Master of Education in Curriculum and Instruction

​​Establishing practices in schools and in the field that promote emotional growth, mental health wellness and social maturity and independence are key aspects of development. This course explores strategies for incorporating practices that promote the development of these skills in youth and establish safe environments for youth to learn and grow. Note: this course covers topics related to mental health crises, which might be sensitive for some.

This course is designed to engage graduate level students in critical analysis of current research and issues in education through the lens of research development and design. Students come away from this course with the ability to design research for application in the educational environment that informs and contributes to their field of study.

This course introduces students to the emergence of oral language and reading across development. This course also examines how to draw from knowledge of language and reading development to plan and implement evidence-based writing instruction for PK–8 students reflecting a wide range of needs and backgrounds to address the Massachusetts English Language Arts Curricular Frameworks. This includes evidence-based instruction for foundational skills and engaging with complex text. Field experience is necessary to complete course assignments.

This course is designed to increase your confidence and enthusiasm for teaching early childhood science, technology, engineering, arts, math, health and P.E. The integration of STEAM is essential in the elementary classroom, where key science learning goals can inspire and support students as they utilize their ELA and mathematics skills to work through investigations connected to their lives. This course focuses on science as a “practice,” as encouraged by the MA Science and Technology/Engineering Curriculum Framework, which guides the planning and assessment of learning experiences for the diversity of early childhood learners in the classroom. Additionally, health and physical education and the related issues of wellness, healthy foods and diet are explored.

This course focuses on the fundamental principles and concepts in pre-kindergarten through grade two mathematics programs that include number sense, numeration, patterns and functions, geometry and measurement and data analysis. Assessment strategies, adaptations for special needs and classroom management are addressed. The course offers comprehensive math content knowledge that can be applied to real-life problem-solving, communication and decision-making. A 15-hour field based experience is required.

This course provides an overview of the emergence of language and writing across development. This course also examines how to draw from knowledge of oral language and writing development to plan and implement evidence-based writing instruction for PK–8 students reflecting a wide range of needs and backgrounds to address the Massachusetts English Language Arts Curricular Frameworks. This includes evidence-based instruction for sentence structure and conventions, craft of writing, and the writing process and strategies. Field experience is necessary to complete course assignments.

This course introduces students to the biological, cognitive and socio-cultural theories of early childhood education from the period of prenatal growth through age eight. The course examines topics including prenatal growth, infant health, language development, child care and schooling, play, family life, learning assessment, differentiated instruction and multicultural perspectives of early childhood development as relevant to educational practice. Students engage in a comprehensive curriculum assignment that encompasses all areas of child development, demonstrating their full understanding of the importance of quality education.

English learners are required to take the same standardized testing programs as native speakers. ELs complete other formal and informal assessment instruments for the purposes of placement, progress monitoring and evaluation. Students analyze standardized test items for validity and bias and create a unit plan with clearly designed assessments and rubrics, as well as appropriate strategies for teaching English learners at a variety of English proficiency levels. In addition, the second half of the course also focuses on the placement and progress of ELs in special education, another use of assessments, which may prove challenging and problematic for ELs and their families. Field experience is necessary to complete course assignments.

English learners are expected to gain content knowledge and skills in math, science and social studies, while improving their English proficiency at the same time. In order for these students to be successful, teachers must implement strategies that support both linguistic and academic development. Assignments in this course assist teachers in planning and implementing content-based lessons in kindergarten through grade six classrooms. Strategies for developing ELs’ academic vocabulary and language skills, applying academic content knowledge and promoting higher-order thinking skills are introduced and practiced. Field experience is necessary to complete course assignments.

This course takes a practical approach to the study of linguistics and of English as a second language with implications for teaching reading, writing, and grammar in monolingual or multilingual contexts. Theories of first and second language acquisition are studied and compared. The basic nature of language, oral and written language, language variation, language change and the relations of language to society and culture are explored. The course focuses on the development of linguistic foundational knowledge elements, such as phonology, morphology, syntax, semantics and pragmatics, that inform planning for teaching English learners. Structural and semantic differences between students’ first languages and English as a second language are examined and used in planning for learning.

This foundational course in the graduate teacher education program for English as Second Language provides an overview of the state and federal laws pertaining to the education of English language learners as well as the background, history and philosophies surrounding instruction. The role of community, families and schools in English language learner education is also explored.

This course introduces students to the emergence of oral language and reading across development. This course also examines how to draw from knowledge of language and reading development to plan and implement evidence-based writing instruction for PK–8 students reflecting a wide range of needs and backgrounds to address the Massachusetts English Language Arts Curricular Frameworks. This includes evidence-based instruction for foundational skills and engaging with complex text. Field experience is necessary to complete course assignments.

This course provides an overview of the emergence of language and writing across development. This course also examines how to draw from knowledge of oral language and writing development to plan and implement evidence-based writing instruction for PK–8 students reflecting a wide range of needs and backgrounds to address the Massachusetts English Language Arts Curricular Frameworks. This includes evidence-based instruction for sentence structure and conventions, craft of writing, and the writing process and strategies. Field experience is necessary to complete course assignments.

This course provides an overview of the challenges that students with moderate disabilities encounter in their lives. The class explores how disabilities are identified, what necessary steps are taken to refer students for evaluations in the Special Education process, characteristics of students with disabilities, general issues of evaluation approaches and research-based accommodations and interventions, including the use of assistive technology devices and behavioral interventions. State and federal laws as well as an overview of local and national support agencies are also reviewed.

This course in classroom assessment and instruction examines how effective instruction depends on ongoing, meaningful assessment. Instructional and behavioral assessment, as well as techniques, are addressed. This course studies how models of instruction in different content areas depend on how teachers can collect and use assessment data. Further, this data is used to inform effective instruction to enable all students to produce great learning outcomes, regardless of their learning disabilities and challenges.

The capstone serves as the culminating academic project within the Masters of Education pathway. It offers an opportunity to explore a key educational issue (PK–16) through an in-depth research paper wherein prior coursework or classroom-based experiences allow the author to synthesize and deepen his or her understanding on that topic. The capstone project may be theoretical, practical or action research-based.