| |
| |
-
EDU 738 - Educational Research Across the Curriculum 3 Credit(s) This research course is designed to enhance teachers’ knowledge and ability to understand and undertake research in the classroom. Students will survey and practice quantitative and qualitative educational research techniques and critically examine the research literature appropriate to their teaching levels and curriculum area of interest. Students will develop and implement a research project focusing on one or more curriculum areas guided by faculty members with expertise in the research area.
|
| |
-
EDU 739 - Reading and Language Arts in Early Childhood Education and Elementary Programs (Pre-Practicum) 3 Credit(s) This course combines a theoretical introduction to the reading and writing processes along with emphasis on strategies for teaching reading and the related language arts to all children in a multicultural setting. Focus will be placed on emergent literacy, language cueing systems, comprehension, vocabulary, reading-writing connections, thematic unit planning which incorporates children’s literature, and the related language arts. Weekly lecture hours plus 25 hour pre-practicum. Required for students who have no reading course background and seek provisional level of early childhood or elementary certification. Course may not be used toward M.Ed. in Reading.
|
| |
-
EDU 740 - Improvement of Reading Instruction 3 Credit(s) This is a course for educators interested in strengthening their knowledge of reading instruction in today’s school. Attention is directed toward theory that informs classroom practice in reading. The focus of the course is on the strategies, methods, and procedures to work with all students to enhance the teaching of reading or literacy in the classroom. Also included are ways to incorporate children’s literature into the classroom reading program. Provisions for meeting part of the pre-practicum requirement for reading certification are included.
|
| |
-
EDU 741C - Literacy Assessment (All Levels) 3 Credit(s) This course covers informal literacy assessment, commercial reading and writing tests, and reading and writing disabilities. Conducting reading and writing assessments and writing reports based on those assessments are required. Not open to students who have taken EDU741N or EDU741B.
Prerequisites: EDU 725 or EDU 729 or permission of program coordinator.
|
| |
-
EDU 742A - Reading, Writing, and Child Development in Early Childhood 3 Credit(s) Examines scientific theories, research, practices, and programs for teaching reading and writing in early childhood classrooms including pre-school. Addresses developmental context of early literacy. Includes an analysis of skill areas and comprehension, and the incorporation of children’s literature in literacy programs. Designed for experienced early childhood teachers.
|
| |
-
EDU 743 - Reading and Study in the Middle School 3 Credit(s) This course is designed to provide an in-depth study of the reading needs of students of grades 5-9 stressing quality reading instruction, inquiry learning, research and study skills in content reading or reading across the curriculum, literature, and the development of independent or life long readers. Included are a variety of strategies and procedures for teaching the use of texts, trade books, library references, literature, periodicals, magazines, and newspapers.
|
| |
-
EDU 745A - Reading and Language: Theory and Research 3 Credit(s) This course focuses on language structure and theories of first and second language acquisition as they relate to the literacy development of native speakers of English and English language learners. Students study phonetics, phonology, morphology, orthography, semantics, and syntax. Implications for teaching word identification, structural analysis, and vocabulary are stressed. Requires a 25-hour pre-practicum field experience.
|
| |
-
EDU 748 - Literature for Young Adults 3 Credit(s) This course is designed to acquaint teachers and librarians with the latest in literature for the junior and senior high schooler. It explores the literary tastes of today’s young adults and suggests relevant material for inclusion in the literature program. Emphasis is placed on teaching techniques which will encourage young people of varying abilities to read widely and voluntarily.
|
| |
-
EDU 749 - Problems in Teaching Reading 3 Credit(s) The purpose of this course is to consider problem areas or issue oriented areas in the teaching of reading and to explore one in depth. Each year a designated problem will be investigated in lecture and workshop sessions. The major purpose of this course is to develop a full understanding of the problem areas as supported by current theory and practice.
|
| |
-
EDU 750E - Theory and Practice in Elementary Curriculum (Pre-Practicum) 3 Credit(s) Content includes factors affecting elementary school curriculum decisions, the subject matter of elementary education, learning standards, models of effective instructional practice and lesson/unit planning. 25 hours of field experiences required for students seeking pre-practicum for elementary teacher licensure.
Prerequisites: EDU 720 or EDU 737 and EDU 829 or EDU 990 V. Not open to students who have completed EDU750N.
|
| |
-
EDU 754 - Legal Aspects of School Administration 3 Credit(s) The legal considerations in public school administration and the effect of statutes and judicial decisions in such areas as the curriculum, pupil control, election and dismissal of teachers, school board operation, and tort liability as well as current school case law is presented in this course. This course includes a pre-practicum, field-based experience.
|
| |
-
EDU 756 - Using Literature in Mathematics For Grades 1-8 3 Credit(s) This course examines reasons for integrating the study of mathematics and literature, and instructional methods that help children and adults better understand literature, mathematics and themselves. Standards useful in assessing children’s mathematical trade books will be presented. Participants will explore ways of enhancing children’s books to enrich the reader’s mathematical and literary experiences.
|
| |
-
EDU 758 - Using Literature Across the Curriculum 3 Credit(s) This course is designed to improve comprehension in the content areas through the use of children’s literature. Recent research in the areas of vocabulary, comprehension, and study skills will be applied to the development of literature-based learning activities. A variety of literary genre appropriate for both older and younger readers will be considered. Techniques for integrating the reading and writing processes will also be explored.
|
| |
-
EDU 759N - Mathematics For Elementary and Middle School Teachers 3 Credit(s) For teachers in elementary and middle schools, this course is designed to give a thorough knowledge of the mathematics content in the elementary and middle school curriculum, as designated by the Massachusetts Curriculum Frameworks. Emphasis will be placed upon understanding the interrelation of mathematical ideas, and the attainment of the related mathematical skills examined on standardized tests that define mathematical literacy.
|
| |
-
EDU 760 - Current Reading Trends 3 Credit(s) This course will review the current trends in the field of reading or literacy. The topics for the course will be determined in advance by analyzing topics written about in current reading journals, and the conference programs from the International Reading Association and National Reading Conference over the past two years to determine the current trends in reading. The trends in reading will be presented through lectures and readings.
|
| |
-
EDU 762 - Science in the Elementary School 3 Credit(s) The goals of this course are to increase the scientific background of teachers, to improve the teacher’s performance as a scientist in the classroom, to increase application of recent research in cognitive growth to science teaching, particularly that of Piaget and Bruner, to increase and improve inquiry procedures in the classroom and to establish a framework for innovative science programs. Each session will be divided, first, to present new topics and, second, to develop materials, teaching strategies, and background information for classes to be taught.
|
| |
-
EDU 763 - Mathematics for Young Children 3 Credit(s) Emphasis on the intuitive development of arithmetic and geometric concepts appropriate to teaching young children from a logical point of view. Psychological influences in contemporary curricula, materials and techniques including Piaget, Dienes, Nuffield, Cuisenaire and current American programs are presented for discussion and study.
|
| |
-
EDU 764 - Modern Math for the Middle School (Grades 4-8) 3 Credit(s) The real number system for a semi-rigorous point of view will be presented. Intuitive geometry including metric and non-metric topics from a modern point of view will be covered, as well as modular arithmetic and the algebra of inequalities will be treated.
|
| |
-
EDU 766N - Strategies for Building Math Concepts for Elementary Teachers 3 Credit(s) This course provides current approaches to teaching mathematics in grades 1-6. Emphasis will be on why and how to get children actively involved with hands-on approaches to learning mathematics through experiences that encourage and facilitate the students’ discovery. Connections to stages of child development and the influence of mathematics in today’s society will be examined. This course cannot be taken for credit by students who have taken MAT 123A and/or MAT 223A.
|
| |
-
EDU 767 - Literature for Young Children 3 Credit(s) This course is a survey of quality books of prose and poetry for developing an effective program in literature for the young child. Various models of literature programs will be shared from supplementary to totally literature-based. Criteria for book selection, authors, illustrators, and teaching procedures are examined for nursery through grade 3.
|
| |
-
EDU 770 - Education Law, Public Policy and Political Systems 3 Credit(s) This course will focus on issues of law, public policy and community political systems which confront educational leaders in contemporary schools. Included are the following: state and federal roles, civil and criminal cases, constitutional issues, student discipline, staff discipline and dismissal, curriculum, education reform, tort liability and community power structures. A pre-practicum, field-based experience is required.
|
| |
-
EDU 771 - School as a Learning Organization 3 Credit(s) This course connects teaching and learning to the organization of schools and the understanding of human behavior in schools. Participants will address the enduring structure of schools in light of organizations theory and then engage in the restructuring of schools as learning organizations. A pre-practicum, field-based experience is required.
|
| |
-
EDU 772 - Literature in the Middle Grades 3 Credit(s) This course provides an examination of literature for children in the middle grades with particular attention to criteria for evaluation. Individual interests and abilities, new trends in children’s books for the middle grades, conducting book discussions, and ways of sharing books will be discussed. Attention will also be focused on the place of poetry, literature workshop, literature to enrich the content areas, and the role of independent reading in an effective literature program in the middle grades.
|
| |
-
EDU 773 - Theories of College Student Development 3 Credit(s) Student development focuses on the development that college students experience during their collegiate years. This course will examine the major theories related to college students, including psychosocial theories and cognitive-structural theories and their application to practice. Theories that examine majority and minority students will be provided.
|
| |
-
EDU 775 - Bilingual Education: Methods and Materials 3 Credit(s) This course provides a survey of theories and the history of bilingual education in the United States, with special emphasis on the development of bilingual education in Massachusetts. Practical application of current methods and materials in the field.
|
| |
-
EDU 776 - Current Issues in Student Affairs 3 Credit(s) This course will examine a broad array of contemporary issues that student affairs practitioners will face. The overriding themes of retention and diversity will be woven into the course content. It will explore both institutional programs/services issues and student characteristic issues that impact the work of student affairs professionals.
|
| |
-
EDU 779 - Seminar in Teaching English as Second Language 3 Credit(s) Graduate seminar on topics related to effective teaching of English as a Second Language and content area curriculum to limited English proficient (LEP) students. An action research project will be completed, and a professional portfolio will be developed.
Co-requisite: EDU 797N .
|
| |
-
EDU 780 - Practicum in Bilingual Education 3 Credit(s) A full time five week (150 hours) teaching experience with accompanying weekly seminar on topics related to effective teaching for English language learners receiving bilingual instruction at the grade level of the certificate sought (PreK-12). One week, or thirty clock hours will be spent in a regular education classroom at the same level. Seminar topics will include parents as partners, reading and writing in the native language, language and literacy development through the content areas, teaching to diverse learning styles, the role of culture in learning, and assessment and evaluation.
|
| |
-
EDU 781 - Practicum in Teaching ESL (5-12) 3 Credit(s) A supervised on-site experience in the teaching of bilingual/ESL at a level appropriate to the desired certification level. A minimum of 150 clock hours of which 135 hours must be in direct instructional responsibility.
|
| |
-
EDU 782 - School Financial and Personnel Management 3 Credit(s) This is a course in school finance and personnel management, including the following: budget development and control, administration of student support services and facilities, employee contract management and collective bargaining, and technology to facilitate financial and personnel management. A pre-practicum, field-based experience is required.
|
| |
-
EDU 783 - Clinical Experience ESL (5-12) 6 Credit(s) A supervised on-site experience in the teaching of bilingual/ESL on a level appropriate to the desired level of certification which serves limited English proficient students. One full semester of 400 clock hours.
|
| |
-
EDU 784 - School Administration I 3 Credit(s) This course identifies the role and function of principals as school administrators in the areas of: Organizational goals leadership, program development, institutional change process, resource allocation/budgeting, plant management, collective bargaining, and community education (Nursery school through Secondary School). This course includes a pre-practicum, field-based experience.
|
| |
-
EDU 785 - School Administration II 3 Credit(s) This course deals with the role and the function of principals as school administrators: approaches to curriculum and staff development/human relations staff recruitment and evaluation in-service, school law, student relations, and personnel issues within historical and national/international perspectives. (Nursery School through Secondary School)
|
| |
-
EDU 786 - Theories and Techniques of Supervision and Evaluation of School Personnel 3 Credit(s) This course deals with the development of various theoretical models related to supervision of personnel and instruction, specific techniques and strategies related to supervision and evaluation, and the development and utilization of various evaluation instruments. (Nursery School through Secondary School) This course includes a pre-practicum, field-based experience.
|
| |
-
EDU 787 - Theories of Curriculum Design and Evaluation 3 Credit(s) This course examines and appraises the curriculum in the elementary, middle, and senior high school of the United States. It includes the study of the evolution of the present curriculum with the presentation of basic curriculum models with reference to formative and summative evaluation. (Nursery School through Secondary School) This course includes a pre-practicum, field-based experience.
|
| |
-
EDU 788N - Technology in 21st Century Classrooms 3 Credit(s) Through discussion, use of latest hardware and software, laboratory experience and site visits, students explore computer-based, multimedia and communications technologies that enhance curriculum and instructional practice. Course emphasizes changes in the teaching-learning process; issues of equity, ethics and legality; assessment practices related to the use of computers and other technologies; and incorporates new theoretical methodological and technological models. (25 hour pre-practicum required)
|
| |
-
EDU 789 - Workshop in Programs For Multicultural Children 3 Credit(s) This workshop considers the need of children under pressure in learning situations because of ethnic group frustrations in the community, problems of social adjustments, socioeconomic imbalances, and attendant academic learning problems. The main thrust of the work will examine the role of the school in easing the way for children of various cultures to become valued members of the community through the use of both school and community resources. Methods of teaching and desirable organizational practices will be studied using a means of evaluating current trends.
|
| |
-
EDU 791N - Theories and Principles in Teaching ESL 3 Credit(s) This course examines the theoretical foundations of teaching English as a Second Language. The course surveys current approaches to second language development and acquisition and relates them to major methodological approaches to ESL teaching. The course will relate theory and practice as it prepares students to work in the field.
|
| |
-
EDU 792 - Methods and Approaches in Teaching English as a Second Language 3 Credit(s) This course examines current methods and approaches to teaching ESL and places them in historical context. Teachers are exposed to classroom practices that best allow for the development of language in English language learners in grades K-12. Topics may include contextualized units, literacy development, the role of grammar instruction, evaluation and planning, and teacher reflection and research (25 hour pre-practicum).
|
| |
-
EDU 793 - Second Language Acquisition 3 Credit(s) The purpose of this course is to give the student an overview of current research on the acquisition of second languages, including the various perspectives and disciplines from which researchers have viewed and investigated the language acquisition process. The implications of the corpus of research for teaching will be emphasized. (25 hour pre-practicum)
|
| |
-
EDU 794 - Assessing the Abilities and Achievements of the Second Language Learner (Prek-9) 3 Credit(s) Students are exposed to principles of assessment in second-language instruction and learning. Students master the techniques of generating reliable and valid language-learning information by which to guide their instructional decision-making processes. Students use various measurement and evaluation theories to resolve second-language instruction issues, thereby deepening their applied language-learning assessment skills. (25 hour pre-practicum)
|
| |
-
EDU 794N - Assessment of Second Language Learners 3 Credit(s) Students will learn the principles of second language assessment, examining the validity and reliability of various assessment tools. Students will also design a performance assessment for second language learners and discuss the social-cultural factors that educators must consider when choosing or designing assessment measures for students in ESL and bilingual classrooms.
|
| |
-
EDU 795 - Discourse, Culture and Literacy 3 Credit(s) Introduces students to the study of discourse and the ways in which this approach has influenced the study of language acquisition and language teaching. Discourse includes conversation and narrative in both oral and literate forms. Exploration of culture, and the role of culture in the acquisition and use of literacy(ies) in society. Diverse theories of literacy and literacy development and use will be considered. Emphasis on the application to the teaching of students from diverse cultures, particularly students of English as a Second Language.
|
| |
-
EDU 796 - The Graduate Practicum in Teaching English as a Second Language (Prek-9) 3 Credit(s) A full time six week (180 hours) teaching experience with accompanying weekly seminar on topics related to effective teaching for limited English speaking students at the grade level of the certificate sought (PreK-9). One week, or thirty clock hours will be spent in a regular education classroom at the same level. Seminar topics will include reading and writing in English as a second language, teaching language though the content areas, teaching to diverse learning styles and culturally learned ways of learning, and assessing language development on an ongoing basis.
|
| |
-
EDU 796N - The Graduate Practicum in Teaching English as a Second Language 3 Credit(s) A full time six week (180 hour) teaching experience with accompanying weekly seminars on topics related to effective teaching of English as a Second Language at the grade level of the license sought.
Prerequisite: Permission of Program Coordinator.
|
| |
-
EDU 797N - The Clinical Experience For Teaching English as a Second Language 3 Credit(s) A full-time 400 hour classroom teaching experience with accompanying weekly seminar on topics related to effective teaching of English as a Second Language and content area subjects to Limited English Proficient (LEP) students.
Prerequisite: Permission of Program Coordinator.
Co-requisite: EDU 779 .
|
| |
-
EDU 798 - Seeing the Landscape: An Interdisciplinary Theme 3 Credit(s) “Seeing the Landscape” is a graduate level course designed to demonstrate how together with their students, teachers can make use of their local environments as rich laboratories with information about both the past and present. By observing and actively learning the multiple forces that have influenced and shaped both form and function in the built environment, students are more likely to become conscious and committed as responsible members of diverse society and an increasingly interdependent world.
|
| |
-
EDU 799 - Literacy Teaching to English Language Learners 3 Credit(s) Approaches to literacy instruction will be explored, using theories, research and teaching methods of bilingual language development. The course examines the role of cultural practices in biliteracy development related to the acquisition of reading and writing. Participants will evaluate their current practices in light of the course content, begin to generate new approaches, and draft appropriate outcomes for literacy instruction for speakers of languages other than English.
|
| |
-
EDU 800 - Clinical Experience in Bilingual Education 6 Credit(s) A full time 400 hour classroom teaching experience in a bilingual education setting with accompanying weekly seminar on topics related to effective instruction in both the native language and English as a second language. Topics may include the interdisciplinary curriculum, appropriate assessment and evaluation techniques, biliteracy, research methods, and other topics related to the individual goals of course participants. An action research project and a professional portfolio are developed. Candidates may be placed in their school of employment, or elsewhere as approved by the Program Coordinator.
|
| |
-
EDU 801 - Classroom Management and Behavior Modification 3 Credit(s) This course deals with the study of teaching, learning, curriculum, and environment as factors in classroom management, with special emphasis on behavior modification. All course experiences will proceed from theory to practical applications in participants’ working environments. Children from all cultures and for whom English is not the first language will be addressed as well as children from the native culture. An overview of learning and developmental theories will establish a basis for understanding the goals of behavior modification, exploration of curriculum theory and analysis of teaching styles will assess the value of these variables in the creation of effective learning environments. Presentations will be reinforced throughout with exercises, case studies, and problem simulated experiences. A fifteen hour pre-practicum is required for students in the Special Education programs.
|
| |
-
EDU 803A - Helping Skills for Student Affairs Professionals I 3 Credit(s) This course will examine helping skills within the wide array of roles in which higher education and student affairs professionals make use of these skills in their work with students and colleagues. Students will learn and practice microcounseling skills, develop multicultural competence in cross-cultural interactions, and become familiar with ethical implications related to their roles as advisor, counselor, mentor, educator, and administrator.
|
| |
-
EDU 803B - Helping Skills for Student Affairs Professionals II 3 Credit(s) This course will focus on the application of helping skills to the work of Student Affairs professionals. Students will learn to apply microcounsleing skills to higher education work in four core areas: counseling, leadership development and education, administration, and academic affairs. The emphasis will be on work with individuals and groups, conflict and crisis management, multicultural competence, ethics, and supervision.
|
| |
-
EDU 805 - The Management of Organizational Change in School Systems 3 Credit(s) The course combines didactic and experiential learning in an attempt to understand and practice the arts and sciences of planned organizational change. School organizations will be examined from the standpoint of the agent who is to facilitate change and improvement.
|
| |
-
EDU 808 - The American High School 3 Credit(s) This course studies the organization, structure, philosophy and curriculum of the American High School. Recent literature concerning high schools will be incorporated. The course will involve comparison of the purposes and results of American and foreign schools as well as public and private schools. Students will be expected to defend positions taken in regard to these topics through review of the literature and/or field research projects.
|
| |
-
EDU 809 - Seminar in Teaching Methods for Communication and the Fine and Performing Arts 3 Credit(s) This course is a cross disciplinary seminar in Speech and Theatre, Art, Music and Dance. Students from various disciplines will research, develop and share materials for use in teaching the Arts. The topics to be addressed will include the arts across the curriculum, the arts for special needs and gifted students, building a global and local community through the arts, and methods for facilitating production, performance and exhibition work in the schools.
|
| |
-
EDU 810 - Education For Social and Political Change 3 Credit(s) This course defines the links among economic, social and political organizations and systems of education. The course provides an understanding of key issues and areas of tension essential to becoming an effective agent of change in education with particular attention to communities and individuals who are outside spheres of power.
|
| |
-
EDU 811 - Administration and Organization in Higher Education 3 Credit(s) This course will examine the uniqueness and the complexities of higher education institutions within the United States. It will examine the roles of key leaders, the concept of shared governance, the differences of mission based on institutional type, and the impact of external forces on the academy.
|
| |
-
EDU 812 - Couseling Elders 3 Credit(s) The objectives of this course will focus on preparation of counselors of older adults. Students will learn procedures for delivering services to older adults, broaden their knowledge about this group and issues which confront them, and explore their own values, attitudes, and biases about the aging and the aged.
|
| |
-
EDU 813 - Adult Literacy 3 Credit(s) This course will explore the topic of adult literacy. This historic issue will be examined in terms of its severity, persistence, and pervasiveness. Students will become familiar with specific procedures for teaching reading to adults by observing professionals and if possible, working with their own adult learner. Tutorial cases and reading will be shared through a discussion format.
|
| |
-
EDU 814 - Reading and Writing in the Content Areas 3 Credit(s) Students learn strategies for assisting middle and secondary students with reading and writing in the academic disciplines. Topics include assessment of literacy skills, the use of textbooks, trade books, and electronic texts, comprehension strategies, vocabulary development, the writing process, study skills, out of school literacy practices as a bridge to academic literacy, and first and second language and literacy processes. Students will consult the policy briefs by the professional associations in their disciplines, as well as research, and consider how to apply the recommendations in their classrooms.
|
| |
-
EDU 816 - Workshop in Environmental Education 3 Credit(s) This course offering is in a “hands on” workshop format. The series of workshops shall be team taught with an emphasis on outdoor experiences to be had with children in assisting them to understand and care for their environment. Techniques for field trip lessons, follow up experiences in the classroom, and content-concept building will be the focus points of the workshops.
|
| |
-
EDU 817C - Literacy Intervention Strategies (All Levels) 3 Credit(s) This course covers literacy intervention strategies and models with an emphasis on linking intervention and instruction to assessment. School-wide and individual assessment information and intervention models will be considered. Requires a 25-hour pre-practicum field experience. Not open to students who have taken EDU817.
Prerequisites: Must be taken concurrently with or following EDU 741C .
|
| |
-
EDU 819 - Principles and Practices of Day Care 3 Credit(s) This course will examine different models of day care, the laws regulating centers, staffing concerns, management procedures, and effective programming. Students will identify goals and objectives of day care practices, become familiar with the necessary arrangements for establishing a center, and develop criteria for quality day care. Guest lecturers and media presentations will supplement class lectures and discussions.
|
| |
-
EDU 820 - Workshop in Early Childhood Curriculum 3 Credit(s) This workshop provides an opportunity for students to participate in a team experience in planning, organizing, and implementing individualized, inquiry-based teaching-learning activities in programs for ages 3 to 8 years. Requires 25-hour field-based pre-practicum experience.
Prerequisites: EDU 829 and either EDU 720 or EDU 725
|
| |
-
EDU 822 - Language Arts and Social Studies for Young Children 3 Credit(s) Learning possibilities in the language arts-social studies curriculum for the young child are studied in this course for the purpose of promoting children’s literacy skills while fostering their knowledge and understanding of themselves, others, and the world.
|
| |
-
EDU 823 - Science and Math in Nursery, Kindergarten and Primary Grades 3 Credit(s) This course uses the laboratory approach to developing selected topics in science and mathematics for children three to eight years of age. Current programs, research in children’s thinking, inquiry, guided discovery, instructional materials for presentation of representative topics in science and mathematics to young children.
|
| |
-
EDU 824 - Workshop in the Arts in Early Childhood Education 3 Credit(s) The creative potential of the child as a source of developing individuality, power in learning, appreciation of the creativity of others, and expression as communication is explored in working with children and with resources in various fields: music, art, creative drama, creative dance, creative writing and non-verbal means of communication are the basic areas covered in this course.
|
| |
-
EDU 829 - Teaching the Exceptional Young Child 3 Credit(s) This course addresses the need for screening and assessment of the exceptional young child with particular attention to the bilingual, the gifted, and the slow-learning child. Various non-discriminatory screening tests are explained and demonstrated, together with the methods of applying assessment information in order to make correct placements, to develop appropriate programs, to provide outreach assistance, and to explain implementing and evaluation programs for students. A 15-25 hour pre-practicum is required for students in Special Education, Early Childhood and Elementary Education programs.
|
| |
-
EDU 832A - Administration of Guidance and Counseling Services 3 Credit(s) Students will learn various models, in particular a developmental model, of organizing and administering effective guidance and counseling services in the elementary, middle, and senior high schools. 25 pre-practicum hours will be required.
Not open to students who have received credit for EDU832.
|
| |
-
EDU 833 - Reading For Administrators 3 Credit(s) This course is designed for administrators, both principals and curriculum specialists. This course will provide a dialogue for and be a catalyst for change within the school or system reading program. The content of the course centers around effective programs in reading from PreK-12 with an emphasis on current research in reading and its influence on instruction and the organization of a school.
|
| |
-
EDU 835 - Assessment of Young Children 3 Credit(s) This course, intended for advanced students in the Early Childhood Education program will acquaint the students with a variety of assessment devices commonly used in educational and clinical practice with preschool children. Students will have the opportunity to examine a variety of published tests which measure intellectual potential, physical abilities, motoric behavior, perceptual development, and language abilities as well as review recent experimental assessment strategies which measure various aspects of social competence (i.e., effectance strategies motivation, outer-directedness, expectancy of success, learned helplessness, etc.).
|
| |
-
EDU 836 - Seminar in Comparative Education 3 Credit(s) This seminar examines and compares school systems and models of education around the world. Through readings, discussion and research, common issues and concerns, questions of standards and national attainment targets will be explored, along with the role of development education in the post-colonial age. Participants will exchange information with counterparts in other regions of the world.
|
| |
-
EDU 837 - Education in a Changing World 3 Credit(s) This course explores the nature of global education through defining its scope and strategies for infusing and implementing a global perspective in the education profession and process. The course addresses three areas that guide any global education program: world culture, global issues and interdependent global systems related to education.
|
| |
-
EDU 839 - Research in Teaching English as a Second Language 3 Credit(s) This course examines research methods in the field of ESL teaching. Quantitative methods and qualitative methods, such as ethnographic, focus group, case study, and action research will be considered. Teacher research in the ESL classroom will be emphasized. Students will develop detailed research proposals designed to investigate language acquisition and language teaching.
|
| |
-
EDU 840A - Instructional Reading Clinic 6 Credit(s) A supervised laboratory experience in diagnosis and correction of reading difficulties of children’s reading difficulties in a summer program. Experience includes: administration of diagnostic measures, evaluation of needs, teaching to meet the specific needs, and preparation of reports of progress. Required individual conferences and group meetings. This course meets part of the practicum requirement in reading.
Prerequisites: EDU 729 , EDU 745A plus two reading electives, one in children’s or adolescent literature. (Restricted Admission)
|
| |
-
EDU 841 - Reading Institute 3 Credit(s) The Reading Institute is a one-week program offered annually in the summer. Each year a theme related to some aspect of children’s literature is selected, and the course is developed around the selected theme. Lectures, discussions, and workshop segments are planned for classroom teachers, librarians, reading specialists, supervisors, and administrators.
|
| |
-
EDU 842 - Reading Workshop on Children’s Books 3 Credit(s) This course, based on the current nominees of the Massachusetts Children’s Book Award Program, has been designed for teachers, librarians, and reading specialists of youngsters in Grades 4-6 and all others interested in good literature. The workshop will help participants conduct good discussions, develop youngsters’ comprehension skills and heighten their literary experiences. Projects to be used in classrooms and libraries will be developed. Films based on the nominees will be presented, and guest speakers will include authors and book reviewers.
|
| |
-
EDU 844N - Reading and Writing Processes and Assessment 3 Credit(s) This course is designed to provide an in-depth study of the reading and writing processes and their development from emergent literacy to competence. Current diagnostic and developmental strategies and materials, organizations of the classroom for teaching reading and writing, and practical and theoretical bases for assessment will be explored. (Not open to students who have taken EDU844.)
|
| |
-
EDU 845 - Teacher Leadership Roles in Reading at the School Level 3 Credit(s) A course designed to focus on the integration of reading theory and current trends into practice, while developing consulting skills and group process skills to assist the reading teacher to work with the wider school community. Principles of team teaching, staff development, in-service education, and action research within the school reading program will be developed along with an awareness of the federal and state literacy laws which influence the delivery of reading instruction in the schools. During part of the course students will work with a certified teacher of reading in a school to implement school based teacher leadership projects in reading. This course is part of the reading practicum.
Prerequisite: EDU 840A . (Restricted Admission)
|
| |
-
EDU 846 - Facilitative Leadership 3 Credit(s) This course builds students’ ability to facilitate group meetings, build consensus, make group decisions, and have difficult conversations. The course uses group theory and dynamics to help students learn the practical skills needed to build sustainable agreements and build professional communities that are reflective, collaborative, and built on shared norms and values.
|
| |
-
EDU 848 - International Practices in Education and Parenting 3 Credit(s) This course offers the Early Childhood specialist a comparative frame of reference for developing innovative programs that meet the changing needs of society. By concentrated study of other political system’s views on education and parenting the graduate student will be better equipped to identify common international concerns, unite international effort to resolve common problems and know the leading international authorities in the field of education and parenting. Content of the course explores practices in many European countries, China, Russia, Israel, Chile, Ghana, and Algeria. Invited guest speakers supplement class lectures and media presentations.
|
| |
-
EDU 849 - Programs For Parent Education 3 Credit(s) This course seeks to examine current programs developed for parent education and parent involvement in the rearing and education of children. Students will participate in workshops, small group discussions as well as lecture presentations so to identify program goals and develop techniques for establishing effective parent programs.
|
| |
-
EDU 850 - Community Service-Learning and Social Action 3 Credit(s) Participants will explore the implications of teaching and learning beyond the classroom. We will address the theory and practice of experiential learning, constructivist approaches in educational pedagogy, authentic instruction and assessment and thematic/integrated curriculum. The history of community service-learning and current research will be included in the content of this course. Participating teachers will have an opportunity to develop and implement service-learning curricula with their own students.
|
| |
-
EDU 851 - Enrichment Education for the Gifted and Talented 3 Credit(s) This course provides a survey of theories and issues in the field of talent development and gifted education. The course includes an examination of the nature of exceptional abilites, lives of eminent individuals, student characteristics, and major scientific studies in talent development and superior abilities. Readings and discussion content will address selected program models, curriculum/content modifications in the regular classroom, curriculum differentiation, creativity and parental roles.
|
| |
-
EDU 852 - Urban Education 3 Credit(s) This course is designed to examine the problems confronting the inner-city teacher; attitudes and expectations toward teaching in deprived areas; problems of instruction and learning; the effects of economics and cultural deprivation on the personality development of youth in these areas; and the implications of learning theory, curriculum and instruction in the urban classroom.
|
| |
-
EDU 855 - Community Resources Workshop 3 Credit(s) Through trips to unique educational and cultural resource centers and events within the Salem and Boston areas, participants are assisted in developing strategies and approaches for incorporating community-study experiences as an integral part of instruction. This summer course emphasizes the relationships that exist among educational problems related to assisting students in developing goals of citizenship and civic responsibility, understanding social life, and achieving both vocational understanding and economic efficiency.
|
| |
-
EDU 856 - Technology as a Catalyst for Change in Education 3 Credit(s) This course orients the teacher, leader or administrator to state and national goals, programs, and initiatives. It addresses issues relating to technology use in schools, effective curriculum integration and assessment, good models for planning and assessment and effective strategies for professional development and change. The focus of this course is on technology as applicable to education.
|
| |
-
EDU 858 - Connecting Science, Math and Technology to Workforce and Community 3 Credit(s) This course will help teachers strengthen students’ understanding of science, technology, engineering, and math (STEM) by applying a direct experience in the STEM workforce to curriculum and instruction. Participants will experience a full time summer externship in a STEM career setting related to their teaching field and engage in research and activities development, synthesizing instructional strategies that bring what they learn into their classrooms. Participants will use their “real world” experiences as vehicles to make learning content meaningful and introduce their students to STEM careers.
Prerequisites: Initial teaching license and current teaching position. Department consent required.
Co-requisite: Acceptance into a full time teacher externship arranged through Salem State College.
|
| |
-
EDU 859 - Grammar for Teachers of English as a Second Language 3 Credit(s) This course examines the theory and practice of grammar instruction in the second language context. Students will engage in in-depth study of forms, meanings, and uses of the basic structures of English which are often difficult for English language learners (ELLs), examine contemporary usage in oral and written discourse, and develop materials to be used with ELLs. Three lecture hours.
|
| |
-
EDU 861 - Assessment and Evaluation in Student Affairs 3 Credit(s) Assessment can provide credible evidence of the need, value and effectiveness of projected and established programs. The purpose of this course is to examine the critical need for good assessment practice in Student Affairs and to assist the student to develop the skills necessary to conduct effective assessment programs.
|
| |
-
EDU 865 - Finance in Higher Education 3 Credit(s) This course will explore and examine the issues, concepts and complexities of financing higher education institutions in the United States. The course is intended to provide college administrators a theoretical perspective of how higher education is funded and a hands on perspective to financial concepts, processes and associated tools.
|
| |
-
EDU 869A - Design and Production of Media Materials 3 Credit(s) This course explores a range of presentational techniques and examines the ways in which teaching and learning are impacted by visual, aesthetic, linguistic, emotional, and auditory choices made by educators. Focus will be on actual presentational techniques as used by instructors and on completing representational projects. (25 hours of pre-practicum experience required for those in the licensure track).
Prerequisite: EDU 703 or permission of the instructor.
|
| |
-
EDU 870E - Development of Strategies for Change in Elementary Education 3 Credit(s) This course introduces strategies for developing innovative elementary school curricula. Students work individually or in small groups planning for focused instructional change.
Prerequisite: EDU750N or permission of instructor.
|
| |
-
EDU 875A - Directed Study An independent research project supervised by a member of the Education faculty. Credits will be determined according to the depth and breadth of the project. This course is repeatable up to a total of 6 credits.
|
| |
-
EDU 876 - Global Perspectives in Cultural Diversity 3 Credit(s) Provides an appreciation of the increasing diversity of school children and the importance of a global perspective on culture and education. Includes an analysis of the effect of culture and language on learning and behavior, strategies to teach social and communication skills, and curriculum links to global concerns.
|
| |
-
EDU 877N - Integrating Technology in the Reading Classroom 3 Credit(s) The focus of this course is integrating technology throughout the PreK-12 reading program. Strategies and resources for using multimedia equipment, software, and the Internet in reading and content area classrooms are explored. Some basic knowledge of computers and reading instruction is expected.
|
| |
-
EDU 880 - Instructional Materials and Methods of Teaching Geography 3 Credit(s) The course will include a review of concepts in the field of geography, examining its historic development and methodology. The major emphasis will be placed on new curriculum materials and teaching strategies for secondary school geography.
|
| |
-
EDU 882 - Multicultural Issues in Counseling 3 Credit(s) This course explores issues related to ethnicity, race, class, gender, and physical difference as they affect counselors, clients, and the counseling relationship. Students are expected to engage in the learning process from personal as well as intellectual perspective. 25 pre-practicum hours will be required.
|
| |
-
EDU 884 - Curriculum Issues in the Middle School 3 Credit(s) This course is organized to develop main ideas about middle level curriculum by looking at the historical background of curriculum and nature of the students to be served, describing curriculum elements and their interrelationships, implementing instruction and assessment, and synthesizing planning of thematic instruction. Students will fully understand the elements that must be considered as schools attempt to develop programs appropriate for young adolescents.
|
| |
-
EDU 885 - Learning and Communication Theory 3 Credit(s) Designed to comply with state certification for media specialization, this course emphasizes the relationships that exist among communication theory, media utilization, and the teaching/learning cycle. Class sessions are devoted to problems of communication patterns, learning theories, and educational environmental management. Students will be given opportunities for establishing criteria necessary for effectively evaluating communication strategies and measuring learner progress in areas of operational objectives.
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
|
Print this Page