Academics

Course Catalog

GRAD > EDC G

Education

  • EDC G 556  Advanced High School Biology for Urban Teachers

    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.   More Info

    Offered in:
    • TBA
  • EDC G 557  Advanced High School Chemistry for Urban Teachers

    Description:
    This course is designed for current or future high school teachers of chemistry in urban settings. It is especially designed for those who are teaching an advanced or capstone chemistry course for high school juniors or seniors, and want to prepare students for college level work in chemistry or for the College Board AP chemistry exam in May. All elements of the course will be anchored in a cognitivist theoretical framework that utilizes Learning Progressions as a meants to understand how to teach concepts and skills to high school students in ways that build from what they already understand and prepare them for more advanced material in college.   More Info

    Offered in:
    • TBA
  • EDC G 558  Advanced High School Environmental Science for Urban Teachers

    Description:
    This course is designed for current or future high school teachers of Environmental Science (ES) in urban settings. It is especially designed for those who are teaching an advanced or capstone ES course for high school juniors or seniors, and want to prepare students for college level work in ES fields or for the College Board AP ES 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 students in ways that build from what they already understand and prepare them for more advanced material in college.   More Info

    Offered in:
    • TBA
  • EDC G 597  Special Topics

    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.   More Info

    Offered in:
    • TBA
  • EDC G 603  Creating Effective Learning Environments

    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.   More Info

    Offered in:
  • EDC G 606  Sociocultural Foundations of Education

    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.   More Info

    Offered in:
  • EDC G 610  Computers, Technology, and Education

    Description:
    An introduction to using computers and technology in education. The various uses of computers and technology in education are examined in depth as participants are introduced to a wide variety of K-12 educational software and the Internet and explore the pedagogical issues raised by the use of computers for students, teachers, and school administrators. These include consequences for learning, problem solving, organizing data, creativity, and an integrated curriculum. Finally, the course looks at ways in which technology may help facilitate changes in the ways teachers teach and students learn and ultimately may stimulate reform in education. The course has a field component where students observe computer use in the classroom.   More Info

    Offered in:
    • TBA
  • EDC G 611  Internet Application for Educators

    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.   More Info

    Offered in:
    • TBA
  • EDC G 612  Evaluation and Design of Educational Software

    Description:
    This course provides participants with methods and strategies for evaluating and designing educational software and other applications of advanced information technology.   More Info

    Offered in:
    • TBA
  • EDC G 617  Literacy Diagnosis & Instruction

    Description:
    This course focuses on literacy assessment through the use of various informal and/or authentic procedures such as Affective Assessments, Running Records, Modified Miscue Analysis, Informal Reading Inventories, Retellings, Schemata assessments, Metacognitive assessments, and other teacher initiated and designed assessment procedures. The course emphasis is on teacher decision making and instructional planning based on qualitative analyses of childrens literacy and strategies, both linguistic and cognitive. The importance of childrens emergent literacy development, cultural and linguistic diversity, sociolcultural and affective influences, and motivations for reading and writing are considered and highly respected. Discussion of standardized testing is part of this course, and opportunities to learn to review these tests for content validity in your own classroom, discuss these test results with parents/families, and understand the major issues regarding these often required tests will be provided. Students taking this course are required to work with one child/student over the course of the semester.   More Info

    Offered in:
    • TBA
  • EDC G 619  Designing Instruction: Science

    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.   More Info

    Offered in:
  • EDC G 621  Teaching Writing in the K-12 Classroom

    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.   More Info

    Offered in:
  • EDC G 625  Designing Instruction in Mathematics and Science

    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.   More Info

    Offered in:
    • TBA
  • EDC G 626  Integrating Social Studies and the Arts

    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.   More Info

    Offered in:
  • EDC G 628  Community, School & Classroom Structures

    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.   More Info

    Offered in:
    • TBA
  • EDC G 629  Foundations of Middle School Teaching

    Description:
    This course is the foundation of the middle school program. It covers middle school philosophy, curriculum, and instruction; pre-adolescent development; and assessment. In the fall, it is held at a cooperating middle school, co-taught by school and GCE faculty. Students may combine the seminar with 75 hours of directed field work at our partner middle school, gaining direct experience with middle school children, curriculum, and instructional methods. In the spring, the course is taught on campus, as a regular 3-credit graduate course.   More Info

    Offered in:
    • TBA
  • EDC G 630  Inclusion, K-12

    Description:
    This course examines the theoretical and practical issues that teachers must address as they implement the effective inclusion of children with disabilities in general education classrooms. Topics include the legal foundations of inclusion; appropriate strategies for supporting the academic, behavioral, and social aspects of inclusive teaching; and strategies for productive interactions with other educators and parents. The course's central premise is that inclusion requires collective attention to individual needs within the general education program. Participants become familiar with the roles of the general education teacher in special education, develop learning and behavior plans to address student needs, and acquire practice in analyzing school activities to maximize effective participation by a range of students. The course includes a field experience component.   More Info

    Offered in:
  • EDC G 634  Introduction to Game-Based Teaching

    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.   More Info

    Offered in:
  • EDC G 642  Organization of School Curriculum

    Description:
    This course analyzes the development of a variety of models of elementary, middle, and secondary school curricula. Emphasis is given to discipline-based and thematic, integrative, and multicultural curricula. Participants become familiar with curriculum sources and materials and current approaches to assessment; they also explore the dynamic interactions among teachers, administrators, families, and communities in conceptualizing, implementing, and evaluating curriculum. Field observations are required.   More Info

    Offered in:
    • TBA
  • EDC G 643  Behavior&Clsrm Mgt

    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.   More Info

    Offered in:
  • EDC G 644  Dvlp Stgs:Chld-Adlsc

    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.   More Info

    Offered in:
  • EDC G 646  Understanding Reading: Principles and Practices

    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 students 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.   More Info

    Offered in:
  • EDC G 647  Multicultural Literature for Children and Young Adults

    Description:
    This course examines current research, theory, and practice for the integration of multicultural literature into the pre K-12 curriculum. Students read a broad range of literature representative of the diverse cultural groups represented in today's classrooms. Field-based observations are required.   More Info

    Offered in:
    • TBA
  • EDC G 648  New Literacies and Emerging Technologies across the Content Areas

    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.   More Info

    Offered in:
  • EDC G 649  Sheltered English Instruction in the Content Areas

    Description:
    This course is the first of a two-course sequence aiming to fulfill the requirements for Categories I through IV of the April 2006 Guidelines for Sheltered English Instruction (SEI) professional development of the Massachusetts Department of Education. This first course covers Category II, furnishing all teachers with instructional strategy knowledge and practice needed to successfully teach second language learners. The course is designed to equip prospective and in-service teachers with skills to effectively organize and implement content area instruction appropriate for English language learners at different levels of English proficiency. The myriad student language backgrounds primarily encountered in increasingly diverse urban school districts are discussed. The main focus area centers on sheltering content instruction for a variety of proficiency levels/content areas. Instructional strategies and content area units/lessons related to the Curriculum Frameworks and Massachusetts English Language Proficiency Benchmarks and Outcomes (ELPBO) are developed and documented in a sample portfolio. The course content is delivered through experiential, participatory and process-oriented strategies that are used successfully with English language learners and build reflective practices. This is a three graduate credit course requiring a minimum of 37.5 contact hours.   More Info

    Offered in:
    • TBA
  • EDC G 650  Rethinking Equity and Teaching for English Language Learners

    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.   More Info

    Offered in:
  • EDC G 656  Teaching the English Language Arts at the Elementary Level

    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.   More Info

    Offered in:
  • EDC G 659  First and Second Language Acquisition, Reading & Writing for Urban Mainstream Teachers PreK-12

    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.   More Info

    Offered in:
    • TBA
  • EDC G 660  Using Data to Plan Curriculum and Instruction

    Description:
    This course focuses on how to design and implement diagonostic, formative,a nd 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 refelcting ont he learning and teaching observed at their school site, students will practice using microteaching to analyze their own teaching practices.   More Info

    Offered in:
  • EDC G 663  Assessment in Teaching

    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.   More Info

    Offered in:
    • TBA
  • EDC G 665  Science Methods

    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.   More Info

    Offered in:
  • EDC G 666  Social Studies Methods

    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.   More Info

    Offered in:
  • EDC G 667  English Methods

    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.   More Info

    Offered in:
  • EDC G 668  Content & Methods for Teaching Elementary School Mathematics

    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 students overall mathematical education.   More Info

    Offered in:
  • EDC G 669  Math Methods

    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.   More Info

    Offered in:
  • EDC G 670  Mathematics for Elementary Teachers 2

    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 students 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.   More Info

    Offered in:
    • TBA
  • EDC G 671  Practice in Tutoring: Writing and Reading Across the Curriculum

    Description:
    This course features monitored tutoring of individuals and small groups in the CLA Reading, Writing, and Study Skills Center and participation in a weekly seminar. Seminar topics include critical reading, writing about texts and literature, thinking about assessment, and other issues central to the teaching of reading and writing across the curriculum. Selected readings from scholarly literature and reflective teaching journals are also assigned. The course provides experience primarily applicable to secondary-school teaching, although it may also be helpful to those preparing for elementary-level teaching.   More Info

    Offered in:
    • TBA
  • EDC G 672  Advanced Strategies for Teaching Mathematics to ELL and SPED students

    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.   More Info

    Offered in:
    • TBA
  • EDC G 673  Advanced Strategies for Teaching Secondary Mathematics to ELL and SPED Students

    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.   More Info

    Offered in:
    • TBA
  • EDC G 674  Advanced Strategies for Teaching Science to ELL adn SPED Students

    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.   More Info

    Offered in:
    • TBA
  • EDC G 675  Advanced Strategies for Teaching Literacy to ELL and SPED Students

    Description:
    The course extends the knowledge needs by professional teachers of literacy to teach the English Language Arts in the regular education classroom. Attention is paid to the explicit teaching of literacy across content areas to include both literature study and informational texts. The focus is on preparing all students, including English learners and students with special education needs to fully participate in lessons, meet content standards for the English Language Arts, and increase academic language proficiency.   More Info

    Offered in:
    • TBA
  • EDC G 676  Advanced Strategies for Teaching Social Studies and History to ELL and SPED students

    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.   More Info

    Offered in:
  • EDC G 686  Graduate Practicum: Student Teaching Elementary Education

    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.   More Info

    Offered in:
  • EDC G 687  Graduate Practicum: Student Teaching Middle School Education

    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.   More Info

    Offered in:
  • EDC G 688  Graduate Practicum: Student Teaching Secondary Education

    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.   More Info

    Offered in:
  • EDC G 689  Teacher Research

    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.   More Info

    Offered in:
    • TBA
  • EDC G 690  Teacher Research for Professional Licensure

    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.   More Info

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  • EDC G 696  Independent Study

    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.   More Info

    Offered in:
  • EDC G 697  Special Topics in Education

    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.   More Info

    Offered in:
  • EDC G 698  Internship in Education

    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.   More Info

    Offered in: