Jul 21, 2018  
2015-2016 Graduate Catalog 
2015-2016 Graduate Catalog

Curriculum and Instruction

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Maria V. Acevedo Aquino, PhD, University of Arizona

  • Curriculum as Inquiry
  • Early Literacy and Global Children’s Literature
  • Intercultural Understanding

Mary Brady, PhD, Boston College

  • Administration and Program Design
  • Curriculum Development for Students with Severe Disabilities

Rachel Chazan Cohen, PhD, Yale University

  • Early Childhood Program Evaluation and Policy
  • Parent Engagement in Early Childhood Programs
  • Parent-Child Interactions

Donna DeGennaro, PhD, University of Pennsylvania

  • Educational Technology
  • Learning Sciences

Anne Douglass, PhD, Brandeis University

  • Early Childhood Social Policy
  • Children, Families, and Early Childhood Programs
  • Leadership and Management

Arthur Eisenkraft, PhD, New York University (Director, Center for Science and Math in Context [COSMIC])

  • Science Education
  • Physics
  • Secondary Education

Angel Fettig, PhD, University of Illinois at Urbana-Champaign

  • Early Childhood Special Education
  • Inclusion
  • Social Emotional Development

Rona F. Flippo, EdD, University of Florida

  • Early Childhood Education
  • Reading and Literacy Education
  • Teacher Education
  • Teacher Competency Testing Issues

Michael Gilbert, PhD, University of Washington

  • Mathematics Education
  • Mathematics
  • Curriculum and Instruction

Lisa Gonsalves, PhD, Boston College

  • Literacy and Assessment
  • Urban Education

Janna Jackson Kellinger, PhD, Boston College

  • English Education
  • Secondary Education
  • Queer Pedagogy
  • Technology in Education

Jack Levy, PhD, University of Southern California (Chair, Dept. of Curriculum and Instruction)

  • Multilingual/Multicultural Education
  • International Education

Denise Patmon, EdD, University of Massachusetts Lowell

  • Language Arts and Literacy Instruction
  • Multicultural Literature
  • Elementary Education
  • Teaching Writing, PreK-12

Patricia Paugh, PhD, Boston College

  • English Language Arts and Literacy Education
  • Early Childhood Education
  • Elementary Education
  • Urban Education

Lianna Pizzo, PhD, Boston College

  • Early Childhood Language Development
  • Bilingual Education
  • Deaf Education

Angela Stone-MacDonald, PhD, Indiana University

  • Early Intervention
  • Early Childhood Special Education
  • International Special Education
  • African Diaspora Studies

Peter Taylor, PhD, Harvard University

  • Science, Technology, and Society
  • Social Analysis of Ecological Change
  • Reflective Practice

Monica Yudron, EdD, Harvard University

  • Early Childhood Education: Teacher and Leader Development
  • Early Childhood Program Evaluation
  • Prevention and Intervention for Young Children and their Families
  • Classroom Composition and Child Development in Early Childhood Education and Care Contexts

The Program

The Teacher Education MEd Program is housed in the College of Education and Human Development (CEHD), in the Department of Curriculum and Instruction. Students seeking licensure may specialize in early childhood, elementary, middle, or secondary education through different tracks. Master’s degrees with initial licensure are available through prescribed courses of study approved by the Massachusetts Department of Elementary and Secondary Education. Candidates seeking middle or secondary school initial licensure may also do so through a graduate certificate program. For special education programs, please see “Special Education ” in this publication.

Early Childhood Education:

MEd track with initial licensure (37 credits)

MEd track without licensure (36 credits)

Early education research, policy, and practice (post master’s certificate)

Elementary Education:

MEd track with initial licensure (36 credits)

Middle/Secondary Education:

MEd track with initial licensure (36-39 credits)

Graduate certificate with initial licensure (27-39 credits)

Initial Licensure*

Initial licensure may be sought in

Earth science
Elementary education
Middle school: math and science
Physics (Secondary only)

* For English Language Learners, see the Applied Linguistics Department. For Latin and classical humanities, see the Classics Department.

Programs Leading to Licensure

The College of Education and Human Development’s licensure programs have been approved by the Massachusetts Department of Elementary and Secondary Education. In all its licensure programs, the College of Education and Human Development seeks to prepare thoughtful and responsive educators who demonstrate a command of the best pedagogical methods and practices for educators, as well as of the academic discipline they teach.

UMass Boston’s MEd Programs with initial licensure are approved by the Massachusetts Department of Elementary and Secondary Education and offer three areas of specialization: early childhood, elementary, and middle/secondary education. Both middle and secondary school areas offer further subspecialties in terms of subject-matter concentrations. While the initial licensure track consists primarily of courses in pedagogy, completion of the middle and secondary programs is conditional on meeting a field-of-knowledge requirement, normally through presentation of an undergraduate major in the field to be taught. In addition to coursework, the tracks require 75 to 84 hours of monitored prepracticum, half of which must be completed in an urban setting with an ethnically and socioeconomically diverse student population, and a semester-long practicum with accompanying portfolio. A 27-credit graduate certificate with initial licensure is also available at the middle/secondary level, consisting of 21 credits of coursework and the practicum.

Candidates for professional licensure at UMass Boston are prepared to demonstrate the skills, knowledge, and dispositions to become thoughtful and responsive educators in command of an advanced body of knowledge in their subject area. Recognizing that the role of the professional educator is to transmit complex ideas and knowledge in developmentally appropriate contexts, the College of Education and Human Development has structured its requirements so that our graduates will have the ability to convey a deep understanding of their specific field of knowledge to their students.

A teacher holding an initial license in Massachusetts may obtain professional licensure in the College of Education and Human Development either through the 36-credit MEd track with professional licensure or—if he/she already holds an advanced degree—through the 12-credit post master’s certificate with professional licensure. In both programs, (18 and 9, respectively) must be taken at the graduate level in the relevant academic discipline.

Please note: The initial license is good for five years of employment. At the end of that time, the additional work required for professional licensure must be completed. The professional license must be renewed every five years. Recertification will require “professional development points” and the payment of a recertification fee. Official policies regarding the recertification of educational personnel are published in a booklet available from the Massachusetts Department of Elementary and Secondary Education, 75 Pleasant Street, Malden, Massachusetts 02148-4906, or at http://www.doe.mass.edu.

Massachusetts Test for Educator Licensure

All students must pass all required MTEL exams prior to entering the practicum.

Transfer Credit

Students may, with approval of the relevant graduate program director, transfer into their UMass Boston MEd degree program a maximum of 6 credits (two courses) taken at external universities and a maximum of 6 credits taken as a nonmatriculated student at UMass Boston. Please see the general statement on transfer credit in the “Academic & Administrative Policies ” section of this publication for more details.


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