Course Search Results
Description: An introduction to the field of education today. Areas discussed include: the role of the teacher, the legal and moral responsibilities of the profession, as well as the role of schooling and its historical and philosophical foundations. Emphasis is placed on the future teacher as critical thinker, problem-solver, and reflector on personal/social experiences.
Description: The purpose of this course is to acquaint students with the processes of learning and how teaching can be made more effective. The course is designed to help students understand the science of educational psychology and education; to describe as clearly as possible what is known about how students learn, and to help students translate this knowledge about learning into strategies for effective teaching at the elementary school level. Topics addressed include motivation, management, measurement and evaluation.
Description: This course is designed primarily for students who wish to prepare themselves to teach at the secondary level. The focus of the course is directed to the application of the principles of psychology to classroom practices, and therefore, is concerned with the study of major theories and their relationship to the educational setting. Topics addressed include motivation, management, measurement and evaluation.
Description: An initial field experience in the schools is a prerequisite for entrance to the Teacher Education Program. Students spend thirty-five contact hours in a school setting. Emphasis is placed on observing and on gaining familiarity with the Massachusetts Competencies for Teacher Certification.
Description: This course serves as an introduction to the modern secondary school. Emphasis is placed on the secondary school teacher, the adolescent student, school climate, principles of teaching and general techniques of teaching. Course includes field work. Prerequisite: ED 103.
Description: This course will serve as an overview of the curriculum/methods/materials involved in early childhood education. Key topics will include understanding the interaction of developmental theory and teaching strategy, creating developmentally appropriate curriculum, and assessing young childrens learning. Curriculum areas include art, music, emergent literacy, mathematics, literature, natural and social sciences. Course includes field work.
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Description: This course is designed to enable the student to apply general principles and methods of secondary education to specific subject areas in the secondary school. Competencies, strategies, and techniques of teaching are studied as they relate to a particular discipline; therefore, the course is taught in collaboration with the major departments and cooperating practitioners. Emphasis is placed on student participation through illustrations/ demonstration. Course includes field work. Prerequisite: ED 103.
Description: This course will focus on learning problems in children resulting from such factors as: borderline or below average intelligence (slow learners), developmental language disorders, learning disabilities, behavior disorders, and emotional disturbance, and physical/sensory impairments. This course will also focus on culturally- and linguistically-diverse children with exceptionalities and the gifted population. Emphasis will be on the recognition or identification of these students by the regular classroom teacher and strategies for challenging and providing for them in the educational setting. 18/SP HYBRID
Description: This course focuses on the care and curriculum components required for educating infants and toddlers in group settings. Focusing on children birth to 2.9 years of age, each domain of learning will be analyzed for developmental characteristics. The basis for planning appropriate learning experiences, organizing the physical environment and care components will be addressed through each of the developmental stages.
Description: This course will provide students with an interactive introduction to the wide variety of literature for children. A key component of the course will be choosing, assessing and reading childrens literature. Students will apply guidelines for assessing the quality of childrens literature as well as strategies for using childrens literature in elementary and early childhood classrooms. Students will also explore the major issues in the field including gender portrayal, cultural stereotypes, and censorship.
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Description: 15/S2:Meeting Dates 7/20,21,22,23 Registration Deadline June 26, 2015.
Description: This course is designed to provide a solid foundation for the early childhood student teaching practicum. Throughout the practicum experience, the student teacher applies her knowledge of child development, curriculum, methodology and assessment in an early childhood setting which includes special needs children. The student teacher spends at least 15 hours per week in an early childhood center. The student works under the direction of a cooperating teacher and is supervised by college personnel at least three times. In the seminar component, the student addresses the complexity of teaching/learning variables. Prerequisite: PS 307.
Description: A continuation of the two-day-a-week practicum (minimum 150 hours) in a center for preschool children. The practicum is supervised by college personnel (3 visits) and completed under the direction of at least a lead teacher. Prerequisite: PS 307.
Description: A full-time student teaching experience in the schools (minimum 300 hours) with a weekly seminar examining curriculum, instruction, and human behavior. Prerequisites: ED 100, 103, 200, 202, 310, PS 307, PE 310.
Description: Student teaching and seminar is a synthesis course in the Provisional Certificate with Advanced Standing Program component. It offers students the opportunity to reflect, analyze and unite coursework and personal experience which are merged in daily student teaching. Emphasis is placed on the student teacher as she evaluates her development in light of the standards for certification. Critical issues are addressed in the seminar format which will serve as vehicle for movement from self-orientation to identification with a culture of teaching.
Description: A full-time teaching experience in the schools (minimum 300 hours) with a weekly seminar examining curriculum, instruction, and human behavior. Prerequisites: ED 100, 103, 205, 306, 310; PS 310; PE 310.
Description: Student teaching and seminar is a synthesis course in the Provisional Certificate with Advanced Standing Program component. It offers students the opportunity to reflect, analyze and unite coursework and personal experience which are merged in daily student teaching. Emphasis is placed on the student teacher as she evaluates her development in light of the standards for certification. Critical issues are addressed in the seminar format which will serve as vehicle for movement from self-orientation to identification with a culture of teaching.
Description: This course will focus on learning problems in children resulting from such factors as: borderline or below average intelligence (slow learner), developmental language difficulties, learning disabilities, cultural deprivation, emotional problems or physical/sensory handicaps. Emphasis will be on the recognition or identification of these students by the regular classroom teacher and on remediation strategies. In addition to the handicapping conditions described above, a section of the course will deal with the gifted population and ways of challenging and providing for them in the educational setting.
Description: This course addresses the historical, philosophical, and ethical perspectives of education services for students with special needs. Federal and state laws and regulations pertaining to special education also will be studied. Legal and educational terminology and definitions for students with mild to moderate disabilities will be discussed. Exemplary programs, services provided by other agencies, development of an individualized educational plan (I.E.P.), and relevant current literature are reviewed.
Description: This course addresses psychological and developmental issues of children and adolescents with mild to moderate disabilities. Teachers will gain an understanding of theoretical perspectives and current research findings, and they will be expected to discuss applications to the classroom. The course will emphasize children?s and adolescents? developmental stages and their ecological context, with particular emphasis on the family. Finally, issues in the inclusion of learners with special needs into the classroom will be discussed. The major foci of the course will be theory and research, case studies, and applications in the classroom. HYBRID 18/JN- Online plus two Saturdays from 9am-5pm on January 6th and 13th.
Description: This course addresses the principles of nondiscriminatory assessment of children and adolescents with mild to moderate disabilities. It will provide experience with informal and formal assessment measures. Basic concepts of measurement will be covered so that students can evaluate test instruments and interpret test results knowledgeably. Current issues in the field of assessment will be discussed and ethical issues emphasized throughout the course. 16/FA-Online 10/23/16-12/17/16
Description: 16/FA-Meeting Dates 8/28/16-10/22/16
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Description: This course will address the design or modification of curriculum, instructional materials, and general education classroom environments for students with moderate disabilities. Emphasis will be placed on differentiated instruction that focuses on developing appropriate strategies for meeting the needs of diverse learners. It will align the principles of inclusion with their educational implementation by exploring and applying instructional strategies and curricular adaptations that are most effective in the general education setting. ED 519A places emphasis on the elementary school child. ED 519B emphasizes the student in grades 5?12. A field-based experience is required for those earning their initial license in moderate special needs. 16/FA-Meeting dates 10/23/16-12/17/16.
Description: This course will address the design or modification of curriculum, instructional materials, and general education classroom environments for students with moderate disabilities. Emphasis will be placed on differentiated instruction that focuses on developing appropriate strategies for meeting the needs of diverse learners. It will align the principles of inclusion with their educational implementation by exploring and applying instructional strategies and curricular adaptations that are most effective in the general education setting. ED 519A places emphasis on the elementary school child. ED 519B emphasizes the student in grades 5?12. A field-based experience is required for those earning their initial license in moderate special needs. 16/FA-Meeting Dates 10/23/16-12/17/16.
Description: This course will provide students with an interactive introduction to the wide variety of literature for children. A key component of the course will be choosing, assessing, and reading children?s literature. Students will apply guidelines for assessing the quality of children?s literature, as well as strategies for using literature in inclusive classrooms from preschool to high school. Students will also explore the major issues in the field including gender portrayal, cultural stereotypes, and censorship. 12/S2:7/9,7/10,7/18,7/19 Registration deadline:June 15, 2012
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Description: 15/S2-Meeting Dates 7/20,21, 22, 23 Registration Deadline June 26, 2015
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Description: This seminar places emphasis on the teacher as researcher. Course coverage includes the nature and basics of education research and methodologies. Using a wide variety of print, non-print and technology-based resources, students will select, design and present a research project. 14/SP:Meting Dates 1/24,2/7,3/7,4/11,5/2,5/9 3/28-snow makeup day
Description: An analysis of various instructional models/methods and their application to the design of curricula in educational settings to create positive learning environments. Models are discussed in light of course content, objectives, goals, and current research. Focus on problem solving common teaching/learning situations and the relationship between theory and practice. Students must register 3 weeks in advance of first. Prerequisite:NU 670. HYBRID. 18/SP: In-class dates: 1/21, 2/11, 3/18 & 4/8
Description: A study of both formal and informal assessment techniques and the components involved in each approach.An analysis of models of outcome assessment and program evaluation and their relationship to classroom/clinical settings. Prereq:NU670,ED620 HYBRID 16/S1- Meeting Dates 5/22, 6/12, 19, 26
Description: A critical examination of higher education leadership and organizational theories and ethical issues that colleges and universities face in the twenty first century. Students will know and apply theory in order to objectively assess leadership current leadership practices, systems theory, culture, diversity and change processes as they relate to individuals and higher education institutions. HYBRID 16/FA 9/17, 10/22, 11/19, 12/10
Description: This course provides an introduction and overview quantitative and qualitative methods of program/policy evaluation and policy analysis concepts and methods in higher education. The primary goal of this course is to instruct doctoral candidates to become consumers of educational research to read, understand, and think critically about educational policy and program evaluation. In addition, it will serve to introduce students to qualitative research and quantitative statistical approaches in order to become producers of policy-oriented research. Taken with ED 801. HYBRID 17/FA: 9/9, 23, 10/21, 11/4, 18, 12/2
Description: This advanced seminar builds upon the knowledge and skills acquired in ED 801 and EDU 802 in which students focus on integrating the concepts of systems theory, culture and diversity within the context of a comprehensive semester-long research project in which students will conduct a comprehensive education program evaluation and provided proposed solutions. HYBRID 18/SP:meeting dates 1/20,2/3,24 3/17,4/7,21
Description: This research course provides an overview of research design and analysis in social and behavioral research. Emphasis is placed on understanding the process of social and educational research in field settings, developing data collection tools, producing high-quality quantitative and qualitative data, and descriptive analysis. The course content and assignments build upon readings and themes addressed in ED 802.
Description: HYBRID 17/FA: 9/9, 23, 10/21, 11/4, 18, 12/2
Description: 17/FA: 9/9, 23, 10/21, 11/4, 18, 12/2
Description: This course is a continuation of ED 801. Students will know and apply theory in order to objectively assess current leadership practices, systems theory, culture, diversity and change processes as they relate to individuals and higher education institutions. Students will leave this thought provoking course thinking about what leadership in higher education should look like, feel like, and sound like.
Description: 17/SP: 1/21, 2/11, 25, 3/25, 4/1, 22 29
Description: This course is the development of Chapter 1 (Proposal and Introduction) of the DiP which is a student centered, independent research proposal that requires the comprehensive working-knowledge of all research courses in this culminating and integrative experience. In this first DiP course, students will identify and discuss a problem in higher education leadership, conduct a literature review, and plan a research design. Students will present their research proposal for their capstone project at the end of the course and, with committee approval, will submit materials to the Institutional Review Board (IRB). 18/SP:meeting dates 1/20,2/3,24 3/17,4/7,21 17/FA: 9/9, 23, 10/21, 11/4, 18, 12/2
Description: 17/S1: Meeting dates 5/20, 6/3, 17, 7/29
Description: 16/S1:Saturdays (5/21, **, 6/18, 6/25)) ** the weekend that was scheduled is a holiday weekend, the students will meet with instructor (at the students' convenience) during the week
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Description: This course focuses on the evolving learning-centered co-curricular environments of higher education. Candidates will use a problem-based learning approach to examine both the theory and application of experiential learning and community service learning curricula. Candidates will analyze research in the area of service learning, model strategies and pedagogical methods inherent in service learning, and develop a co-curricular service project or model for possible application. HYBRID 18/JN:meeting dates 1/6,13 18/SP:meeting dates 1/20,2/3,24 3/17,4/7,21
Description: This course prepares candidates to lead reform initiatives in teaching and learning in higher education settings. It focuses on the relationship among curriculum, instruction and assessment. Candidates learn to analyze key issues and problems impacting teaching and learning in higher education.HYBRID 18/SP:meeting dates 1/20,2/3,24 3/17,4/7,21
Description: This course provides an introduction to issues in educational measurement and assessment with an emphasis on applications in higher education settings. Topics include: types of assessments including standardized tests, portfolios, performance tasks, computer adaptive tests; test development; item writing and analysis; test administration; evaluating tests and items including reliability and validity; and interpreting test results. HYBRID 15/S1:On-line 6/15-6/27
Description: This course will focus on various curriculum models and instructional beliefs that influence the creation, organization, presentation, and assessment of curriculum in higher education. Candidates will reflect on their own views as well as competing ideologies in light of the ?commonplaces ? of education ?the learner, teacher, subject matter, and the social and instructional milieu. HYBRID 14/S2:Meeting dates 7/16,17,22,23
Description: HYBRID 15/SP:1/31,2/28,3/28,5/2
Description: Focuses on the knowledge and skills required to effectively deal with financial changes and trends for institutions of higher education. Candidates will develop their skills in analysis and evaluation of issues from multiple perspectives, including administrative, consumer and societal (government and organizations in the private sector that influence the source and use of funds). The course will first focus on the financial management of higher education (administrative perspective) regarding effectiveness and efficiency issues associated with the use of funds. In addition, it will then address the consumer perspective (access and choice issues in financing students) focusing on the source of institutional funds, state and federal policies and programs, and budgeting to inform the learner from that perspective. HYBRID 17/S1: Meeting dates 5/20, 6/3, 17, 7/29
Description: 17/SP: 1/21, 2/11, 25, 3/25, 4/1, 22 29
Description: 17/FA: 9/9, 23, 10/21, 11/4, 18, 12/2
Description: This course is the development of Chapter 5 (Conclusion and Recommendations) of the DiP. Students will make recommendations for future research and educational practice based on the findings in their study. 18/SP:meeting dates 1/20,2/3,24 3/17,4/7,21
