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 is designed to provide the prospective elementary school teacher with a foundation in the concepts of mathematics as they relate to the curriculum of grades one through six. Emphasis will be placed on both computation and problem solving concepts and techniques, with treatment of a wide range of topics from basic operations to the use of computers in the classroom. The application of the content material to a classroom teaching situation will be integrated into the class meetings throughout the course. Recognition of special needs and of strategies for addressing these will be included. Prerequisite: ED 103.
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.
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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: 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.
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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 is designed to provide the prospective elementary school teacher with a foundation in the concepts of mathematics as they relate to the curriculum of grades one through six. Emphasis will be placed on computation, problem-solving concepts and techniques, cooperative learning and the use of manipulatives. The application of the content material to a classroom teaching situation will be integrated into the class meetings throughout the course. Recognition of special needs and of strategies for addressing these needs will be included. This course requires a field-based experience.
Description: The focus of this course is on the teacher as reflective decision-maker. It is the foundational course in the MAT program. Students will analyze their own decision-making in the areas of philosophy, curriculum, methodology, testing, evaluation, values and ethics. Various models of these teaching/learning components will be studied. Emphasis will be placed on personal development and one's goals. Summer 2011 Meeting dates:7/7,7/8,7/14,7/15
Description: The focus of this course is on the teacher in relationship to the many and diverse social contexts in which education occurs - family, school, community, and world. Students will be assisted in developing an historical/sociological perspective and understanding and acting upon present realities. Topics include social class, gender, ethnicity, school, culture, educational goals, community resources.
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Description: This course focuses on the acquisition and development of children's language, the role of language in learning and issues of linguistic and communicative competence. Students will gain an understanding of theoretical perspectives and current research findings and how these apply to the classroom. Specifically, the course will focus on the tasks involved in first and second language learning (acquisition and development), what the learner brings to the task, and how the environment contributes to that process. Language disorders and the language behaviors of socioculturally different children will be discussed including the integration of children into the mainstream classroom.
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. 13/S1:6/1&2 AND 6/15&16 Registration Deadline:May 10,2013
Description: 13/JN class meeting 1/5,6,12,13 Registration Deadline December 16, 2012.
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.
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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.
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.
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: Course addresses theoretical and instructional foundations for teaching students who are English Language Learners. Emphasis will be placed on teaching /learning strategies and the connection of these strategies to school performance and academic development. Concepts examined include: language acquisition and development, culture, assessment, and parental involvement. There will be a variety of learning activities and professional readings designed to provide the specifics of teaching English Language Learners. 13/S2:7/22,23,24,25 Registration Deadline:June 28,2013
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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. 13/SP:Meeting Dates 1/18,2/8,3/8&22,4/5,5/3&10
Description: This course is the culminating experience in the MAT Program-a one-semester supervised experience in a school classroom. Emphasis is placed on student demonstration of the standards for certification; the student's ability to integrate content area knowledge, pedagogical theory and practice. Course includes monthly seminars which address issues in teaching today directed by participants.
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. Prerequisite:NU 670 Students must register 3 weeks prior to start of class. 13/S1:HYBRID 5/30&31 AND 6/13&14
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 Students must register 3 weeks proir to first class. 13/S2:7/13&14 AND 7/27&28
