EDUC.5021 Issues, Mandates and Ethics in Special Education (3cr)
This course will examine special education laws and ethical practices in K-12 settings.
Requirements:
CSCE Graduate Restrictions
EDUC.5043 Methods of Teaching Students with Moderate Disabilities-Secondary (3cr)
Examines the methods of teaching students with moderate disabilities at the secondary level. Topics include curriculum (including the Massachusetts frameworks), IEPs, and instructional modifications appropriate for students with special needs.
EDUC.5101 Foundations of Social Justice Education (3cr)
This course provides an introduction to the principles of social justice education, by examining and applying theories and methods of curriculum design, classroom teaching, and social emotional learning and development. This course will prepare educators to foster equity in classroom practice and pedagogy for racially, culturally, socioeconomically, and linguistically diverse learners.
EDUC.5102 Critical Literacies (3cr)
This course will address thinking, writing and talking about texts. It will examine the range of literacies including critical, print, technology, visual, media and informational. A special focus will be on anti-racist literature and texts of social justice.
EDUC.5201 Curriculum Planning Perspectives (3cr)
This course introduces students to historical and contemporary curriculum perspectives and assists students in developing their own curriculum perspective, situated within the scholarship. The course also helps students develop skill in curriculum planning, grounded in relevant scholarship.
EDUC.5220 Young Adult Literature (06.522) (3cr)
The major emphasis of the course will be discussion and analysis of the goals of a literature curriculum and the exploration of various methods for achieving these goals. The characteristics of the different genres of literature will be discussed in detail
Requirements:
CSCE Graduate Restrictions
EDUC.5720 Curriculum and Teaching: English (3cr)
The purpose of this course is to prepare teacher candidates for the content-specific dimensions of their practicum. The course is designed to develop pedagogical skills, curriculum writing and also to encourage prospective English teachers to examine their own beliefs, expectations, and dispositions about the nature of the discipline, the practice of teaching, the process of learning, and the nature of the learners.
EDUC.5730 Curriculum and Teaching History (3cr)
Students analyze the content, methods, materials, and management techniques used in teaching History. Examination of national and state standards for the discipline. The course will include micro-teaching and self-evaluation, as well as school-based observation and participation in schools.
EDUC.5750 Curriculum and Teaching Math (3cr)
Students analyze the content, methods, materials, and management techniques used in teaching mathematics, and examine national and state standards for the discipline. The course includes micro-teaching, self-evaluation, school-based observation, and participation in schools.
EDUC.5760 Curriculum and Teaching Science (3cr)
Students analyze the content, methods, materials, and management techniques used in teaching science. Examination of national and state standards for the discipline. The course will include micro-teaching and self-evaluation, as well as school-based observation and participation in schools.
EDUC.6101 Theories of Learning (3cr)
This course offers a detailed analysis of the major contemporary learning theories, both behavioral and cognitive.
EDUC.6130 Leading the Professional Learning Community (3cr)
it is well documented that teachers who habitually examine their shared work based on inquiry, observation, analysis of data, dialogue, and experimentation tend to be more effective than those who are not reflective and work in isolation. How do we help all teachers become highly effective: How do we spread reflective practice from isolated pockets to all teachers in a school? The answer lies in the transformation of a school's professional staff from isolated practitioners into a professional learning community. A professional learning community is a work culture in which educators regularly learn with and from each other through collaborative inquiry. This course provides the practical know-how and deep understanding need for educators to introduce and lead collaborative inquiry within their school or district and transform the teaching staff into a professional learning community. Furthermore, this course introduces the idea of collaborative inquiry by transforming participants into a professional learning community during the course. Thus, participants focus collaborative inquiry on their shared practice, read and reflect on selected authors, and develop action plans to help them introduce or advance collaborative inquiry in their own work settings.
Requirements:
M.Ed and Ed.S matriculated onl
EDUC.6240 Assessment of Learning (3cr)
Students examine various approaches to the formative and summative assessment of learning. This course examines the importance of assessment in planning curricula and individual lessons.
Requirements:
CSCE Graduate Restrictions
EDUC.6300 Educating Diverse Populations (3cr)
As the world becomes increasingly diverse, educators must be prepared to examine, confront, and manage the factors that affect the education of all children. This course addresses several central issues focusing on how teachers address the problems that confront students who differ from the majority population in language, ethnicity, culture, gender, and sexual orientation. Ensuring that their families and communities are actively involved in the educational process is also an important component of the course.
Requirements:
CSCE Graduate Restrictions
EDUC.6441 Models of Teaching (3cr)
This course will investigate researched-based instructional models that have been proven to facilitate learning in any academic content area. Each model addresses academic content as well as attainment of instructional goals and objectives. All models support the 21st learner by focusing on the needed skills for school, life and work. This course will benefit teachers who teach at any grade level.
Requirements:
CSCE Graduate Restrictions
EDUC.6900 Action Research (3cr)
Action Research is the culminating course for all students who are in the M.Ed program in Curriculum and Instruction, including those in PK-12 classroom settings, those who are in the Autism Studies program, educators who are not currently in a classroom, and those who are in informal educational settings. Educators in this course will apply knowledge that they have learned during their coursework to an action research project plan for a classroom or small group setting.
Requirements:
Matriculated in M.Ed. Curriculum and Instruction degree program.