M Ed Curriculum & Teaching Course Descriptions
Contemporary Issues in Education (3 Credits)
(EDUC7400E)
This core course is designed to encourage candidates to think about the history and foundations of curriculum practice and issues related to diverse student populations. Particular emphasis will be placed upon (A) rethinking personal assumptions, (B) considering alternative perspectives, (C) investigating current and emerging educational theories, practices, and issues, (D) designing and organizing curriculum and selecting teaching strategies which effectively create a learning environment that meets the diverse needs of students, and (E) meeting the needs of children of poverty, children with special needs, and children of minority ethnic groups.
Research in Education (3 Credits)
(EDUC8300E)
In this core course students engage in the scientific reasoning process and reflect upon this process as it relates to the educator’s role. The goals and methods of educational research, the reading and analysis of primary sources, development of an educational research proposal using research and the teacher as researcher, are explored. In addition, course material includes currently used research strategies, such as ethnographic studies, action research and the case study approach. Emerging educational practices that are research-based are highlighted. Appropriate inferential and descriptive statistical methodologies are also studied. Candidates are strongly encouraged to develop an action research proposal during this course.
Curriculum Design and Implementation (3 Credits)
(EDUC7500E)
This course is designed to provide candidates with knowledge and skills of the curriculum development process as well as an awareness of societal demands on the curriculum. The process of developing and implementing curriculum is a continuous process that is systematic and logical. Development, assessment and improvement of curriculum necessary to engage students in the learning process and prepare them to be active contributors in the communication age is a challenge for school administrators and teachers nationwide. This course will familiarize the candidate with proven, practical techniques, methodologies and strategies that will aid the task in developing, implementing and evaluating curriculum. Current theories, research and practices of effective teaching methods, staff development models; in-service programs, curriculum designs and frameworks will be explored. In addition students will become aware of the importance to address different learning styles, cultural awareness, ethnic minorities, equity issues and the use of community resources while designing and evaluating curriculum.
Educational Foundations: Theory/Practice (3 Credits)
(EDUC7023E)
This course includes an examination of the theoretical and practical knowledge of the teaching/learning process with special emphasis on constructivist learning. The following topics will be included: national standards for teachers; the licensure process; leading theoretical foundations of educational thought; standard based curriculum; Massachusetts Curriculum Frameworks, instruction, and assessment; constructivist lesson planning; inclusive practices; and classroom community building as it relates to classroom management. Candidates seeking initial licensure complete a field experience.
Intro/Strategies for Effective Teaching in the Academic Areas (3 Credits)
(SEED7015E)
This initial-level graduate course focuses on relating the curriculum frameworks in a discipline to the design of meaningful activities which require the application of critical thinking skills in engaging classroom instruction and student assignments. A broad range of contemporary issues facing teachers will be studied. Students will become familiar with differentiated and interdisciplinary instruction. In addition to using a basic textbook, the Internet will be a major source of content for the design of secondary-level student activities.
Law for the Educator (3 Credits)
(EDLM8020E)
Constitutional and statutory provisions governing a public school system are examined on local, state and national levels. A thorough review is made of the legal parameters surrounding the local level of the educational system. In addition, students inspect federal and state guidelines generated to meet the needs of diverse student populations in compliance with current judicial decisions and state legislation. The impact of precedent-setting cases is a major focus of this course.
Advanced Seminar in Child-Centered Issues (3 Credits)
(EDUC8600E)
This specialized course in the elementary program will provide learners with the opportunity to explore, discuss, and reflect upon a variety of child-centered issues. Background information for discussions will include child development research results concerning environments that support and enhance optimum development. Topics will include, but not be limited to, multi-cultural, multi-ethnic education, family teacher partnerships, self-esteem research, mainstream/inclusion, cognitive styles and creativity, the educator’s role and abused children, educating from strengths and interests.
Inclusion of Students w/Special Needs in Regular Ed (3 Credits)
(EDUC7650E)
This course will examine the historical perspective of special education, which includes Massachusetts Regulations and the Individuals with Disability Education Act (IDEA). Inclusion is a mandate in IDEA, which is embedded within the least restrictive environment (LRE) concept. LRE equates intensity of service with the degree of amount of integration. Systems are legally obligated to provide a continuum of service with regard to the LRE concept when making placement decisions for special education students.
Contemporary Issues and Curriculum for Multi-Needs Populations (3 Credits)
(EDUC7228E)
This course is designed to encourage students to think about the historical, philosophical and theoretical foundations of educational practice and issues and their impact on multi-needs populations. Candidates reflect upon past, current and emerging educational practices and issues. Particular emphasis is placed upon rethinking personal assumptions and considering alternative perspectives in the midst of societal demands. New perspectives are then used to design, organize and develop curriculum which effectively creates a learning environment to meet the diverse needs of students. Candidates demonstrate curriculum competencies through the development of various curriculum projects which include understanding a variety of teaching strategies, resource applications and student assessment.
Advance Strategies for Critical Thinking in the Content Areas (3 Credits)
(EDUC8650E)
This specialized seminar integrates all content area subjects in an elementary school curriculum. In particular, it introduces students to the nature and scope of mathematics, science, social studies and fine arts in the elementary school. Students investigate a variety of content models and curriculum programs while they explore theoretical foundations, practical applications and current issues in the content areas. Strategies and modern techniques for effectively working with diverse populations of students, including computer application in the various content areas, are researched and emphasized. Students demonstrate competencies by developing and demonstrating techniques and activities which illustrate how concepts and practices are learned in each module and how they relate to student needs.
Thesis/Action Research (3 Credits)
(EDUC9500E)
This course is the culminating work for all M Ed programs. It provides the candidate with the opportunity to implement educational concepts and practices gained through earlier courses through an action research project. Each student is mentored through the process of identifying, defining, researching and creating the product for presentation in the action research model.
Impact of Technology (3 Credits)
(ETEC7600E)
This course includes content related to the impact of technology on education, especially as it relates to effective teaching and curriculum development. The use of technology as a change agent in schools is explored. Students are exposed to the variety of technologies used in schools. In addition candidates explore, analyze, discuss, and evaluate various computer/technology uses and applications in the 5-12 settings. All assignments and projects completed by each candidate will focus on their license area, content and subject matter. The curriculum frameworks in their particular field will be addressed in each assignment/project. Course readings, activities and final project will focus on particular strategies and best practice for authentic instructional design. Candidates will work with Microsoft Word, Microsoft Power Point, Inspiration Software as well as Web Design and Web Quests. Reviews from readings and Internet Sites will allow each candidate to share views and concerns. Participants will view research-based programs on the WWW that have enhanced the learning process. Computer applications and new technologies will be examined through readings, independent research, cooperative learning groups on-line, and sharing of work with colleagues.