Worcester State College | Graduate Student Catalog 2003-2004

Master of Education - Moderate Special Needs

Program Coordinator:
Dr. Carol Donnelly
508 929-8667
cdonnelly@worcester.edu

The Program (P-8):
The administration and faculty of Worcester state College has worked diligently in developing the Teacher of Students with Moderate Special Needs (P-8) Professional Licensure program to meet the intent of the October, 2003 Licensing Regulations as they were revised in May, 2003. The graduate program leading to a M.Ed. with a concentration in Moderate Special Needs (P-8) is developed around the Massachusetts Regulations for Educator Licensure and Preparation Program Approval.

Admission Requirements:
Candidates for the M.Ed. with a concentration in Moderate Special Needs (P-8) are required to meet the competencies established by the Office of Graduate Programs for all candidates seeking a Master of Education Degree through Worcester State College. In addition, candidate must posses an Initial license as a Teacher of Students with Moderate Special Needs from the Commonwealth of Massachusetts.

Program of Study:
Worcester State College’s Special Education Master Program is a 37 credit program, consisting of twelve three credit course and a one credit course in which students compile a Portfolio which documents their grown in mastery of content and pedagogical standards beyond the initial license.

The courses in the M.Ed. with a concentration in Moderate Special Education (P-8) program fall into 3 categories. The first set of courses meets the core education requirements common to several of the M.Ed. programs. There are four core courses, equaling 10 credits. Completion of these courses assures that students have acquired graduate level knowledge and skill in the foundation of education al thought, and in the interpretation, planning, and implementation of educational research.

Core M.Ed. Requirements:
ED 982 Research in Education 3 credits
ED 923 Development and Implementation of an Individual Educational Program 3 credits
ED 992 Portfolio Evaluation 1 credit
ED 981 Advanced Foundations of Education 3 credits

Two of the courses, ED 981 Advanced Foundations of Education and ED 981 Research in Education , should be taken during the first half of the program while ED 993 Seminar: Research in Content Concentration and ED 992 Portfolio Evaluation are taken at the end of the program. The Research in Education course provides the foundation for the Seminar: Research in content Concentration, focusing the candidates’ attention on good research design and potential research topics. The students complete their final action research paper in the seminar course.

The Portfolio Evaluation course is taken during the last semester of the program. During this course candidates compile a program portfolio to demonstrate that they have successfully attained the state standards leading to Professional licensure.

In addition to the core M ED requirements, students seeking Professional licensure take a number of courses which are either graduate courses in the Arts and Sciences departments or are “pedagogical courses, beyond those for the Initial license based on the academic discipline, developed or taught in collaboration with experts who hold at least a masters’ degree in that discipline or have a full time faculty position in that disciple in the arts or sciences or appropriate professional school other than education.”

CD910 Speech/Language Development, Differences, Diversity 3 credits
ED 914 Teaching Reading in the Content Areas 3 credits
ES 923 Mathematics Assessment and Instruction for Diverse Learners in Elementary and Middle School 3 credits
ED 951 Integrating Language Arts and Social Studies in the Elementary/Middle Schools 3 credits
ED 953 Integrating Science and mathematics in the Elementary/Middle Schools 3 credits
ED 917 Diagnosis and Remediation of Reading Difficulties in the Middle and Upper Grades 3 credits
Or
EE 915 Detection and Remediation of Early Reading Difficulties 3 credits
In addition, students are required to take one additional advanced course in pedagogy.
ED 925 Consulting and Interpersonal Skills 3 credits

Finally, with the help of the program coordinator, candidates select two elective courses in content or pedagogy that will comprise a concentration for the professional studies. Students are required to design their programs so that at least 50% of their coursework (7 courses or 21 credits) are in graduate courses in arts and sciences in the academic fields appropriate to special education, or in pedagogical courses more that those for the Initial license, developed or taught in collaboration with experts in the discipline.

Advising
The Office of Graduate and Continuing Education provides advisors during its hours of operation. That office also works with the department chair to assign a coordinator for each advisor of record for candidates accepted into that program. Open advising sessions are scheduled several times during the year so that all students are able to meet with the coordinator and address their problems and concerns. In addition, faculty coordinators are available via phone, e-mail and individually scheduled appointments. Advising also occurs on an ongoing basis as part of the regular course activities.
Faculty and advisors remain current with the requirements for licensure and program changes, and meet regularly with program coordinators to assure that their information is accurate and current.

Once admitted to the program, the student meets with the program coordinator to fill out a program of study. At that time, the coordinator informs students of program requirements and the typical schedule of course offerings, and outlines the students’ program through completion. The coordinator and student together fill out a program of study which will meets licensure requirements. This program of study must be signed by the Dean of Graduate and Continuing Education, and any changes must be approved both by the program coordinator and the Dean.

In addition, ED 981 Advanced Foundations of Education - an introductory course which is common to most Master programs - has been restructured to incorporate program and licensing requirements and college resources available to graduate students.

Upon completion of each licensure program, students meet with the Worcester State College Licensure Officer for advice about applying for licensure.

The Program (5-12):
The administration and faculty of Worcester state College has worked diligently in developing the Teacher of Students with Moderate Special Needs (5-12) Professional Licensure program to meet the intent of the October, 2001 Licensing Regulations as they were revised in May, 2003. The graduate program leading to a M.Ed. with a concentration in Moderate Special Needs (5-12) is developed around the Massachusetts Regulations for Educator Licensure and Preparation Program Approval.

Admission Requirements:
Candidates for the M.Ed. with a concentration in Moderate Special Needs (5-12) are required to meet the competencies established by the Office of Graduate Programs for all candidates seeking a Master of Education Degree through Worcester State College. In addition, candidate must posses an Initial license as a Teacher of Students with Moderate Special Needs from the Commonwealth of Massachusetts.

Program of Study:
Worcester State College’s Special Education Master Program is a 37 credit program, consisting of twelve three credit course and a one credit course in which students compile a Portfolio which documents their growth in mastery of content and pedagogical standards beyond the initial license.

The courses in the M.Ed. with a concentration in Moderate Special Education (5-12) program fall into 3 categories. The first set of courses meets the core education requirements common to several of the M.Ed. programs. There are four core courses, equaling 10 credits. Completion of these courses assures that students have acquired graduate level knowledge and skill in the foundation of education al thought, and in the interpretation, planning, and implementation of educational research.

Core M.ED. Requirements:
ED 981 Advanced Foundations of Education 3 credits
ED 982 Research in Education 3 credits
ED 993 Seminar: Research in Content Concentration 3 credits
ED 992 Portfolio Evaluation 1 credit

Two of the courses, ED 981 Advanced Foundations of Education and ED 981 Research in Education, should be taken during the first half of the program while ED 993 Seminar: Research in Content Concentration and ED 992 Portfolio Evaluation, are taken at the end of the program. The Research in Education course provides the foundation for the Seminar: Research in Content Concentration, focusing the candidates’ attention on good research design and potential research topics. The students complete their final action research paper in the seminar course.

In addition to the core M.Ed. requirements, students seeking Professional licensure take a number of courses which are either graduate courses in the Arts and Sciences departments or are “pedagogical courses, beyond those for the Initial license based on the academic discipline, developed or taught in collaboration with experts who hold at least a masters’ degree in that discipline or have a full time faculty position in that disciple in the arts or sciences or appropriate professional school other than education.”

CD 910 Speech/Language Dev/Diff/Diversity 3 credits
ED 914 Teaching Reading in the content Areas 3 credits
ES 923 Mathematics Assessment and Instruction for Diverse Learners in Middle and secondary Schools 3 credits
EN 900 History and Structure of the English Lang. 3 credits
HI 910 The Study and Writing of History 3 credits
ED 917 Diagnosis and Remediation of Reading Difficulties in the Middle and Upper Grades 3 credits
In addition, students are required to take one additional advanced course in pedagogy.
ED 925 Consulting and Interpersonal Skills 3 credits

Finally, with the help of the program coordinator, candidates select two elective courses in content or pedagogy that will comprise a concentration for the professional studies. Students are required to design their programs so that at least 50% of their coursework (7 courses or 21 credits) are in graduate courses in arts and sciences in the academic fields appropriate to special education, or in pedagogical courses more that those for the Initial license, developed of taught in collaboration with experts it he discipline.

Advising
The Office of Graduate and Continuing Education provides advisors during its hours of operation. That office also works with the department chair to assign a coordinator for each Graduate Education concentration. The coordinator is the advisor of record for candidates accepted into that program. Open advising sessions are scheduled several times during the year so that all students are able to meet with the coordinator and address their problems and concerns. In addition, faculty coordinators are available via phone, e-mail and individually scheduled appointments. Advising also occurs on an ongoing basis as part of the regular course activities.

Faculty and advisors remain current with the requirements for licensure and program changes, and meet regularly with program coordinators to assure that their information is accurate and current.

In addition, ED 981 - Advanced Foundations of Education, an introductory course which is common to most Master programs, has been restructured to incorporate program and licensing requirements and college resources available to graduate students.

Upon completion of each licensure program, students meet with the Worcester State College Licensure Officer for advice about applying for licensure.

Education Courses (Graduate)
EA 912 Foundations of Educational Administration
This introductory course is designed to provide an overview of the area of school leadership focusing on the foundations of educational administration, the cultural environment of urban, suburban, and rural educational settings and educational trends as indicated by current research and pertinent literature.
3 credits
EA 915 School Finance, Management and Administration
This course will explore the evolution of Public School Finance, Management and Administration. Emphasis will be on studying effective management strategies dealing with local school finance systems and its impact upon educational goals and objectives.
3 credits
EA 918 School and Community Relations
This course is intended to equip the practicity school administrator with the communication techniques needed to deal with the long line of issues that come and go in education.
3 credits
EA 920 School Business Management and Administration
Studies the interaction between school management services and the total educational organization and its environment.
3 credits.
EA 921 Fundamentals of School Finance
Considers the financial support and the allocation of resources in public education.
3 credits.
EA 922 Public School Administration
Historical, philosophical, and sociological study of American school administration with major emphasis on the function, duties, and responsibilities of the school administrator.
3 credits.
EA 923 Law for the Administrator
An in-depth investigation of specific school laws and how they relate to the administration of a modern school system.
3 credits.
EA 924 Curriculum Development and Assessment
Curriculum theory design, alignment and evaluation are the major foci.
3 credits.
EA 925 Staff Development: Theory and Practice
Theories and methods of staff development and in-service education for program aims and personnel. Action research in individual areas of involvement.
3 credits.
EA 927 School Plant and Development
A practical investigation of the planning, developing and implementing of renovations, or construction of new facilities. Topics include evaluating public relations and the community, hiring an architect, warrants and bonds, building
and developing facilities.
3 credits.
EA 929 Capstone Course
In consultation with the Program Coordinator, students will choose to compile a portfolio (2 credits) or write a thesis (3 credits).
2-3 credits.
EA 931 Administration of Programs for Children with Special Needs
The implications of legislation for administrators who are responsible for implementing these programs.
3 credits.
EA 932 Educational Personnel Administration
Study of the policies and problems associated with the selection, assignment, orientation, in-service programs, evaluations, promotion, and retention of the professional and nonprofessional staff of a school system.
3 credits.
EA 933 Collective Bargaining Strategies
A survey of the basic designs, strategies, and mechanisms used in preparing collective bargaining packages, counter proposals, and final proposals.
3 credits.
EA 939 Action Research Project I
EA 940 Action Research Project II
A two-semester course during which students will enroll for two consecutive semesters. During the two semesters students will meet both in large groups and individually in developing their action research projects.
3 credits per semester.
EA 950 Clinical Experience in Educational Administration
A 300-clock-hour clinical experience.
4 credits.
ED 901 Using Technology in the Classroom
Today’s students are adept at using the technologies as integral living tools. This course will examine the variety of techniques – including, the computer, web and software, film, TV, and other mass communicatios – and their applications in the classroom as learning tools. Discussions will center on the genres of technology appropriate for participants’ grade levels, subject areas, and student population. Students will study computer capabilities, web research, electronic presentations, and explore software options and lesson planning. Visual literacy topics from moving and still images will be investigated as key teaching tools. Adaptive technologies will be profiled.
3 credits.
ED 909 Clinical/Thesis Seminar
Students work with faculty advisor(s) to design, implement, and evaluate a formal study that seeks to investigate a significant issue, professional and content related in middle school education. The focus is on the application of research skills and the presentation of research products.
3 credits.
ED 910 The Child, Family, Community, and Diversity in Education
Advanced study of how differences in home experience, background knowledge and language proficiency impact school experience. Considers services provided by state and local agencies.
3 credits.
ED 911 Advanced Foundations of Reading
Prerequisite: A prior course in reading
Current approaches to teaching reading and comprehension with an emphasis on classroom evaluation and decisions, research, and application.
3 credits.
ED 912 Psychology in Teaching Reading
Provides an understanding of the psychological bases of the reading process; applies the theories of the psychologist to classroom situations.
3 credits.
ED 913 Diagnosis of Reading Disabilities
Student identifies and assesses reading disabilities through the administration of reading tests. Field-based experience included.
3 credits.
ED 914 Teaching Reading in the Content Areas
Presents meaningful theory and related teaching strategies to aid pupils in reading and learning from their content area textbooks.
3 credits.
ED 915 Administration and Supervision of Reading Programs
Design, implementation and evaluation of reading programs, legislation affecting reading programs, and reading staff development for the Teacher of Reading.
3 credits.
ED 916 Literature in the Classroom
Introduces a balanced selection of literature and broadens the student’s acquaintance with the exciting world of books from kindergarten through high school.
3 credits.
ED 917 Diagnosis, Analysis, and Remediation of Reading Difficulties in the Middle and Upper Grades
Prerequisite: ED 911, ED 914, EE 911
Focuses on causes and symptoms of reading deficiencies and methods of treatment for 4-12 students in remedial situations; case study required.
3 credits.
ED 918 Reading as Language
Explores the interrelationships of language and teaching reading and writing: includes developmental spelling, process writing, holistic theories of literacy, classroom applications.
3 credits.
ED 919 Reading Practicum/Internship
Prerequisite: ED 902, ED 920, CD 910, ED 911, ED 916, ED 914, ED 918, ED 915, EE 911, ED 917
Candidate plans and implements the responsibilities of a Teacher of Reading in a field-based supervised setting.
1 to 3 credits.
ED 920 Cognitive/Affective Learning for Typical and Atypical Children
Prerequisite: ED 981
Investigates cognitive/affective learning in typically developing children and children with special needs. Explores alternative instructional strategies for inclusion and IEP (Individualized Educational Plan) and IFSP (Individual Family
Service Plan) implementation.
3 credits.
ED 921 Developmental Patterns of Children and Adolescents with Special Needs
Study of the child/adolescent with special needs including characteristic psychological, educational, and sociological impact of developmental differences. Includes educational terminology for students with mild/moderate disabilities.
3 credits.
ED 922 Analysis and Interpretation of the Behavior and Learning Environment of Children and Adolescents
Evaluation procedures used to assess academic, cognitive, affective, and behavioral functioning of the child and adolescent. Formal and informal techniques for evaluating the effectiveness of instruction are examined.
3 credits.
ED 923 Development and Implementation of an Individual Educational Program
Considers federal and state laws regulating the development and implementation of individualized educational programs: Prereferral, assessment, eligibility, developing goals and objectives, program delivery and measuring progress.
3 credits.
ED 924 Program Development and Evaluation
Examination of current and proposed organizational plans for the delivery of services; application of research findings to curriculum effectiveness; program evaluation in terms of meeting the individual needs within the total school
structure.
3 credits.
ED 925 Consulting and Interpersonal Skills
Focuses on the theories and techniques of consultation.
3 credits.
ED 926 Curriculum Development and Instructional Techniques
Principles of curriculum development and the use of instructional techniques for special needs students. Some field work.
3 credits.
ED 927 Inclusive Settings: Learning Strategies and Management Techniques (1-6)
This course addresses the learning and behavior needs of special learners and helps teachers to develop strategies and techniques that can be used to improve knowledge and skills of all students in inclusion settings. Managing classroom behavior to enhance teaching and learning will be a focus in this course.
3 credits.
ED 928 Practicum for the Moderate Special Needs Teacher
A field-based experience in which the student demonstrates competencies in the delivery of direct services: assessment procedures, educational planning, classroom management, curriculum development, and in-service education.
3 or 6 credits.
ED 936 Counseling the Adolescent
Designed for students preparing to counsel adolescents. Focuses on adolescent patterns of development and the behaviors associated with them. Typical adolescent crises are explored with specific strategies to deal with them.
3 credits.
ED 939 Individual Intelligence Appraisal (WAIS-WISC)
Prerequisite: Introductory course in measurement
Study of two major Wechsler tests, Wechsler Adult Intelligence Scale (WAIS), and the Wechsler Intelligence Scale for Children (WISC). Includes administration and interpretation of both of these scales.
3 credits.
ED 941 Counseling the Elementary School Child
Investigates the various age-related problems found in the elementary school age child of today. Various counseling strategies to deal with these problems will be explored.
3 credits.
ED 949 American Education: Contexts and Influences
Prerequisite: Admission into the new intensive M.Ed. with certification program
Examines the social and historical contexts of American schools, noting appropriate psychological principles, learning theories philosophies, political and demographic trends, and their influences on educational policies and classroom
practices.
3 credits.
ED 950 Integrating Science and Social Studies in the Elementary/Middle Schools
Prerequisite: Teacher certification, Provisional with Advanced Standing or Standard
Curriculum development workshop focusing on creation of thematic units integrating science and social studies using cooperative learning models.
3 credits.
ED 951 Integrating Language Arts and Social Studies in the Elementary/Middle Schools
Prerequisite: Teacher Certification, Provisional with Advanced Standing or Standard
Curriculum development workshop focusing on integrating Language Arts and Social Studies utilizing children’s literature, reading, and writing skills.
3 credits.
ED 953 Integrating Science and Mathematics in the Elementary/Middle Schools
Prerequisite: Teacher Certification: Provisional with Advanced Standing or Standard
Curriculum development workshop focusing on the creation of thematic units integrating science and mathematics using cooperative learning models.
3 credits.
ED 954 The Nature and Needs of Young Adolescents
Prerequisite: Admission into the new intensive M.Ed. with certification program
Examines the needs and characteristics of young adolescents and the corresponding implications for middle school curriculum, instruction, classroom management and organization.
3 credits.
ED 956 The Middle School: History, Philosophy and Organization
Prerequisite: The three required core courses
A comprehensive examination of the Middle Schools in terms of history, philosophy, structure, curriculum patterns and organization, team planning and team teaching, block scheduling, etc. Students characteristics and societal
factors which impact upon students’ behavior in the Middle Schools are addressed.
3 credits.
ED 957 Instructional Design and Evaluation for Middle School Grades
Prerequisite: Admission into the new intensive M.Ed. with certification program, and completion of the core courses
Reviews relevant models of instruction and their application in middle school grades. Examines appropriate evaluation strategies and approaches designed to give students the ability to plan and implement overall assessment
strategies, including alternative assessment and the use of technology in instruction and evaluation.
3 credits.
ED 958 Middle School Curriculum and Instruction: Strategies and Modification
Prerequisite: Completion of the core courses
Designed to give students the ability to design and present instruction in ways that are commensurate with the developmental needs and readiness of early adolescent learners. The issues of inclusion, cooperative learning, block scheduling, thematic, and integrated curriculum and interdisciplinary curriculum are examined
3 credits.
ED 959 Assessment and Classroom Management in The Middle School
Prerequisite: Completion of all core courses in the M.Ed. middle school concentration program
Designed to give students the ability to plan and implement overall assessment strategies appropriate for middle school grades. The course examines developmentally appropriate classroom management strategies and techniques.
3 credits.
ED 960 Educational Law
An in-depth investigation of specific school laws and how they relate to the role of the teacher and administrator
3 credits.
ED 961 Educational Supervision and Evaluation
Designed to develop competency in the supervision and evaluation of teachers.
3 credits.
ED 963 The Understanding and Teaching of Culture
Approaches to cultural analysis and survey of techniques used to teach culture in the classroom.
3 credits.
ED 964 Current Issues in Education
Emphasis will be placed on problem solving and case study approaches.
Variable credit.
ED 965 Principles of Curriculum Development
Aspects of curriculum development, society, culture, learning theories, taxonomies of educational objectives, structure, hierarchy, balance, politics, strategy for change.
3 credits.
ED 968 Seminar in Curriculum and Instruction
Prerequisite: ED 965
Discussion and evaluation of curriculum and instruction as applied to real or theoretical construct.
3 credits.
ED 969 Teaching to Diversity: Methods and Materials (Middle School)
Prerequisite: Completion of all core courses in the new M.Ed. concentration program
Explores appropriate instructional strategies and school practices which promote equity pedagogy in middle school classes. Identifies basic manifestations of diversity in our society and classroom and explores ways of building bridges between the learner and the curriculum through instructional adaptations.
3 credits.
ED 970 Workshop for Educators
Specialized workshop experiences structured to enhance teacher abilities to implement new educational practices.
Variable credit.
ED 971 Special Topics
In-depth exploration of contemporary educational topics or issues.
Variable credit.
ED 972 The Adolescent Learner: Needs and Characteristics
Examines the needs and characteristics of the adolescent earner and the corresponding implications for curriculum,instruction, classroom management and school organization.
3 credits.
ED 973 Instructional Design and Evaluation for Middle School Grades
Prerequisite: Admission into the new intensive M.Ed. with certification program and completion of all core courses
Reviews relevant models of instruction and their application in secondary school grades. Examines appropriate evaluation strategies and approaches designed to give students the ability to plan and implement overall assessment strategies, including alternative assessment and the use of technology in instruction and evaluation.
3 credits.
ED 974 Curriculum Development and Innovations (Secondary School)
Prerequisite: Completion of all requirements for the Provisional with Advanced Standing Certificate
Draws upon extensive review of the literature on curriculum theory and models of instruction to examine relevant innovations in curriculum development and instructional delivery; noting their practical applications in Secondary
School classes.
3 credits.
ED 975 Assessment and Classroom Management in The Secondary School
Prerequisite: Completion of all core courses in the M. Ed. Secondary school concentration program
Designed to give students the ability to plan and implement overall assessment strategies appropriate for secondary school grades. The course examines developmentally appropriate classroom management strategies and techniques.
3 credits.
ED 976 Teaching to Diversity: Methods and Materials (Secondary School)
Prerequisite:Admission into the new intensive M.Ed. with certification program and completion of a# core courses
Explores appropriate instructional strategies and school practices which promote equity pedagogy in secondary school classes. Identifies basic manifestations of diversity in our society and classrooms, and explores ways of building bridges between the learner and the curriculum through instructional adaptation.
3 credits.
ED 977 Seminar in Contemporary Trends and Issues in Middle & Secondary Schools
Prerequisite: Completion of the core courses
Examines contemporary issues and trends in middle and secondary school curriculum, instructional delivery, assessment, classroom management, and the use of technology.
3 credits.
ED 980 Independent Study in Education
An opportunity for further study in a special field of interest under faculty supervision.
3 credits.
ED 981 Advanced Foundations of Education
Explores historical, philosophical, psychological, legal, and cultural foundations for education and school practices. Sets the stage for philosophical and theoretical requirements in ED 992 Portfolio Evaluation.
3 credits.
ED 982 Research in Education
Prerequisite: Admission into the new intensive M. Ed. with certification program
Examines research methods and designs in education and/or content areas; involves writing, hypotheses, reviewing literature, gathering data, and preparing research proposals.
3 credits.
ED 983 Theory and Research in Reading
Prerequisite: ED 902, CD 910, ED 920, ED911, ED 916, ED 914, ED 918, ED 915, EE911, ED 917
Investigates theories and research regarding current trends in reading instruction and provides for completing a research project.
3 credits.
ED 984 Reading Portfolio
Prerequisite: ED 902, ED 920, CD 910, ED911, ED 916, ED 914, ED 918, ED 915, EE911, ED 917
Capstone experience for Teacher of Reading Candidates to document accomplishment of state certification competencies and program requirements.
1 credit.
ED 985 Clinical in Reading
Prerequisite: ED 902, ED 910, ED 920, ED 911, ED 916, ED 914, ED 918, ED 915, EE 911, ED 917, ED 9 I 9
Clinical experience for students completing standard stage certification as a Teacher of Reading; 400 hours.
3 to 6 credits.
ED 990 Independent Research in Education
Prerequisite: Matriculated Graduate Student
For students wishing to pursue an independent research study in a specialized area of education.
3 credits.
ED 992 Portfolio Evaluation
Prerequisite: Aft required certification courses
Documents the student’s learning and provides a basis for evaluation of student’s overall performance and mastery of the certification standards.
1 credit.
ED 993 Seminar: Research in Content Concentration
Prerequisite: Completion of 24 graduate credits.
In-depth research course in the issues of childhood education. Students will conduct a formal study that seeks to investigate teaching and learning in the student’s content strand of concentration.
3 credits.
ED 994 Thesis Seminar
Prerequisite: Completion of all core and required courses.
Students work with faculty advisor(s) to design, implement, and evaluate a formal study that seeks to investigate a significant issue, professional and content related in secondary school education. The focus is on the application of
research skills and the presentation of research products.
3 credits.
ED 995 Elementary Education Clinical Experience: Grades 1-6
Prerequisites. ED 981, ED982, ED 910, ED920, EL 906, EL 907
Teaching experience, grades 1 through 6. Involves planning, implementing, evaluating leaming in a setting with typical and atypical students.
5 credits.
ED 996 Research and Evaluation
Research and evaluation methods and designs; includes gathering and analyzing data, writing research, and making evaluation reports.
3 credits.
ED 997 Advanced Philosophical Foundations of Education
Examines the basic principles of some major philosophers and demonstrates their effect on contemporary educational theories in the western tradition.
3 credits.
ED 998 Advanced Psychological Foundations of Education
Analysis of major schools of psychology with attention to contemporary issues. Role of the educator in the learning process and application of psychological principles to specific classroom situations.
3 credits.
ED 999 Internship in Education
A 400-clock-hour internship in an area of professional education.
3, 6, or 12 credits.
EE 900 Literature for Young Children
Survey of quality literature appropriate for early childhood, development of programs in literature and effective storytelling procedures.
3 credits.
EE 901 ECE: Curriculum and Evaluation
Addresses design, implementation, evaluation of integrated, developmentally appropriate programs; evaluation of children’s development and learning; curriculum content; play learning.
3 credits.
EE 902 Methods and Materials in Early Childhood Education
Focuses on activities designed to enable young children to use their abilities to the fullest.
3 credits.
EE 903 Language Arts in Early Childhood: Content Curriculum, Evaluation, Methods and Materials
Explores topics from MA English Language Arts Curriculum Frameworks. Addresses design, implementation, assessment of integrated, developmentally appropriate Language Arts programs.
3 credits.
EE 904 Exploring Science in Early Childhood Education
Uses MA Frameworks to develop and assess activities that foster learning and discovery. Connects science with literacy, mathematics, and social studies.
3 credits.
EE 905 Evaluation and Mediation Techniques of Young Children with Special Needs
Multidisciplinary approach to the evaluation of children with special needs.
3 credits.
EE 906 Practicum In Early Childhood Education
An intensive supervised field experience involving daily interaction with young children of ages three to five.
3 credits.
EE 907 Intellectual Development in Early Education
Examines the intellectual levels of children based on current research including Piaget and others.
3 credits.
EE 908 Evaluation of the Young Child
Understanding and interpreting the results of psychological and educational tests of pre-school age children.
3 credits.
EE 909 Supervision and Administration in Early Childhood Education
Outlines steps for the organization and administration of day care centers, nursery schools, and other programs for young children.
3 credits.
EE 910 The Pre-School Child with Special Needs
Detection, evaluation, and remediation of learning disabilities in young children from three years.
3 credits.
EE 911 Early Literacy for Young Children
This course focuses on the skills and techniques for presenting readiness skills and teaching beginning reading to children.
3 credits.
EE 912 Young Children and Inclusive Early Childhood Practices
Prerequisites: ED 920, EE 901, or Permission of Instructor
Adapts programs, materials, practices, environments for individuals. Implements theories integrating special needs children into regular classroom and early intervention strategies.
3 credits.
EE 913 Social Studies in Early Childhood: Content Curriculum, Evaluation, Methods and Materials
Explores topics from MA History and Social Studies Curriculum Frameworks. Addresses design, implementation, assessment of integrated, developmentally appropriate Social studies programs.
3 credits
EE 914 Health in Early Childood: Content Curriculum, Evaluation, Methods and Materials
Explores topics from MA Comprehensive Health Curriculum Frameworks. Addresses design, implementation, assessment of integrated, developmentally appropriate Health programs.
3 credits
EE 915 Detection and Remediation of Early Reading Difficulties
Prerequisite: A course in teaching reading to children
Addresses beginning reading difficulties, identification techniques, including observational surveys and running records, causes and prevention strategies, remedial material/techniques, national programs.
3 credits.
EE 916 Mathematics in Early Childhood Education: Content Curriculum, Evaluation, Methods and Materials
Addresses design, implementation and evaluation of successful, integrated, developmentally appropriate mathematics programs. Explores topics from MA Curriculum Frameworks.
3 credits
EE 917 The Arts in Early Childhood: Content, Curriculum, Evaluation, Methods and Materials
Uses MA Frameworks to develop and asses activities fostering learning and creativity. Connects the arts with literacy and social studies.
3 credits
EE 919 Seminar in Early Childhood Education
Current Issues and problems in the field of early childhood education.
3 credits.
EE 920 Independent Research in Early Childhood Education
For students wishing to pursue independent study in a specialized area of early childhood education.
3 credits.
EE 930 Environments and Programs for Infants and Toddlers
Prerequisite: Permission of Instructor
Designing developmentally appropriate programs for infants and toddlers, includes environment, play, curriculum, materials. Identification, intervention strategies for at risk infants/toddlers.
3 credits.
EE 931 Infant and Toddler Development and Care
Theory and research regarding typically developing and at risk infants/toddlers are studied. Caregiving procedures are addressed.
3 credits.
EE 950 Clinical Experience in Early Childhood Education: N (Infant, Toddler, Preschool) Level
Prerequisite: Permission of the Department
Supervised teaching experience at infant, toddler, preschool level. Involves planning, implementing, evaluating learning. Minimum 200 hours over a minimum 8 week period – 3 credits; 400 hours (entire semester) – 6 credits.
3 or 6 credits.
EE 952 Special Topics in Early Childhood Education
In-depth exploration of contemporary issues and topics in early childhood education.
3 credits.
EE 955 Clinical Experience in Early Childhood Education: Kindergarten – Grade 3 Level
Prerequisite: Permission of the Department
Teaching experience, kindergarten through grade 3. Involves planning, implementing, evaluating learning with typical and atypical children. 200 hours: 3 credits; 400 hours: 6 credits.
3 to 6 credits.
EL 900 The Gifted Child
Methods for identifying the gifted student; characteristics and personal factors of the gifted; techniques and approaches for curriculum development.
3 credits.
EL 902 Newspapers in Education
Newspapers are explored for their historical aspects, actual composition, freedom of the press, and behind-the scenes productions aspects. Learning activity packets are developed utilizing newspapers.
3 credits.
EL 903 Theory and Research in the Elementary School Curriculum
Prerequisite: ED 996
Emphasizes ability to recognize, select, and pursue independent action research in one or more areas of the elementary school curriculum.
3 credits.
EL 904 Instructional Leadership of the Elementary School
The many facets of elementary school administration and organization; the role of the principal as an administrator in the larger setting of present day education is stressed.
3 credits.
EL 905 Seminar in Current Issues in Elementary Education
Prerequisites: Three graduate level education courses approved by advisor
Symposium approach. Reading, writing, and discussion relevant to major issues.
3 credits.
EL 906 Contemporary Curriculum and Instruction for Elementary School
Prerequisites: ED 981, ED 910, ED 920
Investigates current and evolving patterns of curriculum and instruction noting forces and issues which affect curriculum. Special attention will be given to National and State Educational Reform Issues and in particular the Massachusetts Curriculum Frameworks. This course addresses design, implementation, and evaluation of successful, integrated curriculum content.
3 credits.
EL 907 Assessing Teaching and Learning in Elementary Education
Prerequisites: ED 982, EL 906
Studies current methods for assessment in elementary classrooms, creating traditional evaluations, portfolios, observations, checklists, self-assessment and using standardized tests.
3 credits.
ES 900 Instructional Leadership of Middle and Secondary school
The role of the principal and assistant principal in the administration.
3 credits.
ES 901 Language and Language Teaching
Prerequisite: Completion of at least two secondary education courses
A survey of linguistic theories and derived methodologies relevant to teaching a foreign language. 20 hour field experience included.
3 credits.
ES 902 Learning Skills for Adolescents
Reading, study and communication skill instruction, appropriate for content instruction in middle and high schools. 15 hour field experience.
3 credits.
ES 903 The Art of Teaching Adolescents
Underlying reasons and means for pursuing excellence in teaching middle and high school students; implications for discipline and leadership.
3 credits.
ES 904 Curriculum and Instruction for Adolescents
Developing and matching curriculum to high school students’ personal and social needs. 15 hour field experience.
3 credits.
ES 905 Methods and Materials for Teaching Humanities
Prerequisite: Completion of at least two secondary education courses
Techniques and microteaching practice in teaching high school English, social studies, and other humanities. 20 hour field experience.
3 credits.
ES 906 Methods and Materials for Teaching Science and Math
Prerequisite: Completion of at least two secondary education courses
Techniques and microteaching practice in teaching high school subject areas in math and the sciences. 20 hour field experience.
3 credits.
ES 907 Individualizing Instruction in the Middle and Secondary School
Examines ways in which teachers may individualize instruction in middle and secondary schools.
3 credits.
ES 908 Teaching Practicum Seminar (Middle and Secondary Grades)
Prerequisite: Completion of all pre-practicum courses and enrollment in the teaching practicum course
Involves guided analysis of principles of teaching and classroom procedures in terms of how theories relate to actual practices.
3 credits.
ES 909 Clinical Thesis Seminar
Prerequisite: Completion of all core, required, and elective courses
Students work with faculty advisor(s) to design, implement, and evaluate a formal study that seeks to investigate a significant issue, professional and content-related middle school education. The focus is on the application of research skills and the presentation of research products. Provide opportunities to exchange reflective clinical experience.
3 credits.
ES 910 Evaluation of Classroom Learning in Middle & Secondary Schools
Rationale and means for formative and summative evaluation, mastery learning, assessing higher order thinking, and improving learning attitudes and performance.
3 credits.
ES 911 Teaching Practicum
Prerequisite: Completion of required education courses, satisfaction of eligibility requirements.
Student teaching for Massachusetts Certification in Middle or High School. Seminar or other approved means for reflection on experience.
5 credits.
ES 912 Curriculum and Instruction in the Middle School
Addresses the unique nature of the middle school curriculum; with a focus on learning centers, mastery learning and learning activity packets.
3 credits.
ES 913 Methods and Materials for Teaching in the Middle School
Focuses on the interdisciplinary nature of instruction in the middle school with particular emphasis placed on the role of team teaching.
3 credits.
ES 914 ESL Methodology
Addresses topics in second language acquisition and applied teaching methodology in teaching English to speakers of other languages.
3 credits.
ES 915 Secondary School Curriculum Development: Theory and Practice
Prerequisites: ED 981, ED 982
Examines relevant theoretical frameworks for instructional design and implementation, noting individual differences and societal factors in curriculum adaptation and evaluation.
4 credits.
ES 916 Approaches To Teaching in the Middle School: Theory and Practice
Prerequisites: ED 981, ED 982, ES 922 (ES 922 may be taken concurrently)
Examines teaching strategies appropriate to the middle school with an emphasis on team teaching and an integrated curriculum.
4 credits.
ES 917 Approaches to Teaching in the Secondary Schools: Theory and Practice
Prerequisites: ED 981, ED 982, ES 915 (ES 915 maybe taken concurrently)
Examines advanced pedagogy and develops and implements teaching strategies which promote meaningful learning for all students at the high school level.
4 credits.
ES 918 Assessing Teaching and Learning at the Middle School: Theory and Practice
Prerequisites: ED 981, ED 982, ES 922 (ES 922 may be taken concurrently)
Concepts taught include writing instructional objectives, constructing various types of instruments to assess student learning in middle grades including alternative assessment, grading, standardized testing.
3 credits.
ES 919 Assessing Teaching and Learning in Secondary Schools: Theory and Practice
Prerequisites: ED 981, ED 982, ES 915 (ES 915 May be taken concurrently)
Writing instructional objectives, constructing various types of instruments to assess student learning in the high school, to include alternative assessments, grading, and standardized testing.
3 credits.
ES 920 Clinical Experience in the Middle Grades (5-9)
Prerequisites: ES 916, ES 918, ES 922
Teaching experience, grade 5 through grade 9. Involves planning, implementing, and evaluating learning in a setting with typical and atypical students.
5 credits.
ES 921 Clinical Experience in Secondary Grades (9-12)
Prerequisites: ES 915, ES 917, ES 919
Teaching experience, grade 9 through grade l2. Involves planning, implementing, evaluating learning in a setting with typical and atypical students.
5 credits.
ES 922 Middle School Curriculum Development: Theory and Practice
Prerequisites: ED 981, ED 982
Examines relevant theoretical frameworks for instructional design and implementation at the middle school in keeping with national reports.
3 credits.
ES 923 Mathematics Assessment and Instruction for Diverse Learner
Formal and informal means of assessing students mathematical performance. Strategies to increase mathematics performance for students with disabilities.
3 credits.
ES 924 Analysis and Interpretation of the Behavior and Learning environment of Children and Adolescents Grades 5-12.
Procedures to assess academic, cognitive, affective, and behavioral function of children/adolescents in grades 5-12. Techniques to prepare and maintain students with disabilities in general education.
3 credits
ES 925 Inclusive Settings: Learning Strategies and Management techniques (5-12)
Learning and behavior needs of children with disabilities. Developing strategies to improve teaching and learning for all students in inclusive grade 5-12 classrooms.
3 credits