Academics

Course Catalog

UGRD > EDC G

Education

  • EDC G 230  Inclusion K-12 Inclusion K-12

    Description:
    The Purpose of this course is to examine the theoretical and practical issues that teachers must address as they implement effective inclusion of children with disabilities in general education classrooms. Topics to be studied include: the legal foundations of inclusion; appropriate strategies for supporting the academic, behavioral and social aspects of inclusive teaching; and strategies for productive interaction with other educators and parents. The central premise of this course is that inclusion requires collective attention to student needs within the general education program. Class participants will become familiar with: the roles of the general education teacher in special education; learning and behavior strategies to accommodate diverse student needs and analyzing school activities to maximize effective participation by a range of students. Twelve hours of filed experience are included.   More Info

    Offered in:
  • EDC G 241  Introduction to Urban Education

    Description:
    This course focuses on understanding the complexities of teaching in urban schools. We will explore the strengths, problems and issues that affect urban schools and examine how teachers can effectively respond to the issues that impact their students in this environment. The course covers four major topics. Understanding the Strengths and Challenges of the Urban Environment; Community Building and School Climate; Achievement Motivation: Working from a Strengths Based Perspective; Language Development as a Foundation of Learning.   More Info

    Offered in:
  • EDC G 246  Reading Development & Instruction int he Elem Classroom 1

    Description:
    This first course on reading development immerses participants in the content and pedagogy necessary to prepare diverse learners to become proficient readers in an elementary setting. Participants will develop an understanding of reading development, assessment and instruction while also deepening their own critical reading skills. This course also immerses participants in the MA Standards for Literacy and English Language Arts incorporating the Common Core State Standards, introduces effective literacy lesson planning and prepares students for the MTEL Foundations of Reading Test.   More Info

    Offered in:
    • TBA
  • EDC G 310  Technology & Education

    Description:
    This is an introduction to using computers and technology in education in responding to the ISTE National Technology Standards for Teachers and Students. The various uses of computers and K-12 educational applications in different content areas are examined. Students explore pedagogical and ethical issues that are raised by the use of computers in the classroom. In addition, students explore various criteria for effective use of technology in the classroom. Finally, the course looks at varied approaches in which technology may be used as mindful tools to facilitate changes in the ways teachers teach and students learn.   More Info

    Offered in:
    • TBA
  • EDC G 346  Reading Development & Instruction in the Elem Classroom 2

    Description:
    This second course on reading development immerses participants in understand the demands of literary and information texts as defined by the MA Literacy and ELA Framework incorporating the Common course State Standards. Participants begin by developing their own critical literacy skills through experience with close reading and analysis of a range of genres and text types. In the second part of the course, participants learn to apply this knowledge to an elementary setting. Through course readings, experience s and simulations, participants develop a repertoire of assessment and instructional strategies aimed at developing the criteria literacy skills of a diverse range of elementary students.   More Info

    Offered in:
    • TBA
  • EDC G 356  Supporting all Children in Becoming Writers

    Description:
    What does it meant to write well? How do we teach students to become effective writers? This course will explore methods and strategies for effective writing instruction in the elementary grades. Emphasis will be placed on the gradual release of responsibility as a model for effective teaching: the importance of ongoing observation and assessment to inform instruction; and the value of "teacher as writer". The course also aims to teach participants how to prepare students for college and career readiness as identified in the MA ELA Framework for Literacy and Language Arts incorporating the Common Core State Standards. Using the standards as a guide, students will develop knowledge of text types and purposes for writing: opinion/argument writing: informational/explanatory writing: and narrative writing. Participants will also explore strategies for teaching students how to match audience, task and purpose.   More Info

    Offered in:
    • TBA
  • EDC G 403  Crea Eff Lrn Env 1-6

    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

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  • EDC G 406  Sociolcultural Perspectives: Building School, Family & Community Relationships

    Description:
    Examine the interrelationships among students, schools and society. Learn about the ways in which race, class, gender, language, culture, and ethnicity influence how we define each other and ourselves within the broader culture of U.S. society. Explore the historical antecedents influencing the lives of exclusive and diverse peoples of the United States, as a foundation for understanding the policies, goals, assumptions, strategies, and practices of multicultural approaches to education. Draw on various models to construct educational curricula that are multicultural and socially re-constructionist. Within the context of public schooling today, read about how to develop students cultural consciousness of the shared societal assumptions, experiences and/or our interactions with individuals from diverse backgrounds. Prepracticum experiences will deepen understandings of the interrelationships among students, schools and society.   More Info

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  • EDC G 410  Computers-Tech & Edu

    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 416  Fstr Dev Math Thinkg

    Description:
    This course explores critical issues related to implementation of NCTM Standards and reviews selected research findings and theories of learning. Participants examine various methods and materials for teaching mathematics in grades N-6; engage in problem-solving and problem-posing activities; observe and work with children in a pre-practicum field site; and critically examine how their experiences relate to the teaching and learning of mathematics. Field observations are required.   More Info

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  • EDC G 417  App Res Lang&Lit Dev

    Description:
    This course explores and challenges generally held assumptions about teaching and learning of literacy for students N-8. It provides an opportunity to study research findings, best practices, and current trends in the teaching of literacy acquisition; to develop practical methods for applying those findings and encouraging thoughtful reading, writing, speaking, and listening; and to become familiar with resources that support these activities. Particular attention is given to working effectively with culturally and linguistically diverse students in urban settings. The field component of the course provides for observation and critique of various kinds of classroom practices in urban schools in the Greater Boston area.   More Info

    Offered in:
    • TBA
  • EDC G 419  Designing Science Methods for Children

    Description:
    This course explores theoretical and practical perspectives on teaching elementary science in Grades 1-6. It aims to enable participants to create classroom environments that promote inquiry and design and make science and engineering accessible to all children. In this course, our essential questions are: 1. What are science and engineering?, 2. What does it meant to learn science and engineering?, 3. What instructional practices enable all student to learn science and engineering? We explore these questions through hands-on science investigations, engineering challenges, student presentations, videos of classrooms in action, readings, class discussions and experience in implementing, critiquing, and designing lesson plans.   More Info

    Offered in:
    • TBA
  • EDC G 420  Elementary Education Pre-Practicum Experience I

    Description:
    This classroom experience in an urban public school provides opportunities for the pre-service teacher to observe the teaching of a master teacher, begin to assume responsibility for the education experience of students at the elementary level, and become familiar with curriculum and teaching materials. This practical experience is designed to correspond to the theory and instruction being presented in both EDCG 403 (Creating Effective Learning Environments) and EDCG 417 (Fostering Language and Literacy Development). Students enrolled in this course will engage in direct participation in a developmental set of experiences in an elementary classroom setting   More Info

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  • EDC G 421  Elementary Ed Pre-Practicum Experience II

    Description:
    This classroom experience in an urban public school provides opportunities for the pre-service teacher to observe the teaching of a master teacher, begin to assume responsibility for the education experience of students, and become familiar with curriculum and teaching materials. This practical experience is deigned to correspond to the theory and instruction being presented in EDCH 497L Curriculum Development in Elementary Schools. Students enrolled in this course will engage in direct participation in a development set of experiences in an elementary setting.   More Info

    Offered in:
    • TBA
  • EDC G 422  Middle & Secondary Pre-Practicum I

    Description:
    Course Description to be renumbered to EDCG 422 The pre-practicum, the culminating experience for teacher candidates, provides student with opportunities to observe how theory and technique of education are being used through a year-long observation in a classroom. Students observe how classroom teachers are applying the teaching methods and theories in their real practice.   More Info

    Offered in:
  • EDC G 423  Middle & Secondary Pre-Practicum II

    Description:
    This classroom experience in an urban public school provides opportunities for the pre-service teacher to observe the teaching of a master teacher, begin to assume responsibility for the educational experience of students, and become familiar with curriculum and teaching materials. This practical experience is designed to correspond to the theory and instruction being presented in EDCG 497O Curriculum Development in Elementary Schools. Students enrolled in this course will engage in direct participation in a developmental set of experiences in an elementary setting.   More Info

    Offered in:
    • TBA
  • EDC G 424  Cult of High School

    Description:
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    Offered in:
  • EDC G 425  Curriculum Development for Elementary Classrooms

    Description:
    This course explores the history, approaches, and implication of curriculum planning. In this introductory course in curriculum development, students will learn various approaches to planning curriculum units of study, with particular emphasis on way to incorporate the arts, science and social studies into elementary classroom learning experience. This course is required for certification at the elementary level.   More Info

    Offered in:
    • TBA
  • EDC G 446  Understanding Reading: Principles & Practices

    Description:
    Introduction to theoretical and instructional issues involved in the acquisition of literacy; provide research-based practical constructs for knowledgeable decision making; consider effective ways of creating and managing an inclusionary, balanced literacy development program, which addresses the needs of children who are culturally and linguistically diverse. Topics include: oral language and the impacts of emergent literacy development, lesson planning with particular attention to selection of appropriate literacy materials, strategies for beginning reading and writing, literacy development for English language learners, and strengthening family literacy connections. Across topics, emphasis is on teachers roll as an observer, and the use of assessment to guide instruction. This course is taken with ECHD 490 or ECHD 491, a full time practicum.   More Info

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  • EDC G 460  DSG SEC CUR&LRN STRA

    Description:
    This course examines current principles of curriculum and instruction, as well as state and national standards for the teaching of the disciplines at the middle and secondary school levels. Students review teaching materials and methods, design curriculum units, develop strategies for communicating with students from diverse backgrounds, do micro-teaching, design assessment and evaluation instruments, and critique their own and one another's efforts. This is a field-based course in which students are asked to reflect on the learning and teaching they see in a variety of school sites and apply what they observe as they design curriculum units.   More Info

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  • EDC G 465  Teaching & Learning in the Discipline Science

    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:
    • TBA
  • EDC G 466  Teaching&Learning in the Discipline History & Social Studies

    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 s   More Info

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  • EDC G 467  Teaching & Learning in the Discipline English

    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 497  Special Topics

    Description:
    This course offers study of selected topics within this subject. Course content and credits vary according to topic and are announced prior to the registration period.   More Info

    Offered in:
    • TBA
  • EDC G 498  Practicum & Seminar Elementary Education

    Description:
    The clinical practicum provides students with opportunities to put theory and technique into practice through placement in a classroom at the grade level and content area of the certification sought. Students develop their teaching competencies, with assistance from a certified cooperating teacher, a university supervisor and classroom faculty. This seminar will explore the connections between theory and practice by discussing the application of learning strategies and curriculum design, classroom management techniques and assessment. This seminar is held in conjunction with a year-long clinical placement designed to assist students in learning, practicing and perfecting the five Massachusetts Department of Education Standards for Educator Licensure, 603 CMR, Article 7.08: Professional Standards for Teachers: 1. Plans Curriculum and Instruction, 2. Delivers Effective Instruction, 3. Manages Classroom Climate and Operation, 4. Promotes Equity, 5. Meets Professional Responsibilities.   More Info

    Offered in:
  • EDC G 499  Practicum & Seminar

    Description:
    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: