Master of Education in Curriculum and Instruction

This course uses a social justice framework to explore issues of power and privilege with respect to diverse populations. Historical and contemporary oppression based on race, gender, ability, and other differences are explored. Self-reflection is used to examine students’ own biases and prejudices. This course offers aspiring community activists the opportunity to learn about social change through social justice education, advocacy, and outreach initiatives.

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 will come away from this course with the ability to design research for application in the educational environment that will inform and contribute to their field of study.

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.

This course provides an overview of the challenges that students with moderate disabilities encounter in their lives. The class will explore 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 provides an introduction to the significant theories, practices and programs for developing literacy skills in children with learning challenges. Beginning with an introduction to literacy development, the focus will be on planning assessment, designing instruction, and selecting research-based interventions for children with disabilities, students from diverse linguistic and cultural backgrounds, and students with limited educational experiences. Topics will include linking assessment to instruction, research-based methods and strategies, accommodations, modifications, and the use of assistive technology devices to support literacy success.

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 will study how models of instruction in different content areas depend on how teachers can collect and use assessment data. Further, this data will be used to inform effective instruction to enable all students to produce great learning outcomes regardless of their learning disabilities and challenges.

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 will also be explored.

The course provides an overview of the emergence of language and literacy in typical development as well as issues that may arise with the existence of language-based disabilities. Challenges for English Language Learners will also be addressed. Significant theories related to language development in childhood will be reviewed, as well as the topic of Augmentative and Alternative Communication (AAC).

This course will examine a variety of assessment approaches. It will include those associated with Massachusetts-mandated state testing programs, as well as other formal and informal assessment instruments used for placement, progress monitoring, and summative evaluations. Students will select, administer and interpret assessment results and will understand normal variations in proficiency.

Co-requisite (0 credits):
ED 6505G – Pre-Practicum Field-Based Experience II

In this course, students will learn and apply teaching strategies that support ELL’s linguistic and academic development in science, mathematics, and social studies. They will also learn how to plan and execute content-based lessons in kindergarten-grade six classrooms. The course will address the development of ELLs’ academic vocabulary and language skills, application of academic content knowledge, and higher order thinking skills. Lesson planning, implementation, and assessment occur within the sheltered content instructional model, providing extensive scaffolding strategies for comprehension and proficiency. Field experience may be required.

Co-requisite (0 credits):
ED 6507G – Pre-Practicum Field-Based Experience III