|
|
2020-2021 Graduate Catalog [ARCHIVED CATALOG]
Course Descriptions
|
|
|
|
| |
Early Childhood Education |
| |
-
ECHD 697 - Special Topics: Early Education and Care in Inclusive Settings
1 - 6 Credit(s) | |
Description:
This advanced course offers intensive study of selected topics in the field of early childhood education and care. Course content and credits vary according to topic and are announced prior to the advance -pre-registration period.
037902:1
|
| |
-
ECHD 701 - Early Education and Care Policy and Practice
3 Credit(s) | |
Description:
In this course, students will examine early care and education (ECE) policies, programs, and practices. Particular attention is focused on analyses of national and state ECE policies and systems, including the implications of the current knowledge base and research to policies and practices at the federal, state, and program levels. Analyses are guided by several complementary conceptual frameworks and will be informed by the science of early childhood on developmentally appropriate practice, parenting, family support, parent engagement and empowerment, the importance of relationships, and the ecology of child development. Issues related to comprehensive services, the workforce, quality, costs and affordability, funding and return on investment, child outcomes, and advocacy are included. Implications of the ECE field will be identified and analyzed with a focus on advocacy for change.
038311:1
|
| |
-
ECHD 702 - Advanced Child Development and Early Learning
3 Credit(s) | |
Description:
Through this advanced course in child development, student will examine theories related to human development and contemporary research findings in areas of child development and early learning. The course offers an opportunity to investigate selected topics in cognitive, social, emotional, and physical development from conception through late childhood. Diverse perspectives will be used to understand development, both typical and atypical, in these various domains of development. Emphasis will be given to understanding individual and cultural difference while interpreting child development and assessment.
038312:1
|
| |
-
ECHD 703 - Translating Early Education Research into Practice
3 Credit(s) | |
Description:
This course provides students with a comprehensive conceptual understanding of qualitative and quantitative research methods with an emphasis on linking theory to practice, and interpreting and applying research findings. The course examines connections among theoretical frameworks, research questions, design, methods of data collection, and analysis and reporting. Students will critique research and explore methods for evaluating research and translating research findings for use in early education settings. The course will help learners to become better consumers of research, and to understand the ways education research relates to practice and early care and education quality improvement.
038313:1
|
| |
-
ECHD 704 - Leadership and Change in Early Education and Care
3 Credit(s) | |
Description:
This course explores multidisciplinary approaches to leadership, change, and leading for change applied to the early care and education context. We will examine the theory and practice of change to gain an understanding of what contributes to the carrying out of successful and lasting change. Participants will analyze the forces that drive change, examine impediments to change, and survey a range of approaches for making change more effective. In addition, the course focuses on leadership in its many forms (in teaching, administration, policy, research, ethics). Participants will gain a deeper understanding of themselves as developing leaders and change agents, and explore ways to improve professional practice, early education quality, and promote social justice and caring in programs and systems serving young children and families.
038314:1
|
| |
-
ECHD 705 - The Science of Early Learning
3 Credit(s) | |
Description:
This course is designed to provide an overview of the learning sciences in regards to children birth to age eight. The learning sciences is a relative new field that draws upon interdisciplinary research from cognitive science, sociology, neuroscience, educational psychology, and education. Class readings and discussions will examine the physical, cognitive, and social aspects of learning environments including how learning interactions unfold in those settings. It will also address the design of effective learning environments for young children in diverse education settings including center, home, and school-based programs for young children.
038885:1
|
| |
-
ECHD 706 - Historical and Theoretical Foundations of Early Childhood Education and Care.
3 Credit(s) | |
Description:
This course will introduce the major curricular theories and ideologies that influence teachers’ concepts of instruction in early childhood. Class readings and discussions will explore the history of the American education system, including theoretical perspectives on the purposes of schooling, the conceptions on the nature of knowledge, and the role of the “hidden curriculum” or other social constructs in curricula. Emphasis will be placed on historical and political contexts in relation to theories of learning for young children and both traditional and non-traditional models of instruction for children birth through age eight.
038886:1
|
| |
-
ECHD 707 - Teaching Early Childhood Education and Care in Higher Education
3 Credit(s) | |
Description:
This course prepares students in the ECEC Ph.D. program to be effective facilitators of learning for college and university students and other adult learners specializing in early childhood education and care. Topics include research on early childhood professional development in preservice and inservice settings, including adult learning, effective content and pedagogy, and assessment. Students will gain skills in course design, syllabus development, alignment of assignments and assessments with student outcomes, and adaptations to the learning needs of diverse adult learners. Reflective approaches to teaching and learning will be emphasized throughout. The course fulfills a requirement in the Ph.D. program in Early Childhood Education and Care.
038887:1
|
| |
-
ECHD 708 - Early Childhood Education and Care (ECEC) Research Team Seminar
1.5 Credit(s) | |
Description:
This course involves participation in a research team with a core faculty member within the ECEC PhD program. The specific area of research will vary and be specific to each faculty member’s team.The course fulfills a requirement int he Ph.D. program in Early Childhood Education and Care
038888:1
|
| |
-
ECHD 709 - ECEC Doctoral Seminar I
3 Credit(s) | |
Description:
This course develops the ability of students in the ECEC Ph.D. program to integrate and synthesize transdisciplinary and global perspectives on critical issues in early childhood education and care. Topics of this course include issues of social justice, diversity, policy and leadership, and special education to which multiple perspectives may be brought to bear. Taken in students’ second semester, the course offers opportunities for students to interact with members of the ECEC Graduate Group from different concentrations as well as other experts. The course provides multiple perspectives on selected core issues, with students considering these perspectives in light of their own experiences and probably research interests. The course fulfills a requirement in the Ph.D. program in Early Childhood Education and Care.
038889:1
|
| |
-
ECHD 710 - ECEC Doctoral Seminar II
3 Credit(s) | |
Description:
This seminar course develops the ability of students in the ECEC Ph.D. program to plan and conduct research leading to the dissertation, and to broaden their knowledge of, and readiness for careers within or beyond academia. Depending on individual students’ dissertation status, the seminar provides structured support as students plan the proposal, gather and analyze data, and write the dissertation. The course is designed as a semi-structured working group to assist students in various stages of the dissertation process. Students will learn from and critique one another’s research plans, present work-in-progress to the group, and support fellow students in making progress. The course fulfills a requirement in the Ph.D. program in Early Childhood Education and Care.
038890:1
|
| |
-
ECHD 711 - Qualitative Inquiry and Research Design: Examining Five Main Approaches
3 Credit(s) | |
Description:
This course is an introduction to the field and practice of qualitative inquiry. Qualitative research is an umbrella term that encompasses many methodologies and methods, many of which aim to understand everyday social life as it occurs in its natural environment. In this course, you will be introduced to some of the varied perspectives related to qualitative inquiry, as well as the theoretical and historical foundations of qualitative research. As a result of readings and discussion, students will aim to better understand the assumptions of theory, method, and analysis guiding their research choices. Further, you will have an opportunity to learn about the practice some of the research methods that are common to qualitative research. As such, this course is also practical in scope, as you will complete a mini-research study. Finally, this course aims to prepare you for more advanced study of qualitative inquiry.
041289:1
|
| |
-
ECHD 799 - Dissertation Research in Early Childhood Education and Care
1 - 9 Credit(s) | |
Description:
This course centers on original research conducted under the supervision of a dissertation faculty advisor and the dissertation committee, and leads to the proposal and defense of a doctoral dissertation.
Enrollment Requirements:
Pre-requisites: ECHD 708 and ECHD 709
041115:1
|
Economics |
| |
-
ECON 601 - Applied Microeconomics
3 Credit(s) | |
Description:
This course introduces students to the theory of consumer behavior and the firm, market and multi-market equilibrium and stability, and varieties of imperfect competition at the graduate level. Coverage includes theories of consumer and producer behavior in the context of a variety of real world problems. Applied examples will be drawn from fields including: information economics, environmental economics, economics of regulation, industrial organization, law and economics, natural resource economics, public finance, labor economics, and regional and urban economics. For each sub-discipline covered, the most important economic model will be discussed and a review of the major research studies, techniques, and empirical evidence will be undertaken.
Enrollment Requirements:
Matriculated in Applied Economics
037410:1
|
| |
-
ECON 602 - Applied Macroeconomics
3 Credit(s) | |
Description:
This course provides an introduction to macroeconomics at the graduate level. The course is concerned with economic theories of the overall level and dynamic of economic activity in countries and regions. These theories are explored by examining the following applied key macroeconomic questions: why are some nations poor while others are rich? What determines the pace of economic growth? How much richer is the typical American today than the typical American 100 years ago? What causes macroeconomic instability? What policies might governments pursue to spur growth? How do we square economic growth with our efforts to limit climate change and provide for future generations?
Enrollment Requirements:
Matriculated in Applied Economics
037411:1
|
| |
-
ECON 607 - Advanced Topics in Development Economics
3 Credit(s) | |
Description:
This course has two aims. In the first four weeks of the semester students will be introduced to some core issues in development Economics. these topics will provide the basic framework for the remainder of the course. In the second part of the course, which constitutes the bulk, students will have an opportunity to engage with a specific topic in greater depth. this topic will vary with the instructor teaching the course. Topics include: Urbanization in Developing countries, Poverty and Inequality, Structural Change and Transformation, Gender and development, War, Macroeconomic Issues in Developing Countries, and Political Economy of Development. Whichever the area, students will be given the skills necessary to critically analyze the process of economic development, to identify the winners and losers in this process, and to appreciate what would constitute just and sustainable policy in that area.
Enrollment Requirements:
Matriculation in Applied Economics MA
040294:1
|
| |
-
ECON 610 - Political Economy
3 Credit(s) | |
Description:
This course exposes students to the major paradigms in heterodox political economy through a set of economic topics that are central to these paradigms. Heterodox political economic paradigms include Marxist, post-keynesian, intuitional, and feminist approaches. We will use these various approaches to examine topics of particular interest to political economists including the historical rise of capitalism, workplace relations, poverty and income distribution, economic growth (accumulation) and crisis, financialization, globalization, development, gender, race, and ecological change.
Enrollment Requirements:
Applied ECON MA students only
038125:1
|
| |
-
ECON 613 - Urban Economic Environment
3 Credit(s) | |
Description:
This course offers an examination of the wonders and paradoxes of urban life, with a focus on current dynamics of urban location and prosperity in the context of a global economy. It examines forces that shaped the evolution of cities and metropolitan regions, assesses a range of policy issues confronting metropolitan areas today and the respective roles played by private and public sectors in addressing those challenges, explores global forces that are transforming cities and regions throughout the world, and addresses key questions of urban well-being, civility, and civic engagement.
Enrollment Requirements:
Matriculated in Applied Economics
037412:1
|
| |
-
ECON 615 - Economic Demography
3 Credit(s) | |
Description:
This is a course in population economics.In this course you will gain an understanding of global and national demographic trends and the theories of demographic change underlying these trends. Much of the course will focus on the economics of the family. We will analyze marriage, fertility, intergenerational ties, and mortality at the level of the individual and the household.
037849:1
|
| |
-
ECON 617 - Public Finance
3 Credit(s) | |
Description:
This course examines the role of the public sector in the economy, focusing on public expenditure theory. Topics include: welfare economics, market failures, asymmetric information, income redistribution, and taxation. Much of the material covered will be conceptual in nature, but concrete examples will be used throughout to illuminate the concepts.
Enrollment Requirements:
Economics (MA) students only or permission of intructor.
041184:1
|
| |
-
ECON 618 - Political Economy of Violent Conflict
3 Credit(s) | |
Description:
This course examines the Political Economy of Violent Conflict with a focus on low and middle income countries over the last 3 decades. Particular attention will be given to the theories and causes of war, the ways wars are waged, resource conflicts, financing of wars, the effect of war on the economy, conflict resolution, and post-conflict reconstruction and nation building. This course seeks to combine theoretical debates with country case studies as a way to illustrate the diversity of experiences and complexity of understanding conflict.
039222:1
|
| |
-
ECON 620 - Gender and Economics
3 Credit(s) | Lecture | Graded
Course can be counted for credit once
Description:
Women and men have historically faced very different economic opportunities and prospects. While these have changed dramatically over the last 50 years, women¿s and men¿s economic patterns and fortunes are still not the same, with women more likely than men to earn less, more likely to face poverty, and more likely to be responsible for doing unpaid or low-paid care work. This course presents an empirical and historical overview of the economic activity of women and men (primarily in the United States), examines how economic theories explain these activities, and looks at policies that might generate more equal economic outcomes among women and between men and women.
041655:1
|
| |
-
ECON 650 - Applied Economic Research Practicum
1 Credit(s) | |
Description:
This one credit course allows students to apply and extend their quantitative research skills to a specific economic issue. Students will be required to briefly researcht he issue, provide descriptive statistics and tabular formulations, apply ordinary least squares techniques, and then learn and apply one other statistical technique to tease out the economic relationships and potential causal factors. Students will have assignments that culminate in a short policy brief. Topics might include gender/racial/immigrant wage gap; trade deficit and growth; income inequality levels across nations or cities; occupational segregation.
Enrollment Requirements:
ECON 651
040576:1
|
| |
-
ECON 651 - Quantitive Research Methods I
4 Credit(s) | |
Description:
This course is designed to provide an introduction to research methods in economics. It will cover an overview to working with data, measurement of economic variables, methods of data collection, data presentation, hypothesis testing, interpreting the results of various statistical procedures and comparative research methods. The focus of this course will be to develop analytical tools to evaluate the relative merits and drawbacks of various forms of economic analysis. This course will have data workshop sessions that will familiarize students with the basic tools necessary to work with large datasets. Over the course of the semester students will work on developing a research question for their thesis, identify a source of data, and present descriptive statistics from this data source.
Enrollment Requirements:
Matriculated in Applied Economics
037413:1
|
| |
-
ECON 652 - Quantitative Research Methods II
4 Credit(s) | |
Description:
The course offers a presentation of modern econometric practice. It will cover the theory and application of ordinary least-squares regression (OLS) in the context of cross-sectional, time-series, and panel data, with special emphasis placed on an applied understanding of the potential and limitations of this approach. In addition to OLS, topics will also include fixed effects, difference-indifference, regression discontinuity, and limited dependent variable regression techniques. Students will learn at least one statistical package as Stata, SPSS, or SAS. Emphasis is placed on training creative quantitative researchers.
Enrollment Requirements:
Prerequisite: ECON 651
037570:1
|
| |
-
ECON 670L - Environmental and Energy Economics
3 Credit(s) | |
Description:
This course introduces students to the economist’s approach to solving environmental problems and related aspects of energy markets. The first part of the course concentrates on the economic theory used to solve environmental problems, including those associated with energy production and utilization. In the latter half of the course, the theory will be used as a framework to approach a wide range of environmental and energy issues. The purpose of the course is to expose students to sufficiently rigorous economic analysis to enable them to appreciate the usefulness of the economic approach to environmental and energy-related problem solving and to enable them to critique economic analyses they may be presented with in future decision-making roles. ECON 670L and EEOS 670L and UPCD 670L are the same course.
Enrollment Requirements:
Matriculation in Applied Economics
000796:2
|
| |
-
ECON 675L - Economics of Renewables: Marine and Energy Resources
3 Credit(s) | |
Description:
This course introduces students to the use of economic analysis in helping to solve marine and energy related natural resource problems. The first part of the course focuses on the economic theory used to analyze natural resource and energy issues. In the latter half of the course these theoretical tools will be used as a framework to analyze a wide range of issues dealing with marine resources and renewable energy. The purpose of the course is to expose students to sufficiently rigorous economics analysis to enable them to appreciate the usefulness of the economic approach to resource and renewable energy problem solving and to critique economic analyses they may be presented with in future decision-making roles. ECON 675L and EEOS 675L are the same course.
Enrollment Requirements:
Matriculation in Applied Economics
000795:2
|
| |
-
ECON 680 - Health Economics
3 Credit(s) | |
Description:
This elective course introduces students to how economists analyze topics related to the demand for health care, health disparities, and the US health care delivery system using the tools of microeconomics. Students develop an understanding of asymmetric information, how health insurance contracts operate, and the role that government plays in the modern health care system. Students empirically analyze health care policies, and apply tools of cost-benefit analysis to understand the trade-offs involved in improving efficiency and equity.
Enrollment Requirements:
Economics (MA) or Nursing (PhD) students only or permission of instructor.
041185:1
|
| |
-
ECON 695 - Independent Study
1 - 6 Credit(s) | |
Description:
Study of a particular area of economics under the supervision of a faculty member.
038347:1
|
| |
-
ECON 696 - Independent Study
1 - 6 Credit(s) | |
Description:
Study of a particular area of economics under the supervision of a faculty member.
038348:1
|
| |
-
ECON 697 - Special Topics
1 - 6 Credit(s) | |
Description:
Various topics in Economics will be offered.
039131:1
|
| |
-
ECON 698 - Mentored Research Project
3 - 6 Credit(s) | |
Description:
Economics 698 is a course designed to facilitate completion of the capstone project (or thesis), a critical requirement for the MA degree in Applied Economics. Building on the previous semester’s work, students will work to complete their final research projects. All students taking the course will be required to write a comprehensive research project that includes the relevant literature, descriptions of methods and data used, analysis of the findings and implications of the research.
Enrollment Requirements:
Applied Econ MA students only
038126:1
|
Education |
| |
-
EDC G 556 - Advanced High School Biology for Urban Teachers
3 Credit(s) | |
Description:
This course is designed for current or future high school teachers o f biology in urban settings. It is especially designed for those who are teaching an advanced or capstone biology course for high school juniors or seniors, and want to prepare students for college level work in biology or for the College Board AP Biology exam in May. All elements of the course will be anchored in a cognitivist theoretical framework that utilizes Learning Progressions as a means to understand how to teach concepts and skills to high school student in ways that build from what they already understand and prepare them for more advanced material in college.
035797:1
|
| |
-
EDC G 597 - Special Topics
1 - 6 Credit(s) | |
Description:
This course offers study of selected topics in the field of education. Course content and credits vary according to topic and are announced prior to the registration period.
014280:1
|
| |
-
EDC G 603 - Creating Effective Learning Environments
3 Credit(s) | |
Description:
This introductory course is designed to provide students with knowledge of current early childhood curriculum theory, research, and methods. The course also introduces methods for the creation of effective learning environments in classrooms that are increasingly diverse, culturally and linguistically. Students explore a variety of methods to facilitate planning, classroom organization for cooperative and active learning, curriculum development, student evaluation and assessment, team and co-teaching, and the uses of new educational technologies. Attention is given to challenges posed by inclusionary classrooms and to the ways in which student cultural and linguistic differences can be recognized and respected in order to enhance the educational and linguistic experiences of all students.
Enrollment Requirements:
Graduate Education Students only Students in the following (sub)plans must obtain Permission of Instructor: MEd w/Prof PhysEd, SPED MEd w/o Licensure, MEd w/Initial Licensure, MEd w/Prof Licensure, or Certificate w/Prof Licensure
014287:1
|
| |
-
EDC G 606 - Sociocultural Foundations of Education
3 Credit(s) | |
Description:
This course examines the interrelationships among students, schools, and society. Participants learn about the ways in which race, class, language, and ethnicity influence how we define ourselves and each other in our various encounters within the broader culture of US society. The course examines the historical antecedents influencing how the lives of the immigrant and colonized peoples in the US are defined. It is designed as a foundation for understanding the policies, goals, assumptions, strategies, and practices of multicultural approaches to education. It draws on a variety of models to construct educational curricula that are multicultural and socially reconstructionist. Readings are placed within the context of public schooling today in order to develop students’ “cultural consciousness” and awareness of the individual and shared societal assumptions we bring to our teaching experiences.
014292:1
|
| |
-
EDC G 611 - Internet Application for Educators
3 Credit(s) | |
Description:
This course will explore the use of online resources and tools in education. Special attention will be given to the integration of web resources with curriculum. Topics will include Internet search strategies, utilization of web resources, and development of instructional web sites, electronic portfolio assessments, and online instruction.
032350:1
|
| |
-
EDC G 619 - Designing Instruction: Science
3 Credit(s) | |
Description:
This course explores techniques for teaching science concepts to students in grades N-6, examining materials, methods, and curricula currently in use. The course focuses on the development of participants’ skills in science and on the use of questioning methods that help develop higher-order thinking skills in the young child. Participants have the opportunity to be both learners and instructors in a wide range of science activities.
Enrollment Requirements:
Permission of Instructor except in the following case: MEd w/Initial - Elementary: EDC G 603, 606, 630, 644
014311:1
|
| |
-
EDC G 621 - Teaching Writing in the K-12 Classroom
3 Credit(s) | |
Description:
This course deals with the teaching of writing, the teacher as writer, and the interactions between reading and writing. Readings and presentations offer up-to-date information, theory, and practical techniques for teaching reading and writing in all subject areas. Students meet regularly in reader-writer response groups to work on their own writing and to respond to one another’s writing about reading. There are a number of guest lecture-demonstrations by elementary and secondary teachers who are teacher/consultants with the Boston Writing Project. The course combines writing process theory with practical methods.
Enrollment Requirements:
Permission of Instructor except in the following cases: MEd w/Initial - Elementary: EDC G 603, 606, 630, and 644, or in (sub)plans MEd w/Prof - Elem-Mid-Second, Post-Mast Cert w/Prof - Elem-Mid-Seond, or MEd w/Initial or Prof Licensure
014316:1
|
| |
-
EDC G 625 - Designing Instruction in Mathematics and Science
3 Credit(s) | |
Description:
This course explores theoretical and practical perspectives on teaching mathematics and science in Grades K-6. It aims to enable participants to create classroom environments that promote inquiry and make mathematics and science accessible to all children. Principles of curriculum and instruction, issues of equity, and the processes of learning mathematics and science are central themes of the course. Participants engage in extended investigations in order to deepen their understanding of mathematics and science. They also design and evaluate curriculum materials for K-6 classrooms using national and state standards and critically analyze their own roles in helping children learn mathematics and science.
014321:1
|
| |
-
EDC G 626 - Integrating Social Studies and the Arts
3 Credit(s) | |
Description:
This course is designed to engage prospective teachers in developing philosophical perspectives and practical approaches to teaching art, social studies, and language arts. Critical thinking about issues in art, social studies, and language arts education, including curriculum, instruction, and assessment, is integral to this course. Special emphasis is given to practices that are responsive to the needs and strengths of elementary students in social groups, classrooms, and schools.
014322:1
|
| |
-
EDC G 628 - Community, School & Classroom Structures
3 Credit(s) | |
Description:
This course explores school and classroom structures that are relevant to teachers preparing to teach in urban middle and high schools. It also explores relationships between school and community that can be crucial to creating an effective learning environment in urban classrooms. The course includes three main parts: (1) A study of school/community collaboration in urban settings; (2) a look at the history of American middle and high school structures, including those that are currently being tried as ways of improving on the traditional models; and (3) an exploration of possible ways for structuring classrooms to achieve effective learning environments for all students, including a focus on the inclusion model and a study of various classroom management approaches. A field-based component is required.
033021:1
|
| |
-
EDC G 630 - Inclusion PreK-12:Diversity and Equity in Inclusive Settings
3 Credit(s) | |
Description:
In this course participants will study the theoretical and practical issues that educators must address as they implement effective culturally and linguistically relevant inclusion of children with disabilities in general education classrooms. Using principles of Universal Design of Learning (UDL), Multicultural Education, and Linguistically Relevant Pedagogy, we will identify and apply appropriate strategies to design and modify curriculum, instructional materials, and assessment for students with moderate disabilities in general education classroom environments. Grounded in Narrative Inquiry, participants will examine various perceptions of disability and diversity; study the historical and legal foundations of inclusion; interrogate the misrepresentation of culturally and linguistically diverse students in special education; design inclusive, academically rigorous, culturally and linguistically responsive environments for all students; and develop and reflect on their philosophy of inclusion. Students will anchor their analysis of these issues on a pedagogy of equity, diversity, and transformation by applying the framework of intersectionality. Through Backwards Design Planning, Team-Based Learning, the Jig-Saw classroom, reflective teaching, and digital storytelling we will investigate the intersections among various social categories – among them ability, language, culture, race, and socioeconomic status – and explore how we can promote inclusive and equitable educational practices for all learners.
014325:1
|
| |
-
EDC G 633 - “Includification”:
3 Credit(s) | |
Description:
This course is a comprehensive study of exclusivity concepts and technologies for video games, social media and educational technologies. The course aims to assess the impact of social, cultural, economic, usability and accessibility issues to support transformational experiences in a universal classroom. Students will deepen their understanding of how game-based design can enable all students to participate in an inclusive environment. This is a game-based simulation that takes place in the Kingdom of Close.
040000:1
|
| |
-
EDC G 634 - Introduction to Game-Based Teaching
3 Credit(s) | |
Description:
The primary objective in this course is for students to design their own curricular game by incorporating techniques from video games. In doing so, students will use a wide range of software tools to make thinking visible such as concept mapping and comic strip creation tools; use technologies to uncover, discover, represent, redesign, and experiment with systems including tools to design diagrams and flowcharts; use technologies such as googledocs, googleforms, and wikis to collaborate in designing new products; use technologies to maximize accessibility and usability for all by addressing the needs of English Language Learners and students with special needs and repurpose technology tools such as video editing tools, spreadsheets, presentation software, social media, animation software, and word processing tools to teach problem-solving skills in a gaming environment. In the process, students will develop criteria for evaluating pedagogical uses of video games; examine the legal, ethical, and moral issues surrounding pedagogical uses of technologies; and make the argument for the pedagogical soundness of their own curricular game. Students will use rigorous playtesting to revise their curricular game and write a teaching implementation plan which will include how their curricular game teaches, assesses, and adjusts to student needs. Lastly, students will help a k-12 teacher outside of class develop his or her own curricular game.
Enrollment Requirements:
EDC G 648
038966:1
|
| |
-
EDC G 643 - Behavior&Clsrm Mgt
3 Credit(s) | |
Description:
This course explores a diverse range of strategies and techniques that may be used to eliminate or alleviate dysfunctional and/or disruptive behavior in the contemporary mainstreamed classroom.
014339:1
|
| |
-
EDC G 644 - Dvlp Stgs:Chld-Adlsc
3 Credit(s) | |
Description:
This course examines current research and theory about human intellectual, social, and affective development from infancy through adolescence. Topics include the development of linguistic, symbolic, and quantitative systems; cognition; creativity; the developmental interactions of culture; thought, language, and learning; and the implications of current developmental theory and research for educators.
014344:1
|
| |
-
EDC G 645 - Reading the Word and the World: Bilteracy in the Content Areas
3 Credit(s) | |
Description:
Grounded in the theory and research on biliteracy, participants will examine the process of learning to read and write in two languages, and how that process is supported in various types of programs and schools around the world, across the nation, and in the state of Massachusetts. Participants will also look at the socio-cultural and linguistic context of biliteracy and its implications for instructional practice. Using biliteracy learner profiles and profiles of educators teaching for biliteracy, participants will study how teachers can implement the Biliteracy Unit Framework to support and assess their students’ cross-linguistic development in the content areas. Finally, participants will explore avenues to develop professional leadership in biliteracy studies.
040473:1
|
| |
-
EDC G 646 - Understanding Reading: Principles and Practices
3 Credit(s) | |
Description:
This is the first of a two-course literacy sequence required for the Graduate Program leading to Initial Licensure as an elementary Teacher. It introduces the foundations of reading development and engages participants in reflective, critical consideration of student’s diverse needs in the acquisition of literacy. Emphasis is given to assessment-driven instruction in a comprehensive literacy program requiring a minimum of six hours observing and assessing an elementary reader. Topics include: oral language development for emergent literacy; lesson planning with clear assessment goals for enduring understandings; foundational reading skills for meaningful text comprehension; organization of classroom literacy instruction; management of responsive, differentiated literacy classrooms; and strengthening home/school connections. A consistent focus is the teachers as a knowledgeable and skilled decision maker.
014345:1
|
| |
-
EDC G 648 - New Literacies and Emerging Technologies across the Content Areas
3 Credit(s) | |
Description:
This course explores the changing landscape of reading and writing as emerging technologies place new demands, challenges, and opportunities for readers and writers. To do so, this course aims to deepen students’ understandings of the reading and writing processes with written, hyper, and multi-modal texts as well as content-specific strategies for assisting K-12 students’ development in these processes. This include selecting developmentally appropriate reading materials and composition activities for a range of learners; identifying prerequisite skills, concepts, and vocabulary necessary for content-specific learning activities; and determining which strategies best meet particular content learning objectives. In doing so, techniques for incorporating new technologies into teaching as well as the legal and ethical challenges for both teachers and students will be examined. This course includes a field-based component.
033022:1
|
| |
-
EDC G 650 - Rethinking Equity and Teaching for English Language Learners
3 Credit(s) | |
Description:
This course seeks to prepare teachers to shelter their English language instruction by increasing their knowledge of English Language Learner (ELL) student variation and cultural considerations, second language acquisition theory, English language arts/literacy, English language development standards and assessments, and effective practices in ELL instruction.
038234:1
|
| |
-
EDC G 656 - Teaching the English Language Arts at the Elementary Level
3 Credit(s) | |
Description:
This is the second of a two course literacy sequence required for the Graduate Program leading to initial licensure as an Elementary teacher. This course addresses the subject matter knowledge necessary for integrating the English Language Arts when teaching in an elementary classroom where learners have different academic needs and are socially, culturally and linguistically diverse. It prepares pre-service elementary teachers to address three of the four areas important to the Common Core State Standards (and related MA ELA Curriculum Frameworks): Reading Literature, Reading Informational text, and Writing. The class will focus on teaching students to become critically literature as they analyze, comprehend, and compose genres important to academic and social success in the 21st century including children’s literature, informational texts found in content area disciplines, and multimodal texts.
038770:1
|
| |
-
EDC G 658 - Pre-practicum seminar
1 Credit(s) | |
Description:
Students observe, co-plan, and assist in teaching in a school, with supervision by both a certified cooperating teacher and a member of the University faculty. They also attend a seminar led by the latter. The seminar provides an opportunity for student teachers to share their experiences, to try out the critique plans and ideas, to air and solve problems, and to reflect on the process by which they are becoming education professionals. A formal application must be filed by March 15th to do a fall pre-practicum. This course is taken in conjunction with a Methods class.
Enrollment Requirements:
Corequisite: EDC G 665 or EDC G 666 or EDC G 667 or EDC G 669 or APLING 611
041394:1
|
| |
-
EDC G 659 - First and Second Language Acquisition, Reading & Writing for Urban Mainstream Teachers PreK-12
3 Credit(s) | |
Description:
This course is part of a two-course sequence aiming to fulfill the requirements for Categories I and IV of the April 2006 Guidelines for Sheltered English Instruction (SEI) professional development of the Massachusetts Department of Education. It provides all teachers with introductory knowledge of first and second language learning and teaching, and effective teaching of reading and writing to Limited English Proficient (LEP) students. Through this course, theoretical and instructional issues in the development of reading, writing, listening, and speaking are explored. Participants engage in reflective, critical consideration of students’ diverse needs in the acquisition of language and literacy. Topics include a study of second language acquisition as it affects emergent literacy development; literacy lesson planning; strategies for supporting the beginning reading and writing of English language learners; classroom management issues related to responsive, differentiated literacy instruction; and ideas for strengthening the home-school connection. Language issues in increasingly diverse urban schools provide the setting for the development of best practice. This is a three graduate credit course requiring a minimum of 37.5 contact hours.
034933:1
|
| |
-
EDC G 660 - Using Data to Plan Curriculum and Instruction
3 Credit(s) | |
Description:
This course focuses on how to design and implement diagnostic, formative,and summative assessments and how to analyze the data from such assessments as well as formal, large group standardized assessments in order to improve curriculum and instruction to better assist middle and secondary students in meeting state and national standards. This is a field-based course in which students are asked to design curriculum units and lesson plans based on their observations of students and analysis of student work from their pre-practicum site. In addition to reflecting on the learning and teaching observed at their school site, students will practice using micro teaching to analyze their own teaching practices.
014351:1
|
| |
-
EDC G 663 - Assessment in Teaching
3 Credit(s) | |
Description:
This is an introduction to the theoretical and practical issues of classroom assessment. Participants develop competence in selecting and using appropriate and educationally sound assessments. They compare and analyze different forms of authentic and standardized assessment (including the MCAS and MCET exams); gain practice in evaluating and responding to student work; compare and design rubrics and rating scales; consider the premises and effects of high-stakes testing; and develop assignments and assessment tasks. The focus throughout is on assessment strategies that enhance the learning of all students and that make creative use of the cultural diversity that characterizes urban classrooms.
014354:1
|
| |
-
EDC G 665 - Science Methods
3 Credit(s) | |
Description:
This course focuses on the teaching of science at the middle and secondary levels. It explores strategies that support the implementation of current standards in science education, addressing inquiry and experimentation as well as the role of technology in science teaching. The course examines various approaches to teaching selected topics and core concepts in the content areas of earth and space science, life science, physical science, the history and nature of science, and science as it relates to technology and social perspectives. The course introduces participants to resources and legal obligations relevant to the teaching of science and provides experience in designing standards-based lessons and assessments.
014355:1
|
| |
-
EDC G 666 - Social Studies Methods
3 Credit(s) | |
Description:
This course provides an introduction to the theory and practice of teaching the social studies, including history, civics and government, geography, and economics, at the middle and secondary levels. Students will design units of study, individual lessons, and assessments in social studies attentive to the increasing socioeconomic, cultural, linguistic, and ability-level diversity of students in today’s classrooms. A required field experience component is included; students are responsible for securing access to a classroom at the level of licensure sought.
033455:1
|
| |
-
EDC G 667 - English Methods
3 Credit(s) | |
Description:
This course provides an introduction to the theory and practice of teaching English in middle and secondary classrooms, in particular in ways that take into account the needs and expectations of diverse learners in a multicultural society. The course focuses on participants’ on-going inquiry and reflection of field experiences. Participants will connect observed teaching practices, experiences of learners within the major components of the English curriculum, and the relationship and impact of the Massachusetts Curriculum Frameworks and high stakes testing preparation on the best practices.
033456:1
|
| |
-
EDC G 668 - Content & Methods for Teaching Elementary School Mathematics
3 Credit(s) | |
Description:
This course examines content knowledge and methodologies for teaching mathematics to Elementary School students. Primary emphasis is given to the development of the number systems; the decimal system; the use of technology and various manipulatives; the standard algorithms for addition, subtraction, multiplication and division of integers, fractions and decimals, and their rationales; and the relationship of elementary mathematics and various curricula to more advanced mathematics. Lesson planning, assessment, mathematics curricula, and making mathematics lessons and concepts accessible to all students are discussed. The course is intended to help the prospective elementary school teacher see elementary school mathematics education as an integral and fundamental part of a student’s overall mathematical education.
033469:1
|
| |
-
EDC G 669 - Math Methods
3 Credit(s) | |
Description:
This course examines content knowledge and methodologies for teaching mathematics to Middle and Secondary School students. The course covers various aspects of problems solving; the use of calculators, Excel and other technologies; number theory, complex numbers, the solution of polynomial equations with real and complex coefficients, and probability. Lesson planning, assessment, curricula, and making mathematics lessons and concepts accessible to all students are discussed.
033526:1
|
| |
-
EDC G 670 - Mathematics for Elementary Teachers 2
3 Credit(s) | |
Description:
This is the second of a two-course series of mathematics courses for prospective elementary school teachers. The course is designed to continue the process of providing the mathematical content knowledge, pedagogical content knowledge, and special content knowledge needed to teach mathematics in elementary school, which was begun in EDC G 668. Topics covered include linear relationships, their various representations, linear models and linear problem solving; introduction of basic geometric concepts including congruence and similarity and the effect of various transformation; perimeter, area and volume of basic geometric figures; properties of circles and the number pi; basic definitions and concepts of algebra including variables and unknown quantities. Lesson planning, assessment, mathematics curricula, use of manipulatives, and making mathematics lessons and concepts accessible to all students are discussed. The course is intended to help the prospective elementary school teacher see elementary school mathematics education as a foundational and integral part of a student’s overall mathematical education. Please note: Because this course is the second in an integrated sequence of two courses, it should be taken as soon as possible after EDC G 668.
035571:1
|
| |
-
EDC G 671 - Implementing the NGSS Standards in Middle Grades Science
3 Credit(s) | |
Description:
This course is a blend of four face-to-face full day sessions (8:00am-3:00pm) and twelve hours of online sessions and working team meetings. Each face-to-face session is divided into two related parts. The first part of each class will include a science activity to focus on exploring important science concepts. The second part will concentrate on building connections between the explorations and the practices and standards from the MA Draft Science and Technology/Engineering Standards. Each of these sessions will focus on a different content area of science and engineering to maximize benefits for our participating teachers. The online sessions will be closely tied to material covered during the face to face session. We also propose to make use to student and teacher videos to help understand and unpack the practices of science and engineering.
040133:1
|
| |
-
EDC G 672 - Advanced Strategies for Teaching Mathematics to ELL and SPED students
3 Credit(s) | |
Description:
This course assists elementary teachers in using math to provide equal access to learning for ELL and SPED students. Teachers will analyze the mathematics of tasks and link their characteristics with proven approaches to reach students with special needs and English language learners. Teachers will be introduced to theory and specific strategies to make content comprehensible, allowing them to focus on a particular problem of practice, address it, and reflect on it as a group in order to find solutions.
037699:1
|
| |
-
EDC G 673 - Advanced Strategies for Teaching Secondary Mathematics to ELL and SPED Students
3 Credit(s) | |
Description:
This course assists secondary teachers in using math to provide equal access to learning for all students, with at special focus on ELL and SPEC students. Teachers will analyze the mathematics of tasks and link their characteristics with proven approaches from the literature and their experiences they will be introduced to the theories and specific strategies to make content comprehensible. This will allow the teachers to focus on particular problems of practice, address them, and reflect on possible solutions.
038150:1
|
| |
-
EDC G 674 - Advanced Strategies for Teaching Science to ELL adn SPED Students
3 Credit(s) | |
Description:
A pedagogical course designed to assist participants in enhancing their planning, strategizing, and teaching skills with English Language Learners and/or students with moderate disabilities. Fulfills requirements for professional licensure.
037700:1
|
| |
-
EDC G 676 - Advanced Strategies for Teaching Social Studies and History to ELL and SPED students
3 Credit(s) | |
Description:
The course extends the knowledge needed by Social Studies and History teachers who are working with English Language Learners (ELLs) and students of diverse abilities. It employs informational texts in the explicit teaching of both literacy and social studies. The course focuses on the advanced strategies needed for all students, including ELLs and those with special needs, to fully participate in lessons, meet social studies content standards and increase academic language proficiency.
038568:1
|
| |
-
EDC G 677 - Strategies to improve Instruction and Assessment in Middle Grades Science Course I
3 Credit(s) | |
Description:
In this course we will study various data based methods for evaluating student learning. Every week, school leaders and teachers make hundreds if not thousands of judgements affecting the instruction that students receive. Whether or not they use data to support their decision making, school staff decide what and how to teach every student in every class. The course will assist upper elementary and middle grades teachers in providing equal access to learning in science for all students, with a special focus on the connections between the Massachusetts Science and Technology/Engineering Standards and the Curriculum Framework for Mathematics (with particular emphasis on the Standards for Mathematical Practice). Through course readings and activities you will analyze tasks and link salient characteristics of scientific concepts with approaches proven to increase student success. You will be introduced to the theories and specific strategies to make science content comprehensible. This course will focus on the creation and adaptions of instruments designed to provide useful and reliable data through a systematic process of collection, reviewing, and using information about students’ problems of practice, address them explicitly, and reflect on possible solutions.
040134:1
|
| |
-
EDC G 678 - Strategies to Improve Instruction and Assessment in Middle Grades Science II
3 Credit(s) | |
Description:
The course will provide you with the tools to understand the underlying organization of the new draft science standards and how these concepts and practices support student achievement. The class will focus on ways to implement the Claims, Evidence, and Reasoning (C-E-R) framework to enhance students’ abilities to speak and write scientific explanations, and support students in crafting evidence based arguments in science and across the curriculum. In addition, participating teachers will work together to develop the capacity to create and use performance assessment, projects, and portfolios that inform instruction and provide formative feedback on student learning throughout the school year. Teachers will participate as members of a team (5 members in each team) to create, pilot and revise a classroom assessment. The class will lead to opportunities for robust conversations about student achievement, and ultimately improved teaching practice and student outcomes.
040135:1
|
| |
-
EDC G 679 - Strategies to Improve Instruction and Assessment in Middle Grades Science Course III
3 Credit(s) | |
Description:
This course will provide a structure to analyze and understand data on students learning. The course has two foci: 1. Assessment Template. Participating teachers will collaboratively create and pilot a template for student assessments. Course participants will create a template for assessments that is: a. Designed to measure clearly defined knowledge and skills b. Based on a clear understanding of cognitive development c. Expressed in criteria that define a competent performance d. Rigorously field tested to ensure that the items or tasks are understandable and are measuring the intended concepts and abilities. e. Well-linked to standards When these principles are followed, studies have found that assessments can be made comparable and valid across time, tasks, and raters 2. Teacher Research. In teacher research, the teacher chooses the question (the research question), plans how to gather useful information (data collection), reflects on what was learned by students (data analysis), and determines how content or instruction can be modified to better serve student needs (conclusions or outcomes). Teacher research is simply good teaching that is planned and written down in a formal way. This is not a statistics class, but we will provide participants with an understanding of methods to organize classroom assessment, observation, and MCAS data for more than assigning grades. Through this course, participants will recognize and effectively implement assessments consistent with DESE’s Revised Bloom’s Taxonomy of Cognitive Skill Descriptions for Science and Technology/Engineering 1. Remembering 2. Understanding 3. Applying 4. Analyzing 5. Creating
040136:1
|
| |
-
EDC G 686 - Graduate Practicum: Student Teaching Elementary Education
6 Credit(s) | |
Description:
(Elementary Education)See EDC G 687 and 688. Each practicum provides students with the opportunity to put theory and technique into practice at the level of their specialization. Students demonstrate their teaching skills in a school, with supervision by both a certified cooperating teacher and a member of the University faculty. They also attend a seminar led by the latter. The seminar provides an opportunity for student teachers to share their practicum experiences, to try out and critique plans and ideas, to air and solve problems, and to reflect on the process by which they are becoming education professionals. A formal application to do a practicum must be filed with the Advising Office by October 1 for a spring practicum or by March 1 for a fall practicum.
000758:1
|
| |
-
EDC G 687 - Graduate Practicum: Student Teaching Middle School Education
6 Credit(s) | |
Description:
(Middle School Education)See EDC G 686 AND 688. Each practicum provides students with the opportunity to put theory and technique into practice at the level of their specialization. Students demonstrate their teaching skills in a school, with supervision by both a certified cooperating teacher and a member of the University faculty. They also attend a seminar led by the latter. The seminar provides an opportunity for student teachers to share their practicum experiences, to try out and critique plans and ideas, to air and solve problems, and to reflect on the process by which they are becoming education professionals. A formal application to do a practicum must be filed with the Advising Office by October 1 for a spring practicum or by March 1 for a fall practicum.
000757:1
|
| |
-
EDC G 688 - Graduate Practicum: Student Teaching Secondary Education
6 Credit(s) | |
Description:
(Secondary Education)See EDC G 686 and 687. Each practicum provides students with the opportunity to put theory and technique into practice at the level of their specialization. Students demonstrate their teaching skills in a school, with supervision by both a certified cooperating teacher and a member of the University faculty. They also attend a seminar led by the latter. The seminar provides an opportunity for student teachers to share their practicum experiences, to try out and critique plans and ideas, to air and solve problems, and to reflect on the process by which they are becoming education professionals. A formal application to do a practicum must be filed with the Advising Office by October 1 for a spring practicum or by March 1 for a fall practicum.
000756:1
|
| |
-
EDC G 689 - Teacher Research
3 Credit(s) | |
Description:
The purpose of this course is to introduce students to the methodology and methods of teacher research. Teacher research is characterized by a careful documentation and analysis of teaching practice over time. Participants ask critical questions, analyze methods, and develop a teacher-research project. This course lays the groundwork for the professional licensure clinical experience.
014362:1
|
| |
-
EDC G 690 - Teacher Research for Professional Licensure
3 Credit(s) | |
Description:
The purpose of this course is to introduce practicing teachers seeking professional licensure to the field of teacher research. Teacher research is characterized by the systematic and intentional documentation and analysis of teaching practice over time. Participants discuss the theory and implementation of teacher research, conduct a literature review in the area of interest, ask critical questions about their practice, design a research project, and develop a publishable teacher research paper.
033276:1
|
| |
-
EDC G 696 - Independent Study
1 - 6 Credit(s) | |
Description:
This is a directed study of a particular topic in education. The work is guided and assessed by the instructor. A proposal or outline of study, signed by the instructor, must be submitted for approval to the Graduate Program Director before the beginning of the semester in which the project is to be undertaken. On approving the proposal, the Graduate Program Director will authorize registration.
014364:1
|
| |
-
EDC G 697 - Special Topics in Education
1 - 6 Credit(s) | |
Description:
This advanced course offers intensive study of selected topics in the field of education. Course content and credits vary according to topic and are announced prior to the advance pre-registration period.
014384:1
|
| |
-
EDC G 698 - Internship in Education
3 Credit(s) | |
Description:
An intern is an employed teacher, fulfilling the practicum requirement for licensure in his or her own classroom, under the joint supervision of a University-based faculty member and a designated mentor at the school. As a regularly employed teacher, the intern works with children and applies practical and theoretical knowledge. Interns plan lessons, teach classes, and evaluate students. They also review student records and apply their knowledge of curriculum by selecting materials and designing learning activities. They draw on current ideas and research to develop and demonstrate their own classroom teaching. Interns meet regularly with the University supervisor and other practicum students in a seminar to reflect on the practicum experience. Applicants for an internship must take two steps: 1) a special internship application form must be approved by the Department of Education, the school-based supervisor, and the University Licensure Officer; and 2) a program practicum application form must be approved by the Graduate Program Director. This application must be filed with the Advising Office by October 1 for a spring practicum or by March 1 for a fall practicum.
000754:1
|
Education Leadership |
| |
-
EDLDRS 701 - Leadership Workshop I
3 Credit(s) | |
Description:
This course, offered in the first summer, focuses on the knowledge, skills, attitudes and behaviors that participants in the doctoral program need to develop or acquire to be effective leaders in promoting organizational changes in schools. Participants explore five interrelated facets of their own leadership development: 1) their operating conceptions and definitions of leadership and their set of understandings and beliefs about organizations, change and leadership; 2) their visions and goals for schools and why those goals are important to them; 3) their individual, interpersonal and group skills, including their sensitivity to how issues of race, ethnicity, class and gender affect these; 4) the organizational and broader sociocultural contexts in which they work and their understandings about how these contexts affect issues of leadership and organizational change; and 5) their personal journey toward leadership roles in schools, including their own history and how it is affected by their cultural background, their self-assessment of their strengths and weaknesses and their plans for personal learning. Participants develop a leadership and learning portfolio, which is added to and modified over the course of their doctoral work.
014674:1
|
| |
-
EDLDRS 703 - Critical Issues I
3 Credit(s) | |
Description:
This course, offered in the first summer, examines a range of critical issues of importance to urban school leaders in the context of the changing relationship between schools and society. Issues discussed in Critical Issues I typically include demographic changes in the K-12 student population, multiculturalism, desegregation, bilingual education, special education, tracking, curricular and pedagogical reform, school reform movements and school finance reform. Critical Issues II covers fewer issues in greater depth; typical issues might include conflict resolution or the relationship between educational technology and school change.
014677:1
|
| |
-
EDLDRS 705 - Introduction to Inquiry for Educational Leaders
3 Credit(s) | |
Description:
This course is designed to introduce students in the leadership in urban schools programs to the philosophical, social, and psychological foundations of inquiry in the social sciences and education, particularly as it pertains to leadership in urban schools. Students will be exposed to multiple research paradigms and the long-standing debates around what constitutes quality research in the social sciences, in general, and in education specifically. Through this course, students will develop a conceptual base for designing research about urban schools.
038954:1
|
| |
-
EDLDRS 712 - Comparative Study Tour: Educational Change in China and the United States
6 Credit(s) | |
Description:
This course is designed to provide students with opportunities to explore the educational system and education reforms in China. Recent changes and progress in the People’s Republic of China have been historic and highly significant. As the Chinese continue to improve their economic, political, and social foundations, they also look to strengthen their educational systems. These changes can serve as basis for comparison for educators interested in examining the process of educational change. By examining these reform efforts in China, both in educational systems and instructional practices, educators will develop the ability to assess the impact of educational change and to plan effectively for activities that will enhance the learning experiences in their own schools
037702:1
|
| |
-
EDLDRS 714 - Integrative Seminar I
1 Credit(s) | |
Description:
This course, offered once a month on Saturdays during the fall and spring semesters, provide opportunities for students to integrate their daily experiences as practitioners with the goals and academic content of their coursework. They also provide a bridging mechanism to form connections between and among courses and to discuss issues which cut across several courses. In them, students continue to develop interpersonal group process and leadership skills helpful to supporting and making change in schools.
014682:1
|
| |
-
EDLDRS 715 - Integrative Seminar II
1 Credit(s) | |
Description:
This course, offered once a month on Saturdays during the fall and spring semesters, provide opportunities for students to integrate their daily experiences as practitioners with the goals and academic content of their coursework. They also provide a bridging mechanism to form connections between and among courses and to discuss issues which cut across several courses. In them, students continue to develop interpersonal group process and leadership skills helpful to supporting and making change in schools.
014683:1
|
| |
-
EDLDRS 720 - Teaching, Learning and Curriculum in Urban Contexts
3 Credit(s) | |
Description:
This required course investigates common concerns in addressing the needs of urban students in elementary and secondary learning environments and community settings. It considers questions of human development in several domains, current problems and controversies about learning and responsive curricula and pedagogies. Readings frame issues across age groups and educational contexts, with additional materials for each topic focusing on particular age groups and levels of schooling.
014688:1
|
| |
-
EDLDRS 730 - Historical Roots of Contemporary Urban Schooling
3 Credit(s) | |
Description:
This required course, taken in the first fall semester, is built on the premise that most issues of educational policy and practice are rooted in some historical context that is deeply influential but often widely unexamined. This course considers the historical development of several contemporary educational issues, recognizing their roots in intense debates in American history. Although it does not provide explicit guidance for today’s practitioners, this historical understanding should inform their approaches to the complexities of their current concerns. With 19th-21st-century urban schooling as the focus, topics include responses to racial, ethnic and gender identities of students; the development of national standards for curriculum and testing; the relative responsibilities of public and private educational institutions; the professional identities of teachers and school administrators; and schools as the site of social reform.
014691:1
|
| |
-
EDLDRS 732 - Organization and Leadership in Educational Institutions
3 Credit(s) | |
Description:
This required course, taken in the first spring semester, helps participants develop a diverse set of perspectives for analyzing organizations. Practitioners who are interested in leadership roles in schools and other urban educational settings function in a variety of roles in many large and small organizations: teachers and classroom administrators in buildings or programs, members of a department or team, students in a graduate classroom, union members and leaders, parents of school-aged children and part of a school community. Practitioners also play roles in organizations outside of schools-in community groups, sports teams, religious groups, etc. The course helps look at those organizations and the roles played within them, by offering a broad set of perspectives drawn from the extensive literature on organizations. Learning to understand and use multiple perspectives for analyzing organizations allows us to reflect on our roles in them, even as it expands the set of possible choices for taking action and leadership within them.
014692:1
|
| |
-
EDLDRS 734 - Scholarly Writing in Education
3 Credit(s) | |
Description:
This three-credit elective helps student sin both Ed.D tracks will induct practitioners into the intricacies of professional writing and scholarly discourse, both to make them better consumers of research and to help them respond to No Child Left Behind’s mandates for administrators and other educational leaders to research and publish through developing forms like Classroom-based Inquiry, Teacher Research, and Action Research. The class is grounded in three theoretical frameworks (Writing Process Theory, Genre theory, Cultural Capital Theory) and conducted primarily as a writing workshop. Students will write, be part of writing response groups in which they share their own writing and respond to the writing of others, and conference with the instructor about work-in progress. Course includes lectures and exercises on academic writing, substantial reading and writing assignments outside of class.
033527:1
|
| |
-
EDLDRS 740 - Research Methods in Educational Leadership I
3 Credit(s) | |
Description:
This required course, offered in each cohort¿s second year, provides both theoretical grounding and hands-on experience with design and implementation of qualitative and quantitative research methods.
000752:1
|
| |
-
EDLDRS 741 - Research Methods in Educational Leadership II
3 Credit(s) | |
033104:1
|
| |
-
EDLDRS 743 - Measurement and Research Instrument Design
3 Credit(s) | |
Description:
This course is designed to provide doctoral student with knowledge and skills needed for developing a research instrument. Various methods and strategies of instrument design will be explored, with an emphasis on developing qualitative interview protocols and quantitative survey questionnaires in the educational environment. Through a series of brainstorming activities, direct, hands-on exercises, students will become more confident and competent in integrating instrument design into their dissertation study.
Enrollment Requirements:
EDLDRS 740 & 741
038744:1
|
| |
-
EDLDRS 748 - Evaluation: Theory and Practice
3 Credit(s) | |
Description:
This course is designed to introduce students to the theory and practice of educational evaluation by reviewing evaluation reports and papers, preparing evaluation designs, and developing evaluation instruments. Throughout the course, students will be introduced to major evaluation theories and the practice of program evaluation. These practices include determining which evaluation approach to use in a given context, developing an evaluation plan on data collection and analysis, and considering the ethical issues surrounding the role of the evaluator.
Enrollment Requirements:
EDLDRS 740 and EDLDRS 741
038955:1
|
| |
-
EDLDRS 750 - Education Policy for School Leaders
3 Credit(s) | |
Description:
This course will provide students with a deep understanding of the characteristics of K-12 education policies and the issues to which they apply. Students will be given an introduction to several central educational policy debates, from both an American and international/comparative perspective, and many policy issues will be examined from an urban context. The course will be taught from a critical perspective and aims to give students the tools to critique policies through a variety of lenses. Themes to be covered include: characteristics of an education policy; unique attributes of urban education policies; issues/problems that K-12 educational policies are meant to solve; the determinants of and influences on educational policies; theories of policy change and policy analysis; how to critique and analyze policies; the distinctions between local, rational, and global level policies. The course is divided into three sections: (1) Concepts and Policy Analysis; (2) Policy Contexts; (3) Policy Issues. Both primary and secondary sources will be used (i.e. Policy documents and critiques of such policies), and as well texts which assist in guiding students on doing policy analysis. The course is designed to foster discussion and debate around policy issues and offer potential alternatives to our current educational policy landscape.
038745:1
|
| |
-
EDLDRS 751 - International and Comparative Perspectives on Urban Education
3 Credit(s) | |
Description:
This course engages global and cross-cultural analyses to examine critical issues in urban education within a variety of contexts, and from a number of stakeholder perspectives. Employing various units or levels of analysis, the course pays special attention to different theoretical frameworks used to explain the relationship between education and economic, political, and social development and related policies and the interventions in urban contexts. It also explores the workings of institutions involved in educational reform at the sub-national, national, and international levels.
038956:1
|
| |
-
EDLDRS 752L - International Education Policy and Leadership
3 Credit(s) | |
Description:
This course covers a range of theories that apply to the study of globalization and international education policies, as well as the history of aid to education. Students will study the characteristics and critiques of major institutions that design policies and conduct operations which impact education globally, including multilateral agencies, non-governmental organizations, and private foundations. Students will furthermore study key issue areas that are targeted by international education policies, including testing, privatization, education in fragile states, and gender equity.
038957:1
|
| |
-
EDLDRS 753 - Cognition & Context: Social, Psychological and Cultural Dynamics of Teaching and Learning
3 Credit(s) | |
Description:
In this course, students in the leadership in urban schools programs engage in depth with sociological, psychological and anthropological theories about how people learn. Course texts will provide various interpretations about learning as a life-long process that is individual and collective, cognitive and contextual, occurring in the home, peer groups, classroom, workplace and community. The course will pay particular attention to the implications of learning theories for research, policy, and leadership in diverse communities and urban education settings.
038958:1
|
| |
-
EDLDRS 754 - Dialogical Learning Communities and Praxis
3 Credit(s) | |
Description:
In this course, students in the leadership in urban schools program will examine and engage with structural and constructivist approaches to framing learning as a socially dynamic and dialogical learning, students trace the historical, cultural and social specificities that situate contemporary educational phenomena as composited, not single, instances. The course will pay particular attention to the implications of critical pedagogy, dialogism, and place-based learning theories for research, policy and leadership in diverse communities of practice in urban education.
038959:1
|
| |
-
EDLDRS 757 - Leadership & Public Engagement
3 Credit(s) | |
Description:
This course addresses the intersection between two complex and well-researched areas of interest. As a leadership course, this course will build on the knowledge, dispositions and skills offered through the two leadership workshops. As a course in public engagement for educational leaders, this course will focus on collaboration with parents, students and private, public and non-profit community partners with the understanding that course participants might represent any one of these three sectors. Course models for study include community schools, professional development schools, large-scale interorganizational urban partnerships for education and philanthropy-driven projects. A variety of theoretical perspectives introduce students to neoliberalism, regime theory, conflicting motivations for interorganizational collaboration, and civic engagement with an emphasis on social justice.
Enrollment Requirements:
EDLDRS 701 and EDLDRS 702
038960:1
|
| |
-
EDLDRS 760 - Qualifying Paper Seminar
3 Credit(s) | |
Description:
This required course taken in the student’s third fall semester supports the work of developing the Qualifying Paper.
014697:1
|
| |
-
EDLDRS 796 - Independent Study
1 - 6 Credit(s) | |
Description:
This course involves the comprehensive study of a particular topic or area of literature determined by the student’s need; the study is pursued under the guidance and subject to the examination of the instructor. An application or outline of study should be submitted to the prospective instructor by the end of the semester previous to that in which this course will be taken. The instructor must agree to supervise the student, and the program director must approve the independent study.
014700:1
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
-> 15 |
|
|
Print this Page