pre-Civil War period. |
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| 04.559 | Teaching Founding Documents | Credits: 3 |
| This course examines the founding documents and how these documents are relevant in the lives of middle school children. |
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| 01.559 | Diversity and the Psychology of Human Development | Credits: 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. |
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| 02.562 | Elementary Social Studies | Credits: 3 |
| Examines teaching strategies and materials appropriate for the teaching of K-8 social studies. Examines national and state standards for the discipline. |
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| 02.563 | Elementary Science Methods | Credits: 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. |
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| 04.565 | Mentoring and Teacher Development | Credits: 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. |
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| 04.571 | Investigating Science Class | Credits: 3 |
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| 04.572 | Exploring the Nature of Science | Credits: 3 |
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| 02.572 | Curriculum and Teaching: English | Credits: 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, expectatios, and dispositions about the nature of the discipline, the practice of teaching, the process of learning, and the nature of the learners themselves. |
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| 02.573 | CurrIculum and Teaching History | Credits: 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. |
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| 02.575 | Curriculum and Teaching Math | Credits: 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. |
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| 02.576 | Curriculum and Teaching Science | Credits: 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. |
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| 04.576 | Promoting Healthy Lifestyles Among Students | Credits: 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. |
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| 02.578 | Teaching Elementary Education and Seminar | Credits: 9 |
| 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. |
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| 02.579 | Practicum and Seminar: Moderate Disabilities | Credits: 3 |
| Practicum in a special education setting under the supervision of qualified teachers, principal, and university faculty. |
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| 02.583 | Teaching English and Seminar | Credits: 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. |
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| 02.584 | Teaching History and Seminar | Credits: 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. |
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| 02.589 | Teaching Mathematics and Seminar | Credits: 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. |
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| 02.590 | Teaching Biology and Seminar | Credits: 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. |
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| 05.590 | Practicum I, Supervisor/Director | Credits: 1 |
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| 02.591 | Teaching Chemistry and Seminar | Credits: 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. |
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| 05.591 | Practicum II, Supervisor/Director | Credits: 2 |
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| 05.592 | Practicum I, Elementary Principal PK-6 | Credits: 1 |
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| 02.592 | Teaching Earth Science and Seminar | Credits: 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. |
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| 02.593 | Teaching Physics and Seminar | Credits: 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. |
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| 05.593 | Practicum II, Elementary Principal PK-6 | Credits: 2 |
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| 05.594 | Practicum I, Middle School Principal 5-8 | Credits: 1 |
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| 02.594 | Teaching General Science and Seminar | Credits: 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. |
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| 05.595 | Practicum II, Middle School Principal (5-8) | Credits: 2 |
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| 05.596 | Practicum I, High School Principal 9-12 | Credits: 1 |
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| 05.597 | Practicum II, High School Principal (9-12) | Credits: 2 |
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| 08.601 | Leadership in Higher Education | Credits: 3 |
| 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. |
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| 08.603 | Principles on Line Teaching | Credits: 3 |
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| 01.604 | Perspectives in Urban Education | Credits: 3 |
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| 04.604 | Inquiry In Mathematics Teaching | Credits: 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. |
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| 01.607 | The Adult Learner | Credits: 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. |
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| 06.607 | Methods of Sheltered Language Instruction | Credits: 3 |
| 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. |
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| 01.608 | Adolescent Psychology and Learning | Credits: 3 |
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| 01.610 | Theories of Learning | Credits: 3 |
| This course offers a detailed analysis of the major contemporary learning theories, both behavioral and cognitive. |
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| 05.611 | Introduction to Higher Education Administration | Credits: 3 |
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| 06.612 | Topics in Language Arts and Literacy | Credits: 3 |
| This is an elective course in the doctoral program that covers a range of topics in language arts and literacy. |
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| 01.616 | Issues in Sociology Education | Credits: 3 |
| This course conducts an analysis of the topics and conflicts associated with a national commitment to both academic excellence and educational quality. |
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| 05.622 | Financial Aspects of Educational Administration | 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. |
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| 04.622 | Science, Mathematics and the Educated Mind | Credits: 3 |
| Examination of interaction of Science and Mathematics in the growth of knowledge, and current considerations of literacy. |
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| 05.623 | School Law | Credits: 3 |
| Understanding and research of legal issues, and resolutions, pertinent to educational administrators. Ethical and creative practice of "preventive law." |
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| 04.623 | Policy and Practice in Science, Technology, Engineering, & Mathematics
Education | Credits: 3 |
| 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. |
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| 01.625 | Organization of Schools and School Systems | Credits: 3 |
| This course is designed to help students understand the organizational dynamics of schools. The knowledge gained shoud assist students inidentifying and suggesting alternatives to programmatic and behavioral regularities found in a school or human service organization. |
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| 06.625 | Teaching Of Writing | Credits: 3 |
| This course reviews the research and literature on writing instruction, grades K through 14, and examines points of view, approaches, methodologies, and assessments |
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| 04.626 | Development of Concepts in Science | Credits: 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. |
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| 04.627 | Development of Mathematics Concepts | Credits: 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. |
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| 06.627 | Second Language Acquisition and Assessment | Credits: 3 |
| 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. |
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| 04.628 | Reasoning and Problem Solving in Science | Credits: 0 |
| 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. |
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| 05.630 | Leadership & Learning | Credits: 3 |
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| 04.630 | Reasoning and Problem Solving | Credits: 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. |
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| 01.630 | Diversity Issues for School Leaders | Credits: 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. |
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| 04.634 | Constructivism | Credits: 3 |
| This course traces the emerence and evolution of personal, social and radical constructivism and the influence on teaching and learning of this field. |
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| 04.635 | Dynamics of Curricular Change | Credits: 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. |
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| 01.636 | Sociocultural Contexts of Education | Credits: 3 |
| Examines the social, culural, and poliical 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 communites will be discussed. |
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| 04.637 | History & Theory of Curriculum | Credits: 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. |
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| 05.637 | Personnel Administration | Credits: 3 |
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| 04.638 | Curriculum Design K-12 | Credits: 3 |
| A review of state mandates which, by law, shape the curriculum fo the school. Examination of "new" curricula and their sources, as well as the development of a rationale for curriculum design and an evaluation fo the personnel and techniques by which these curricula can be developed. |
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| 05.638 | Planning, Technology and School Improvement | Credits: 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. |
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| 05.640 | Analysis Of Education and Human Service | Credits: 3 |
| 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. |
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| 06.640 | Teaching Reading Comprehension | Credits: 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. |
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| 07.640 | Introduction to Research Methods | Credits: 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. |
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| 05.641 | Issues in Staff Development | Credits: 3 |
| Includes techniques for assessing staff needs, design of alternative programs to improve staff performance, strategies to ensure productive in-service education, and approaches to program evaluation. |
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| 05.642 | Principles of Supervision | Credits: 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. |
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| 07.642 | Program Evaluation | Credits: 3 |
| Evaluation tasks will e identified and the policy issues attendant to evaluation will be examined. Students will conduct an evaluation. |
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| 04.643 | The Skillful Teacher | Credits: 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. |
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| 05.643 | Principalship PK - 12 | Credits: 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. |
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| 05.644 | Capstone: Educational Administration | Credits: 3 |
| Students complete a culminating project in which they utilize their learning from course content. |
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| 01.645 | Perspectives and Visions of Schooling I | Credits: 3 |
| 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. |
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| 01.646 | Perspectives and Visions of Schooling II | Credits: 3 |
| 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. |
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| 06.647 | Direct Study | Credits: 3 |
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| 05.649 | Directed Study: Administration | Credits: 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. |
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| 05.650 | Instructional Leadership and School Reform | Credits: 3 |
| Addresses the way in which an instructional leader initiates changes in organizations-whether curriculuar or in the systems which make organizations function. |
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| 04.650 | Capstone Project: Advanced Programs | Credits: 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. |
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| 03.651 | Technology and Learning Environment: Teaching and Research | Credits: 3 |
| The goal of this course is to explore the potential of selected new technological innovations for the purposes of teaching or research. Teams of student researchers will conduct hands-on investigation into the potential of a given tool or application, developing a cache of electronic materials on the uses, values, and possibilities of the tool for teaching and/or research that will serve as a learning archive for others. This course is suitable for students at the Masters, CAGS, or Doctoral level. This is an online course. It requires the use of NVivo software (a data organization and analysis tool) and audio headsets for conducting audio conferences. |
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| 05.651 | Transformative Leadership for Schools | Credits: 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 re-design for schools undergoing significant change. |
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| 05.652 | Managing Change and Conflict | Credits: 3 |
| Examines theories in the changing process, strategies for effective adoption and implementation of innovations and conflict resolution. |
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| 06.652 | Seminar: Assessment of Writing | Credits: 3 |
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| 01.652 | Classroom Management and Integrative Techniques | Credits: 3 |
| Examines the theories and models of behavior management that assist teachers in helping students with moderate disabilities to be integrated into mainstream classroom settings. |
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| 04.655 | Directed Study Curriculum and Instruction | Credits: 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. |
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| 06.657 | Readers Responses to Literature | Credits: 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. |
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| 04.658 | The Gifted Child | Credits: 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. |
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| 07.660 | Ethnographic Inquiry | Credits: 3 |
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| 05.670 | CAGS Capstone Seminar I | Credits: 3 |
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| 05.671 | CAGS Capstone Seminar II | Credits: 3 |
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| 04.673 | Curriculum Design for Science Teachers | Credits: 3 |
| Science content, process skills, assessment, nature of scienc...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. |
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| 04.674 | Research into Learning in Science | Credits: 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. |
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| 04.675 | Leadership in Science Education | Credits: 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 sciene 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. |
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| 06.675 | History, Research and Theory of Curriculum Design in Language Arts | Credits: 3 |
| This course will explore the history of instruction in language arts, the construction of current curricula, and the influence of political forces on language arts curricula. This course will examine curriculum in language arts as it applies to speaking, spelling, listening, viewing, and visually representing. Students will trace the development of language arts curricula, relate current curricula designs to research, and understand the philosophical underpinnings of language arts curricula. |
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| 04.676 | Exploring the Nature of Science | Credits: 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. |
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| 06.676 | History, Theory, and Research in the Teaching of Writing | Credits: 3 |
| 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 wroiters 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. |
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| 06.677 | Theories of Verbal Communication | Credits: 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 modesl will be determined each semester. |
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| 04.677 | Investigating Science Classrooms | Credits: 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. |
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| 06.678 | History, Research and Contemporary Issues in Reading Instruction | Credits: 3 |
| 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. |
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| 07.701 | Data Analysis | Credits: 3 |
| Prereqisite: A descriptive statistics or research methods course satisfacory to the Program Faculty. This course covers basic statistics used in the analysis of educational research. |
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| 01.701 | Cognitive and Information Processing Theories of Learning, Development and Instruction | Credits: 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. |
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| 07.702 | Research Methods and Design | Credits: 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. |
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| 07.704 | Qualitative Research Methods | Credits: 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. |
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| 02.704 | Current Mat Dev Adpt ESL | Credits: 3 |
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| 07.705 | Survey Research | Credits: 3 |
| Focusing on survey research methods, this course will famiiarize students with the strategies, techniques, tactics, and issues in devloping and administering questionnaires and interviews. |
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| 07.706 | Mixed Methods Research | Credits: 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 historics, white papers, or professional literature reviews will be included. |
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| 07.707 | Writing For Professional Publication | Credits: 3 |
| This course will assist students: 1) to identify professional journals appropriate for publications in their fields., 2) to analyze the type of articles used, and 3) to prepare research clearly and concisely for publication. |
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| 07.708 | Analyze, Interpret, Report Data | Credits: 3 |
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| 07.709 | Measurement & Evaluation | Credits: 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. |
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| 05.710 | Research Planning: Leadership | Credits: 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 permision of the instructor. |
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| 04.728 | Research in Science and Mathematics Education | Credits: 3 |
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| 05.729 | Directed Study : Leadership in Schooling | Credits: 3 |
| Participants will develop a focused line of investigation with the supervision of a faculty member in the college. Approval of advisor is required. |
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| 04.729 | Directed Study: Mathematics and Science Education | Credits: 3 |
| Participants will develop a focused line of investigation with the supervision of a faculty member in the college. Approval of advisor is required. |
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| 05.730 | Advanced Research Seminar I: Leadership in Schooling | Credits: 3 |
| 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. |
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| 06.730 | Advanced Research Seminar I-Language Arts and Literature | Credits: 3 |
| 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. |
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| 06.731 | Adanced Research Seminar II:Language | Credits: 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. |
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| 05.731 | Advanced Research Seminar II: Leadership in Schooling | Credits: 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. |
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| 04.731 | Advanced Research Seminar: Math & Science | Credits: 3 |
| 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. |
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| 06.733 | Research Planning: Language Arts and Literature | Credits: 3 |
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| 04.753 | Doctoral Dissertation/Education | Credits: 3 |
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| 05.753 | Doctoral Dissertation/Education | Credits: 3 |
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| 06.753 | Doctoral Dissertation/Education | Credits: 3 |
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| 06.756 | Doctoral Dissertation/Education | Credits: 6 |
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| 05.756 | Doctoral Dissertation/Education | Credits: 6 |
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| 04.756 | Doctoral Dissertation/Education | Credits: 6 |
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| 04.759 | Doctoral Dissertation | Credits: 9 |
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| 05.759 | Doctoral Dissertation/Education | Credits: 9 |
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| 06.759 | Doctoral Dissertation/Education | Credits: 9 |
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| 05.760 | Dissertation Research | Credits: 1 |
| Doctoral candidates must be enrolled in this course if they have completed their required dissertation research and wish to defend their dissertation. |
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| 06.763 | Continued Graduate Research | Credits: 3 |
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| 05.763 | Continued Graduate Research | Credits: 3 |
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| 04.763 | Continued Graduate Research | Credits: 3 |
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| 04.766 | Continued Graduate Research | Credits: 6 |
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| 05.766 | Continued Graduate Research | Credits: 6 |
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| 06.766 | Continued Graduate Research | Credits: 6 |
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| 06.769 | Continued Graduate Research | Credits: 9 |
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| 05.769 | Continued Grad Research | Credits: 9 |
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| 04.769 | Continued Graduate Research | Credits: 9 |
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Graduate Course Catalog