Mar 29, 2024  
2017-2018 School of Graduate Studies Catalog 
    
2017-2018 School of Graduate Studies Catalog [ARCHIVED CATALOG]

Graduate Courses


 
  
  • EDG 901B - Practicum II in School Adjustment Counseling for LMHC and Social Work

    1.5 Credit(s) School Adjustment Practicum provides students with broad range of school based clinical experiences to meet the School Social Worker/School Adjustment Counselor requirements for Massachusetts K-12 initial licensure. Students are required to serve either 900 hours or 450 hours) depending on your prior discipline) as a school social worker/school adjustment counselor practicum student. This practicum must be under the supervision of an appropriately certified Cooperating Practitioner in a school setting approved by the Program Coordinator. Seminar to accompany practicum. Permission of the School Adjustment Program Coordinator required. 1.5 lecture hours per week.
    Co-requisite:  EDG 900A  and EDG 901A , EDG 900B , and EDG 901S  
  
  • EDG 950E - Clinical Action Research in Teaching Elementary Spanish (P-6)

    3 Credit(s) A full semester classroom teaching experience in an elementary school setting with College supervision and occasional seminar. Students will conduct an action research project related to a current issue of curriculum and/or assessment. Designed for those students seeking professional licensure and the graduate degree, MAT in Spanish for grades Pre-K through six. Students must have completed the professional level education courses in the program of studies. Prerequisites: Students must have initial licensure in Spanish and must have completed the professional level EDU courses in the MAT in Spanish (P-6) program of studies as well as Research in Teaching Spanish (P-6).
  
  • EDG 950S - Clinical Action Research in Teaching Secondary Spanish (5-12)

    3 Credit(s) A full semester classroom teaching experience in a middle or secondary setting with College supervision and occasional seminar. Students will conduct an action research project related to a current issue of curriculum and/or assessment. Designed for those students seeking professional licensure and the graduate degree, MAT in Spanish for grades five through twelve. Students must have completed the professional level education courses in the program of studies. Prerequisites: Students must have initial licensure in Spanish and must have completed the professional level EDU courses in the MAT in Spanish (5-12) program of studies as well as Research in Teaching Spanish (5-12).
  
  • EDG 980A - Educational Leadership Practicum I: Supervisor-Director

    1.5 Credit(s) Part I of the culminating experience for students seeking licensure as a supervisor-director, the practicum is at least 300 clock hours in a school setting. With the guidance of a cooperating practitioner and a field supervisor, students will observe, assist, and carry out the full responsibilities of the role. 1.5 lecture hours per week.
    Co-requisite: EDG 980AS  .

     

  
  • EDG 992 - Clinical Experience in Middle School Mathematics

    3 Credit(s) This course will provide an opportunity for a college supervisor, the school system representative and the student to work in concert to provide a full semester experience, the hub of which is the action research project EDG 852  Action Research in Mathematics Education.
    Prerequisite:
    EDG 852 .
  
  • EDG 999 - Education Capstone: Action Research II

    3 Credit(s) This course is part two of the two-part capstone experience in the M.Ed. advanced programs. In this course, students will carry out the teacher action research project planned in the preceding course of this culminating experience. Students will plan a careful change in practice based on data from their classrooms, implement the change, collect new data, and analyze these data. Students will present findings from their research through formal written and oral presentations.
  
  • EDG 999THE - Master’s Thesis in Education

    3 Credit(s) Course provides candidates with a structured learning environment to complete their Master’s Thesis. Students work individually with faculty members to implement a research project in a P-12 classroom. Students are expected to produce a substantive research project by the end of this course. Periodic face to face meetings, both small group and individual, with substantial online work. Students are expected to have completed previous coursework in advanced research methodology.
    Prerequisites:
    EDU 738 ; minimum 27 credits of program completed and Program Coordinator approval.
  
  • EDS 710 - LGBT Issues in Higher Education

    3 Credit(s) This course will explore the growing body of literature focusing on the needs of LGBT students, faculty and staff on our college campuses. We will examine the pathways various institutions have taken to create space within the academy to address LGBT issues at times in the face of considerable resistance. These questions have implications for every aspect of campus life including faculty recruitment and retention, curriculum, student affairs, and creating a welcoming campus climate.
  
  • EDS 720 - Legal Aspects of Higher Education

    3 Credit(s) This course concentrates on the legal issues relevant to colleges and universities within the United States. This course includes an examination of the major court cases, statutes, constitutional laws and corresponding articles as they relate to higher education. These will include FERPA, institutional governance, liability, sexual harassment, civil rights of students, Americans with Disabilities Act, Affirmative Action, Admissions, Due Process Clause, student conduct/discipline, Bill of Rights, criminal acts, sex offenders and homicide on campuses.
  
  • EDS 722 - Methods of Teaching ESOL in Varied Contexts

    3 Credit(s) This course provides an introduction to teaching English to speakers of other languages in varied contexts in the United States and abroad. Current methods and approaches will be explored and practiced. Topics include working with diverse populations, teaching language in context, developing lessons and curriclum for specific age groups and situation, aspects of literacy, and issues surrounding culture and identity. Field experience hours are required. This course is not required for those seeking licensure in K-12 schools.
  
  • EDS 728 - TESOL Methods in PK-12 Schools

    3 Credit(s) This course is designed to prepare English as a Second Language (ESL) licensure candidates to plan, implement, and manage standards-based ESL and Sheltered English Immersion (SEI) content instruction in PreK-12 schools. Students will apply their knowledge of evidence-based ESL practices and strategies to classrooms that serve English language learners (ELL’S) from diverse backgrounds across grade levels and program models. Emphasis will be placed on developing and integrating language skills within the context of thematic units aligned to the Massachusetts curriculum frameworks. Students will also learn to evaluate, adapt, and develop materials and assessments for English language learners. (ELLs) in PreK-12 contexts. Three lecture hours a week plus a pre-practicum field experience in a PreK-12 school.

    Pre-requisites:  ENG 770N  or EDS 770N  and ENG 792  or EDS 792  

  
  • EDS 739 - Literacy and Disabilities

    3 Credit(s) This course explores research, theory, and best practice in the acquisition and development of literacy by students with exceptional learning needs.Course content includes a focus on the assessment of students’ literacy levels, strategies for acquiring and continuously improving literacy competencies, and methods of integrating literacy instruction and support in the content areas. Candidates will learn how to provide access to the standard curriculum for students who have disabilities that affect the fluency of their literacy.
    Prerequisite: EDU 725  
  
  • EDS 740 - Mathematics and Disabilities

    3 Credit(s) This course introduces students to an inquiry-based approach to teaching mathematics to children with exceptional learning needs. Students will explore the interactions between specific disabilities and the acquisition of math competencies. Emphasis will be on learning how students construct an understanding of math concepts and designing investigations using differentiated instruction strategies. Coursework draws on required pre-practicum fieldwork experience. Three lecture hours per week.
  
  • EDS 750 - Applied Leadership in Higher Education

    3 Credit(s) This course will give students a solid foundation in leadership theory and to help them develop multiple frames to reflect upon and improve their practices as leaders. The course is grounded in current challenges facing higher education and the leadership skills needed from all stakeholders. Throughout the course students reflect on how their values are enacted in their day-to-day leadership decisions and practices. They also demonstrate leadership in the course itself.
  
  • EDS 755 - Research in Student Affairs

    3 Credit(s) This research course is designed to enhance one’s knowledge and ability to use, design, and critique research in the context of higher education organizations. Students will be introduced to quantitative, qualitative and mixed methods research designs and learn to critically examine relevant literature in the interest of improving student affairs practice. Students will develop a research application paper which focuses on understanding and addressing a particular student affairs research problem.
  
  • EDS 770N - Context and Culture in Teaching English to Speakers of Other Languages

    3 Credit(s) This course provides a foundation for understanding the field of teaching English to speakers of other languages. Local, national, and international contexts are examined and used in investigating various historical and current approaches to teaching English language learners. Topics include laws and language policies, cultural identity, language diversity, and culturally responsive teaching to forge family and or community relations. Field-based assignments are required.

     

     

  
  • EDS 778N - Assessment of English Language Learners

    3 Credit(s) This course examines the assessment of English Language Learners (ELLs) for a variety of purposes including documenting the effects of instruction on student learning and using assessment to inform instruction. Students will design and analyze performance assessments and indicators for second language learners in English as a Second Language (ESL) and Sheltered English Immersion (SEI) classrooms. Students will also become familiar with placement and content-area tests that meet state requirements. Field-based assignments are required.
    Pre-requisites: ENG 770N  / EDS 770N  and ENG 792  / EDS 792  
  
  • EDS 779 - Seminar in Teaching English to Speakers of Other Languages

    3 Credit(s) In this graduate seminar students will, as part of a professional learning community, create a standards-based professional portfolio and prepare and present materials that demonstrate mastery of state and national standards related to the teaching of English Language Learners (ELLs). The seminar should be taken concurrently with the student teaching practicum or field experience as the capstone experience of the student’s program. Consent of program coordinator is required.
  
  • EDS 780 - Issues and Trends in International Student Affairs

    3 Credit(s) This course provides participants with an in-depth exposure to best practices for supporting international students. Participants in this course will consider trends in international student enrollment, international student experiences within the campus climate, cultural competencies necessary for supporting international students, and financial and other motivations related to increased international student enrollment. Finally, participants will analyze challenges and opportunities relative to the experiences of international students and make recommendations designed to improve campus services.
  
  • EDS 792 - Introduction to TESOL Methods

    3 Credit(s) This course focuses on applying theories, principles, and evidence-based methods of second language acquisition to the development of materials, lessons, and curricula for teaching English to speakers of other languages. Students will cultivate skills in the design and delivery of contextualized lesson plans, develop expertise in the selection and evaluation of materials such as textbooks, computer-assisted materials, and realia, and demonstrate their understanding of critical issues in TESOL. Field-based assignments are required.
    Pre-requisite:   or   
  
  • EDS 793 - Second Language Acquisition

    3 Credit(s) This course provides an overview of current research on learning a second language including linguistic, cognitive, socio-emotional, and cultural factors. Students will investigate the process of language acquisition through an in-depth case study of an English learner. Field-based assignments are required.

     

  
  • EDS 796A - Half-Practicum in Teaching English as a Second Language

    1.5 Credit(s) A 150 hour supervised student teaching experience in teaching English language learners (ELLs) in a Sheltered English Immersion (SEI) or English as a Second Language (ESL) classroom. Practicum students are supported by cooperating teachers and Salem State University faculty supervisors as they develop their professional knowledge and skills in teaching ELLs. Designed to meet DESE guidelines for licensed teachers seeking an additional teacher educator license in ESL.
    Co-requisite:   
    Permission of program coordinator is required.
  
  • EDS 796F - Field Experience in Teaching English Language Learners in Adult or Community Settings

    3 Credit(s) A 50 hour supervised field experience in teaching English language learners (ELLs) in an adult or community setting. Students will be placed, and supported by cooperating teachers, in a local agency or college or community-based program. Students develop the professional knowledge and skills used in teaching ELLs and the completion of an original unit plan tailored to the learners in the field experience class.
    Co-requisite:   for students in the MAT non-licensure program.
  
  • EDS 796N - Graduate Practicum in Teaching English as a Second Language

    3 Credit(s) A 300 hour supervised student teaching experience in teaching English language learners (ELLs) in a Sheltered English Immersion (SEI) or English as a Second Language (ESL) classroom. Practicum students are supported by cooperating teachers and Salem State University faculty supervisors as they develop their professional knowledge and skills in teaching ELLs. Designed to meet DESE guidelines for seeking an initial teacher educator license in ESL.
    Co-requisite: EDS 779  
    Permission of program coordinator is needed.
  
  • EDS 799 - Teaching Reading, Writing, and Vocabulary to English Language Learners

    3 Credit(s) This course prepares students to teach reading and writing across content areas. Students will learn how to integrate academic reading, writing, and vocabulary development. The relationship between oral language development and literacy will be examined. The process of writing and writing in different genres across the curriculum will be linked to reading comprehension and reading different types of texts. Students will develop an original portfolio of literacy-based lessons, including the use of technology, in different content areas. 10 pre-practicum hours are required.
    Pre-requisite:

      or   

     

  
  • EDS 810 - Adaptive and Assistive Technology

    3 Credit(s) This course will provide students with a background in specific kinds of adaptive, assistive and augmentative technologies that enhance the teaching and learning of students with disabilities. Topics will be based in the MA DOE disabilities guidelines. The course will offer information and experience in choosing, advising, and supporting the use of technology for the entire range of needs from simple differentiation to serious mobility and sensory issues.
  
  • EDS 815 - Planning and Managing Technology in K-12 Schools

    3 Credit(s) This course will explore the management of hardware, software, training and support of technology assets in the educational environment. The course will investigate Total Cost of Ownership (TCO), procurement, short and long-term budgeting and planning as well as staffing requirements. Case studies will be used to illustrate current trends in the field.
  
  • EDS 825 - Connecting Research, Policy, and Practice in Education

    3 Credit(s) As teachers, we often focus exclusively on the needs of the particular students in our classrooms. However, to fully meet the needs of these students, teachers must also understand the complex educational context within which they work. This course introduces students to the educational policies and reforms that inevitably shape their work in schools and classrooms. Participants in this course will become active consumers of educational research and policy documents, will learn how to read, write, and teach like an advocate, and will learn how to identify and begin to answer questions about classroom practice using research and policy as guides. Students will build an understanding of how classrooms and schools are situated within larger districts that, in turn, are influenced by state and federal policies. They will explore ways in which they can act as change agents within schools or larger educational contexts through the use or careful critique of policy and research, all on behalf of the students in their classrooms and schools. Three lecture hours per week.
  
  • EDS 835 - Data-Driven Instruction

    3 Credit(s) This course will enable students to systematically understand and examine the data generated by various student work assignments and assessments. Discussions and course experiences will help students develop strategies for using these various forms of data in order to carefully plan instruction focused on data-determined student needs. Additionally, students will learn about how teams of educators can work together to develop assessments, examine data, and determine student needs in order to ultimately improve student learning.
  
  • EDS 839 - Research in Teaching English to Speakers of Other Languages

    3 Credit(s) This course examines current research methods in the field of ESL teaching and students will develop the ability to read and conduct classroom research. Quantitative and qualitative methods, such as ethnography, focus group, case study, and action research will be considered. Teacher research in the ESL classroom will be emphasized. Students will develop a detailed research proposal and conduct a pilot study designed to investigate language acquisition and language teaching.
    Pre-requisite:   or   
  
  • EDS 840 - Autism Spectrum Disorders: An Overview

    3 Credit(s) This course provides working professionals and families an overview of the characteristics, strengths and challenges of children identified with an Autism Spectrum Disorder (ASD). Topics will include historical background, diagnostic criteria, theories in etiology, and eligibility for special education services.
  
  • EDS 845 - Autism Spectrum Disorders: Interventions in the Classroom and Home

    3 Credit(s) This course provides working professionals and families with an understanding of current, research-based strategies to support children with Autism Spectrum Disorders (ASD). Research-based interventions to support inclusion, communication, academic and social skills, as well as behavioral competence will be addressed. Three lecture hours per week and eight (8) hours total of field observation in schools are required during the course.

  
  • EDS 850 - Autism Spectrum Disorders: Applied Behavior Analysis

    3 Credit(s) This course provides working professionals and families with an overview of the core principles of Applied Behavior Analysis (ABA). ABA is commonly used to support children on the Autism spectrum. The course will include comprehensive research-based procedures to systematically reduce inappropriate behaviors and promote socially adaptive behavior in the classroom. Three lecture hours per week and a total of 12 hours of fieldwork during the semester observing a child identified on the Autism spectrum.


  
  • EDS 855 - Autism Spectrum Disorders: Family Impact and Advocacy

    3 Credit(s) This course provides working professionals an opportunity to explore and understand the profound impact on the family when a child is identified with an Autism Spectrum Disorder (ASD). Stages of acceptance and the impact on siblings will be addressed. Avenues for collaboration and advocacy will be emphasized.
  
  • EDS 859 - Teaching Grammar to English Language Learners

    3 Credit(s) This course examines the theory and practice of grammar instruction in the second language context. Students will apply the study of grammatical forms and structures of English to teaching English in context. Students will develop original lesson plans that incorporate grammar instruction and technology into a standards-based framework. Field-based experience are required.
     
  
  • EDS 860 - Sheltering Content for English Language Learners

    3 Credit(s) This course will prepare students with knowledge and skills to more effectively implement sheltered content instruction to English Language Learners. Students will develop strategies and approaches that help ELLs at varying stages of proficiency to acquire English language skills while meeting content-area standards. This course is designed to meet the requirements of the Sheltered English Immersion endorsement course as described by the MA Department of Elementary and Secondary Education. Topics include: second language acquisition, linguistic awareness, sheltered English immersion, the WIDA English language standards and assessment, differentiated instruction, and socio-cultural factors affecting language acquisition. Field-based assignments are required.
  
  • EDS 861 - Leadership for Schools with English Language Learners

    3 Credit(s) This course is designed to equip school and district administrators with the knowledge and skills they need to provide effective leadership for schools that serve English language learners (ELLs). Leaders will develop strategies for identifying the social and academic needs of ELLs and ensuring that ELLs are provided with the instructional programming and services they need to achieve academic success.
  
  • EDS 890 - Transitions in Special Education

    3 Credit(s) This course addresses how design, implement, and assess transition plans for students beginning in early intervention through post-secondary services. The course will focus on supporting students and families in developing self-advocacy and self-determination skills. Core transitions addressed include early intervention into preschool, preschool into elementary programs, and high school into post secondary settings. A 10 hour pre-practicum is required.

    Not open to students who have received credit for EDU990C.

  
  • EDS 891 - Methods and Materials in Special Education

    3 Credit(s) This course addresses Universal Design for Learning, differentiated instruction, and classroom management strategies. There will be a strong emphasis on using assistive technology to provide access to content and environments for students with exceptional learning needs. Design and modification of curriculum, instructional materials, and general education environments for students with ELN are a key focus.
  
  • EDS 910P - Practicum in Student Teaching Spanish (P-6)

    3 Credit(s) A full semester of field experience of at least 300 hours in an elementary school classroom working with a tenured practitioner. Designed exclusively for those students seeking initial licensure in elementary Spanish. This course is a co-requisite with EDS 910S , the weekly seminar component of the course at the college. Permission of MAT in Spanish Coordinator required.
    Not open to students who have received credit for EDU 911P.
  
  • EDS 910S - Seminar in Student Teaching Spanish (P-6)

    3 Credit(s) A weekly seminar supporting a full semester of field experience in an elementary school classroom working with a tenured practitioner. This course offers appropriate supervision to practicum in student teaching Spanish in the form of weekly seminar experiences at the college. Designed exclusively for those students seeking initial licensure and the graduate degree, MAT in Spanish for grades P-6. This course is a co-requisite with  , the practicum component of the course. Permission of MAT in Spanish Coordinator required.
    Not open to students who have received credit for EDS911S.
  
  • EDS 913P - Practicum in Student Teaching Spanish (5-12)

    3 Credit(s) A full semester of field experience of at least 300 hours in a middle or high school classroom working with a tenured practitioner. Designed exclusively for those students seeking initial licensure in secondary Spanish. This course is a co-requisite with EDS 913S , the weekly seminar component of the course at the college. Permission of MAT in Spanish Coordinator required.
    Not open to students who have received credit for EDS 912P.
  
  • EDS 913S - Seminar in Student Teaching Spanish (5-12)

    3 Credit(s) A weekly seminar supporting a full semester of field experience in a middle or secondary school classroom working with a tenured practitioner. This course offers appropriate supervision to practicum in student teaching Spanish in the form of weekly seminar experiences at the college. Designed exclusively for those students seeking initial licensure and the graduate degree, MAT in Spanish for grades 5-12. This course is a co-requisite with EDS 913P , the practicum component of the course. Permission of the MAT in Spanish Coordinator required.
    Not open to students who have received credit for EDS 912S.
  
  • EDS 959P - Practicum/Internship Moderate Special Needs

    3 Credit(s) This course is designed to validate competencies for provisional certification in special education (moderate special needs) and is required for all professional educators seeking such certification in special education who do not hold any state certification.
    Prerequisites: Completion of all courses and pre-practicums, satisfactory completion of all MTEL’s, approval by the Program Coordinator and state approval of the placement site. Applications for this approval and the practicum/internship are made in the semester preceding this experience.
    Co-requisite:
    EDS 959S .
  
  • EDS 959S - Initial License Seminar in Special Education

    3 Credit(s) This course must be taken with EDS 959P  Internship/Practicum in Special Education initial license PreK-8 or 5-12. The seminar will address existing legislative, ethical and practice related issues candidates encounter during their practicum experience. This seminar will be led by program supervisors. Approval by the program coordinator is required for admission to the seminar.
    Co-requisite: EDS 959P .

  
  • EDS 969P - Practicum in Instructional Technology

    3 Credit(s) A 150 hour field experience working with a licensed practitioner in a K-12 school setting in which technology is integrated as a tool for learning. Course work includes online discussion and meetings with both the College supervisor and the cooperating practitioner. Required for those students seeking initial certification as an Instructional Technology Teacher (all levels).
    Prerequisite: Approval of Program Coordinator.
  
  • EDS 987 - Special Education Law

    3 Credit(s) This course will focus on the practical analysis of legislation, regulations and case law relating to the education of students with disabilities. Topics will include the current Individuals with Disabilities Education Act (IDEA) and Section 504 regulations; eligibility categories and cases; least restrictive environment and inclusion issues; IEP issues, including related services and assistive technology; discipline, including Functional Behavior Assessments and Manifestation Determination; and compensatory education.
  
  • EDS 988 - Capstone Seminar in Student Affairs

    3 Credit(s) This seminar is designed to promote the integration of the core curriculum and practitioner experiences of the masters degree program in HESA and to prepare students for their transition to professional positions within student affairs upon graduation.
    Prerequisites: EDU 719 , EDU 723 , EDU 773 , and EDU 811 . Requires permission of Program Coordinator.
  
  • EDS 990Y - Psycho-educational Assessment of Exceptional Students

    3 Credit(s) This course is designed to give each student the opportunity to develop a foundation in diagnostic prescriptive techniques for use in designing individual instruction procedures for children with disabilities. Contents will include an introduction to formal/informal assessment techniques, standardized tests, and related program planning activities as related to students served under Chapter 766 and PL 94-142. Non-discriminatory assessment for the bilingual child with special needs will be explored. A fifteen hour pre-practicum is required.
    Not open to students who have received credit for EDS 912S.
    Prerequisites:
    EDG 790  and EDS 891 .
  
  • EDU 700 - Research Methods in Education

    3 Credit(s) This course will enable the student to select, and to implement appropriate methodologies for conducting salient educational research and to report results of such research. It will also enable the student to interpret empirical research extracted from appropriate educational journals.
  
  • EDU 702 - Advanced Educational Psychology

    3 Credit(s) This course is designed to study the application of psychological principles to the development of formal learning situations. Reinforcement, cognition processes, concept formation, language development, emotional growth, motivation, creativity and group interaction will be examined and explored. The course will cover the contemporary work of Bruner, Erikson, Piaget, Rogers, Gilligan, Kohlberg, Skinner and other developmental theorists.
  
  • EDU 703 - Electronic Media and Design

    3 Credit(s) An overview of current theory and methods of designing with digital design tools. Students gain experience with digital imaging, layout and multimedia software, and elements of web design. Principles of design for both traditional print media as well as electronic media will be addressed in the context of a variety of learning styles.
  
  • EDU 704 - Multicultural Issues in Student Affairs

    3 Credit(s) This course will examine key issues related to multiculturalism, diversity and social justice within higher education. Theories related to racial identity development, multicultural competence, gender and class, and retention of college students will be explored. Students will assess their own skills and competencies related to multiculturalism and social justice.
  
  • EDU 707 - The American School: A Study in Depth

    3 Credit(s) An examination of salient contemporary issues concerning the American School viewed alternately from an historical, philosophical, and social science perspective. Each semester a new issue will be analyzed such as: the education of minorities, school desegregation, the problems of the urban school, the social class structure and the school, educational alternatives, curriculum and instructional innovations, and access to higher education.
  
  • EDU 708 - Research in Policy, Planning and School Performance

    3 Credit(s) This is a course in the collection and analysis of qualitative and quantitative data on school and community to inform decisions related to policy and strategic planning. Participants will design programs to assess the effectiveness of a school’s curriculum, instructional practices, student services and policies. A pre-practicum, field-based experience is required.
  
  • EDU 709 - Instruction & Assessment in the Secondary Classroom

    3 Credit(s) Current and prospective middle and high school teachers will develop an understanding of standards-based instruction, develop unit and lesson plans that address standards and adolescents’ learning processes, styles and levels, and create tools for evaluating curriculum and assessing learning. Participants will reflect on the impact of their own learning on their classroom teaching.
  
  • EDU 710 - Seminar in Action Research Methodology

    3 Credit(s) Each student will learn the rationale, concepts and strategies used in action research in education. Students will review exemplary models and projects with the goal of defining an action research question that can be pursued in the future.
  
  • EDU 710X - Seminar in Action Research Project

    3 Credit(s) Students will review the uses and techniques of action research methods in education. Students will define an action research question that they can execute. Students will design and implement an action research project, analyze the data and present the results.
    Prerequisite:
    EDU 710 .

  
  • EDU 711 - Fundamentals of Computer Technology

    3 Credit(s) Provides an overview of the uses and limitations of computer systems as applied to education. Topics include hardware, operating systems, networks, communications and authoring systems, and their impact on materials design, selection of hardware and software, information management and personal productivity. Credit may not be applied to the major or minor in Computer and Information Studies.
  
  • EDU 712 - Models of Early Education: Past & Present

    3 Credit(s) Traces the theoretical and social roots of past and present models of early childhood education (e.g. Froebel, Freud, Montessori, Reggio Emilia, Waldorf, Vygotsky, and the Child Study Movement). The social and political impetus for the development of kindergarten, nursery schools, Head Start, day care and other initiatives will be discussed.
  
  • EDU 717 - Advanced Foundations of Education

    3 Credit(s) Addresses the purpose and effects of education and the role of school in historical and contemporary contexts. Includes critical analysis of curriculum, instruction and the school’s response to contemporary social issues and social change.
  
  • EDU 718 - Issues and Foundations in Educational Leadership

    3 Credit(s) This course is designed to provide a comprehensive understanding of the evolving nature of educational leadership in a period of significant change. Leadership theory and implications to the improvement of teaching and learning are examined in the context of major historical, philosophical, ethical, social and economic influences affecting education in a democratic society.
  
  • EDU 719 - Student Affairs: Theory, Research and Practice

    3 Credit(s) This course is designed to provide an overview of student development programs in higher education within the United States. The course is intended to provide a broad description of student affairs organizational structure, historical foundations, possible career choices, and the skills and competencies needed to be effective in the field.
  
  • EDU 720 - Child Growth and Development

    3 Credit(s) Course focuses on the impact of childhood experiences on lifelong behaviors and attitudes, and on understanding the physical, psychosocial and cognitive aspects of development. Participants will explore both traditional and current theories; draw upon their own personal histories and autobiographical writings; and apply theories to classroom observation, management and instruction.
  
  • EDU 721 - Workshop in Language Development

    3 Credit(s) Research on language development in the cognitive-social learning of young children will be examined. Factors of acculturation, stages of intellectual development, and personality building within the family will be viewed in relation to the role of the school in promoting optimal learning.
  
  • EDU 723 - The History of Higher Education

    3 Credit(s) The study of higher education requires a historical context. Higher education in the United States has been characterized as a struggle for mission, purpose and identity. This course will proceed both chronologically and topically in examining key historical issues that led to our unique American system of Higher Education.
  
  • EDU 725 - Introduction to Literacy Development

    3 Credit(s) This introductory course focuses on language and literacy development for children from pre-school through elementary school, including the development of English language skills in second language learners.
  
  • EDU 727 - Literacy Learning: History, Theory & Research

    3 Credit(s) This course focuses on the history of literacy instruction and major contributions to our understanding of literacy processes from the fields of education, psychology, linguistics, anthropology and sociology. Theories of child and adolescent learning and development are emphasized.
    Pre-requisite:   or permission of program coordinator.
  
  • EDU 728 - The School Principalship in Contemporary Society

    3 Credit(s) This is a course in understanding the roles, responsibilities and related competencies required to be an effective principal in contemporary society. The course begins with the principal as the keeper of the vision and the trustee of the students and the parents and addresses the design and management of the key elements of a quality school. A pre-practicum, field-based experience is required.
  
  • EDU 729 - Literacy Coaching & Collaboration

    3 Credit(s) This course reviews evidence-based theories, practices, and programs for teaching reading and writing and provides an introduction to literacy coaching for the experienced educator. The processes involved in literacy development, such as word analysis, vocabulary, fluency, writing, and comprehension, will be emphasized, as well as the fundamentals of professional collaboration. Students will experience coaching first-hand as they are coached by peers and the course instructor. Requires a 25-hour pre-practicum field experience involving conducting demonstration lessons for classroom teachers.

  
  • EDU 730A - Fundamentals of College Admissions Counseling

    3 Credit(s) This course explores the college admissions process, with emphasis on current issues confronting school counselors, application and admissions criteria for various types of colleges, and college counseling for special student populations. Students will gain an understanding of the resources available to counselors in the college admissions process including printed material, software, web sites and professional organizations.
  
  • EDU 734 - Measurement of Intelligence (Wechsler)

    3 Credit(s) This course gives special emphasis to the administration, scoring, and interpretation of the Wechsler Intelligence Scales, including the WAIS, WISC, and WPPSI. A survey of other individual and group tests of intelligence will be included. 20 pre-practicum hours will be required.
    Prerequisites:
    EDU 738  and PSY 733  or permission of the Program Coordinator.
  
  • EDU 735N - Career Education and Development: Information, Planning and Placement

    3 Credit(s) Students will study theories and methods of career counseling to help individuals understand, analyze and select their career goals. Experiential activities related to career development from early childhood through adulthood will be explored in depth. 25 pre-practicum hours will be required.
  
  • EDU 736 - Psychology of Learning:Educational, Neurobiological, and Psychosocial Perspectives

    3 Credit(s) This course will cover brain based learning strategies such as retention of learning, transfer of training, concept learning, motivation, and emotion. Additionally, students will learn about common learning disorders encountered in the schools and how to provide appropriate intervention. Learning disorders will be examined from an educational, neurobiological and psychosocial perspective.
  
  • EDU 737 - Theories of Thinking and Learning

    3 Credit(s) This course will explore the cognitive development of children at various ages and stages and the cognitive processes involved in learning. Included are discussions on learning styles, critical and creative thinking, and strategies to enhance thinking across the curriculum.
  
  • 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 - Literacy Instruction and Assessment in the Early Childhood and Elementary Classroom with field experience

    3 Credit(s) This course focuses on evidence-based strategies for teaching reading and writing to all children in a multicultural setting. Topics include word analysis, comprehension, vocabulary, writing, guided reading, and independent reading. The role of literacy assessment in differentiating instruction will be emphasized and students will complete a case study of a child’s literacy development with recommendations for instruction.
    Pre-requisites:   ,   or permission of student’s program coordinator. Required: 25 hour Pre-practicum field experience
  
  • 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.

  
  • 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 - Literacy, Language and Diversity

    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. Topics include phonetics, phonology, morphology, orthography, semantics and syntax. Implications for teaching word identification, structural analysis and vocabulary to linguistically diverse students 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 - Topics in Teaching Literacy

    3 Credit(s) The purpose of this course is to consider topics, problem areas, or issue related to areas in the teaching of literacy 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 topic 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 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 762 - Science Methods in the Elementary Schools

    1.5 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.
    Pre-requisites:    and   or  
    Co-requisite:  
  
  • 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 767 - Literature for Children

    3 Credit(s) This course builds knowledge of children’s literature representing our diverse society, as well as ways to use literature in the Pre-K-Grade 6 classroom. Criteria for book selection and teaching procedures are examined. Emphasis is on the use of children’s books to support literacy and language development, learning across the curriculum, global awareness, and critical thinking.
  
  • 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 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 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 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 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.
 

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