Education

Description for EDCG611:
This course will explore the use of online resources and tools in education. Special attention will be given to the integration of web resources with curriculum. Topics will include Internet search strategies, utilization of web resources, development of instructional web sites, electronic portfolio assessments and online instruction.

Click here for video introduction, instructor, books and other information.

Academic Information:
Credits: 3

Fee:
Course Fee: $1335
Lab Fee: $0
Total: $1335

Description for EDCG612:
This course provides participants with methods and strategies for evaluating and designing educational software and other applications of advanced information technology.

Prerequisite: EDC G 610 or Permission of Instructor.

Click here for video introduction, instructor, books and other information.

Academic Information:
Credits: 3

Fee:
Course Fee: $1335
Lab Fee: $0
Total: $1335

Description for EDCG617:
This course focuses on literacy assessment through the use of various informal and/or authentic procedures such as Affective Assessments, Running Records, Modified Miscue Analysis, Informal Reading Inventories, Retellings, Schemata assessments, Metacognitive assessments, and other teacher initiated and designed assessment procedures. The course emphasis is on teacher decision making and instructional planning based on qualitative analyses of children’s literacy and strategies, both linguistic and cognitive. The importance of children’s emergent literacy development, cultural and linguistic diversity, sociolcultural and affective influences, and motivations for reading and writing are considered and highly respected. Discussion of standardized testing is part of this course, and opportunities to learn to review these tests for content validity in your own classroom, discuss these test results with parents/families, and understand the major issues regarding these often required tests will be provided. Students taking this course are required to work with one child/student over the course of the semester.

Prerequisites: Permission of Instructor except in the following cases: MEd w/Initial-Elem: EDC G 603, 606, 630, 644 or MEd w/Prof Licensure sub-plan.

Academic Information:
Credits: 3

Fee:
Course Fee: $1335
Lab Fee: $0
Total: $1335

Description for EDCG617:
This course focuses on literacy assessment through the use of various informal and/or authentic procedures such as Affective Assessments, Running Records, Modified Miscue Analysis, Informal Reading Inventories, Retellings, Schemata assessments, Metacognitive assessments, and other teacher initiated and designed assessment procedures. The course emphasis is on teacher decision making and instructional planning based on qualitative analyses of children’s literacy and strategies, both linguistic and cognitive. The importance of children’s emergent literacy development, cultural and linguistic diversity, sociolcultural and affective influences, and motivations for reading and writing are considered and highly respected. Discussion of standardized testing is part of this course, and opportunities to learn to review these tests for content validity in your own classroom, discuss these test results with parents/families, and understand the major issues regarding these often required tests will be provided. Students taking this course are required to work with one child/student over the course of the semester.

Prerequisites: Permission of Instructor except in the following cases: MEd w/Initial-Elem: EDC G 603, 606, 630, 644 or MEd w/Prof Licensure sub-plan.

Academic Information:
Credits: 3

Fee:
Course Fee: $1335
Lab Fee: $0
Total: $1335

Description for EDCG621:
This course deals with the teaching of writing, the teacher as writer, and the interactions between reading and writing. Readings and presentations offer up-to-date information, theory, and practical techniques for teaching reading and writing in all subject areas. Students meet regularly in reader-writer response groups to work on their own writing and to respond to one another’s writing about reading. There are a number of guest lecture-demonstrations by elementary and secondary teachers who are teacher/consultants with the Boston Writing Project. The course combines writing process theory with practical methods.

Prerequisites: Permission of Instructor except in the following cases: MEd w/Initial - Elementary: EDCG 603, 606, 630, and 644, or in (sub)plans MEd w/Prof - Elem-Mid-Second, Post-Mast Cert w/Prof - Elem-Mid-Seond, or MEd w/Initial or Prof Licensure.

Academic Information:
Credits: 3

Fee:
Course Fee: $1335
Lab Fee: $0
Total: $1335

Description for EDCG630:
This course examines the theoretical and practical issues that teachers must address as they implement the effective inclusion of children with disabilities in general education classrooms. Topics include the legal foundations of inclusion; appropriate strategies for supporting the academic, behavioral, and social aspects of inclusive teaching; and strategies for productive interactions with other educators and parents. The course’s central premise is that inclusion requires collective attention to individual needs within the general education program. Participants become familiar with the roles of the general education teacher in special education, develop learning and behavior plans to address student needs, and acquire practice in analyzing school activities to maximize effective participation by a range of students. The course includes a field experience component.

Academic Information:
Credits: 3

Fee:
Course Fee: $1335
Lab Fee: $0
Total: $1335

Description for EDCG646:
This course introduces theoretical and instructional issues in the development of reading, writing, listening, and speaking. It engages participants in reflective, critical consideration of students’ diverse needs in the acquisition of literacy. Strong emphasis is given to assessment-driven instruction in a comprehensive literacy program requiring eight hours of daytime field experience. Topics include a study of oral language as it affects emergent literacy development via use of the running record; literacy lesson planning; strategies for beginning reading and writing; classroom management issues related to responsive, differentiated literacy instruction; and ideas for strengthening the home-school connection. A consistent focus is the teacher’s role as a knowledgeable decision-maker and skilled practitioner in facilitating literacy learning in a caring, principled, respectful manner.

Academic Information:
Credits: 3

Fee:
Course Fee: $1335
Lab Fee: $0
Total: $1335

Description for EDCG646:
This course introduces theoretical and instructional issues in the development of reading, writing, listening, and speaking. It engages participants in reflective, critical consideration of students’ diverse needs in the acquisition of literacy. Strong emphasis is given to assessment-driven instruction in a comprehensive literacy program requiring eight hours of daytime field experience. Topics include a study of oral language as it affects emergent literacy development via use of the running record; literacy lesson planning; strategies for beginning reading and writing; classroom management issues related to responsive, differentiated literacy instruction; and ideas for strengthening the home-school connection. A consistent focus is the teacher’s role as a knowledgeable decision-maker and skilled practitioner in facilitating literacy learning in a caring, principled, respectful manner.

Academic Information:
Credits: 3

Fee:
Course Fee: $1335
Lab Fee: $0
Total: $1335

Description for EDCG646:
This course introduces theoretical and instructional issues in the development of reading, writing, listening, and speaking. It engages participants in reflective, critical consideration of students’ diverse needs in the acquisition of literacy. Strong emphasis is given to assessment-driven instruction in a comprehensive literacy program requiring eight hours of daytime field experience. Topics include a study of oral language as it affects emergent literacy development via use of the running record; literacy lesson planning; strategies for beginning reading and writing; classroom management issues related to responsive, differentiated literacy instruction; and ideas for strengthening the home-school connection. A consistent focus is the teacher’s role as a knowledgeable decision-maker and skilled practitioner in facilitating literacy learning in a caring, principled, respectful manner.

Academic Information:
Credits: 3

Fee:
Course Fee: $1335
Lab Fee: $0
Total: $1335

Description for EDCG648:
Content literacy, as it is expressed through reading and writing in schools, is the focus of this course. The course aims to provide students with the following knowledge, skills and strategies: developing students content responses in writing in the middle and secondary classroom; understanding the reading process and the notion of content literacy; assessing student writing and reading responses, as well as selecting and assessing appropriate content and texts; understanding how English language learners approach reading and writing in the classroom; and understanding the current research on various areas related to content literacy. The course will introduce students to various reading and writing strategies and contexts/ approaches to enhance reading and writing in middle and high school classrooms. The course focuses on the interplay between reading and writing in schools. The course readings and assignments offer up-to-date information, theory, and practical techniques for developing the use of writing and understanding reading in all subject areas.

Academic Information:
Credits: 3

Fee:
Course Fee: $1335
Lab Fee: $0
Total: $1335

Description for EDCG649:
This course is the first of a two-course sequence aiming to fulfill the requirements for Categories I through IV of the April 2006 Guidelines for Sheltered English Instruction (SEI) professional development of the Massachusetts Department of Education. This first course covers Category II, furnishing all teachers with instructional strategy knowledge and practice needed to successfully teach second language learners. The course is designed to equip prospective and in-service teachers with skills to effectively organize and implement content area instruction appropriate for English language learners at different levels of English proficiency. The myriad student language backgrounds primarily encountered in increasingly diverse urban school districts are discussed. The main focus area centers on sheltering content instruction for a variety of proficiency levels/content areas. Instructional strategies and content area units/lessons related to the Curriculum Frameworks and Massachusetts English Language Proficiency Benchmarks and Outcomes (ELPBO) are developed and documented in a sample portfolio. The course content is delivered through experiential, participatory and process-oriented strategies that are used successfully with English language learners and build reflective practices. This is a three graduate credit course requiring a minimum of 37.5 contact hours.

Academic Information:
Credits: 3

Fee:
Course Fee: $1335
Lab Fee: $0
Total: $1335

Description for EDCG660:
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.

Academic Information:
Credits: 3

Fee:
Course Fee: $1335
Lab Fee: $0
Total: $1335