| |
Educational Developmental Neuroscience |
| |
-
EDNS 550 - Developmental Neurobiology (3 credits)
This course is designed to provide learners with an in-depth exploration into the development of the human nervous system from conception through puberty. It will cover the development of sensory mechanisms, perception, cognition and communication. The course will also cover internal (i.e., genetic and biological influences) on development, as well as external/environmental influences.
|
| |
-
EDNS 555 - Neurobiology of Learning, Memory and Behavior (3 credits)
This course will cover the neuroanatomy and neurophysiology of brain systems and circuits that give rise to, and regulate, the various phases of the learning process from perceptual registering to retrieval and consolidation. It will also cover the neural processes underlying the various types of memory (working memory, declarative, episodic and procedural), the processes of remembering and forgetting, the relationship between memory and behavior, and between memory and learning. The course will also discuss the various brain systems that give rise to behavior; self-regulation/executive functioning systems that regulate behavior; and the role of motivation in learning, memory and self-regulation of behavior and emotions.
|
| |
-
EDNS 556 - Neurobiology of Emotions, Motivation and Self-Regulation (3 credits)
This course is designed to provide learners with an in-depth study of emotions and motivation; and their roles in learning, memory, self-regulation, decision-making, behavior and socialization. Participants will understand how emotions arise as a response to internal physiological operations and how they regulate the learning process. The neurobiology of motivation and its influence on learning memory and behavior will be covered in depth. The course will also cover self-regulation of emotions, thoughts and behavior; and the complex interactions among emotions, motivation and behavior.
|
| |
-
EDNS 570 - Neurodevelopmental Disabilities: Features and Interventions (3 credits)
This course is designed as an in-depth exploration of neurodevelopmental disabilities and disorders of mood and anxiety. It addresses diagnostic features of, and interventions for, intellectual disabilities, global developmental delays, specific learning disability, language and auditory processing disabilities, social communication disorder, autism spectrum disorders, attention deficit/hyperactivity disorder, tic disorders, anxiety and depression. These disabilities will be discussed within the educational and clinical contexts.
|
Educational Leadership |
| |
-
EDLE 501 - Introduction to Educational Leadership and School Reform (3 credits)
This is the first course in the MEd and postbaccalaureate programs in Educational Leadership. To be admitted to the program, students must have completed this course or be concurrently enrolled during the semester of admission. As an introductory course, one of the primary goals is to introduce students to major concepts and program strands that are developed in-depth in subsequent courses. These leadership theories are applied to the educational setting, the nature of organizations, and key leadership skills such as decision-making, team building, empowering others and fostering collaboration in reforming schools. Students will also begin their study of the change process, the dynamics of effective group process and ethical issues of school leadership. Finally, students will be introduced to the MEd program itself and be encouraged to reflect on whether being an educational leader is something they really want to do. As part of the process, students will begin the development of the electronic portfolio as one of the capstone assessment requirements in the educational leadership program. A 25-hour field experience is required.
|
| |
-
EDLE 502 - Research (3 or 6 credits)
Prerequisite: Consent of the department; formal application required
Original research undertaken by the graduate student in their field. For details, consult the paragraph titled “Directed or Independent Study” in the “College of Graduate Studies” section of this catalog. Repeatable: may earn a maximum of six credits.
|
| |
-
EDLE 503 - Directed Study (1-3 credits)
Prerequisite: Consent of the department; formal application required
Directed study is designed for the graduate student who desires to study selected topics in a specific field. For details, consult the paragraph titled “Directed or Independent Study” in the “College of Graduate Studies” section of this catalog. Repeatable: may earn a maximum of six credits.
|
| |
-
EDLE 511 - Educational Leadership and Managerial Effectiveness (3 credits)
Prerequisite: EDLE 501
This course is designed to introduce prospective school leaders to the theory and practice of systems thinking as it is applied to organizational planning and development issues. School leaders need to know how to assess needs, establish priorities, set goals, allocate resources and develop and implement strategic plans in order to facilitate effective educational programs and practices. As important, they need to develop the ability to involve others in the development, planning and implementation phases of school improvement efforts. Major topics include systems thinking (concepts and strategies) and the principles of total quality management (TQM) applied to the educational setting. The course also examines recent research on key topics.
|
| |
-
EDLE 513 - Special Topics in Educational Administration (1-3 credits)
Prerequisite: At least nine hours in educational administration or consent of the instructor. Additional prerequisites may be specified depending upon the nature of the topic.
Selected and timely topics in the various fields of emphasis pertaining to educational administration. The topics to be addressed will be announced prior to registration. Repeatable with the consent of advisor.
|
| |
-
EDLE 530 - Research Applications for School Leaders (3 credits)
Prerequisite: EDLE 501
Future school leaders need to develop a solid foundation of understanding of the role of research in guiding and informing administrative practice and the habits of mind that foster inquiry and the active pursuit of school improvement. In this course students will study the major concepts and strands of research methodology and their applications in the school setting. They will also learn to become skilled consumers of educational research by reviewing and critiquing current research reports involving school organizational and leadership issues. Finally, each student will develop a research proposal in a formal paper.
|
| |
-
EDLE 541 - Managing Human and Financial Resources (3 credits)
Prerequisite: EDLE 501; acceptance in the Educational Leadership Program
This course deals with all aspects of the financing and staffing of public schools in Massachusetts. Major financial topics include the impact of Proposition 2 1/2, the Educational Reform Act of 1993, the evolving No Child Left Behind federal legislation, and budgeting at the building level. Major human resource topics include theories and techniques of supervision; staff selection and development, including evaluative procedures to assess the effectiveness of programs and personnel; collective bargaining; and in-service education. A 25-hour field experience is required.
|
| |
-
EDLE 547 - Designing the School/District Professional Learning Community (3 credits)
Prerequisite: EDLE 501; acceptance in the Educational Leadership program
This course prepares aspiring leaders to create school learning communities capable of providing ongoing support for adult and student learning. It explores how professional learning communities create a culture of success by promoting student achievement, evaluating data to establish goals, cultivating collaboration among educators, responding to challenges and encouraging positive school reform. A 25-hour field experience is required.
|
| |
-
EDLE 561 - School Administration – Grades P-8 (3 credits)
Prerequisite: EDLE 501
The application of general principles of school administration to the specific problems of grades P-8. Emphasis is on curriculum development and program evaluation; personnel supervision and evaluation; goal setting, establishing priorities, allocating resources, facilitating the educational process in response to the needs of learners, teachers and the community; school law; budgeting; plant management; community education; human concerns including dealing in an equitable, sensitive and responsive manner with students, teachers, parents and the community. A 25 hour field experience is required.
|
| |
-
EDLE 562 - School Administration – Grades 5-12 (3 credits)
Prerequisite: EDLE 501
The application of general principles of school administration to the specific problems of grades 5-12. Emphasis is on curriculum development and program evaluation; personnel supervision and evaluation; goal setting, establishing priorities, allocating resources, facilitating the educational process in response to the needs of learners, teachers and the community; school law; budgeting; plant management; community education; human concerns including dealing in an equitable, sensitive and responsive manner with students, teachers, parents and the community. A 25 hour field experience is required.
|
| |
-
EDLE 564 - Selection and Development of Educational Personnel (3 credits)
Prerequisite: EDLE 510
Staff selection and development will be studied including theories and techniques of supervision, evaluative procedures to assess the effectiveness of programs and personnel, organizational characteristics of schools and strategies for institutional change, in-service education and personnel and program planning.
|
| |
-
EDLE 565 - School Finance and Business Administration (3 credits)
Prerequisite: EDLE 510
A study of the financial support for public schools from local, state and federal governments. Fiscal planning, budgeting, plant management, state and municipal financing, accounting and purchasing procedures, distribution of supplies and services, transportation and food service will receive attention.
|
| |
-
EDLE 566 - School Plant Planning and Administration (3 credits)
Prerequisite: EDLE 501 or EDLE 601
This course is focused on the study of the issues facing the school administrator in determining school facility needs, planning future facilities, determining the responsibilities of architects and contractors, and exploring building construction, rehabilitation and maintenance. The role of the school business administrator in budgeting, accounting, purchasing, facilities, transportation, food services, collective bargaining, financing, insurance, and computer services are some of the features of this course. Topics include mission analysis, input-output specification and documentation, project budgeting, PERT diagramming, and decision and information flow diagramming. A 25 hour field experience is required.
|
| |
-
EDLE 569 - Legal Aspects of School Administration (3 credits)
Legal rights, duties and liabilities of school personnel in general relationship to the school committee in Massachusetts will be studied. Intended for administrators, prospective administrators and classroom teachers interested in the legal aspects of school committees, school property, teaching contracts, labor relations and collective bargaining, tenure, prevention of injury and accidents to students, relationships with parents and a general survey of educational law cases at the local, state and national levels. A 25 hour field experience is required.
|
| |
-
EDLE 572 - Technology for School Administrators (3 credits)
Prerequisite: EDLE 501
New administrative software will be reviewed as each student becomes proficient in the use of a microcomputer. Students will also become familiar with educational uses of interactive television, videodisk and hypercard. Distance learning and cooperative projects will also be addressed.
|
| |
-
EDLE 578 - Curriculum Improvement (3 credits)
Prerequisite: EDLE 501
Contemporary theories of curriculum design and evaluation are explored. Students are expected to develop an eclectic approach to curriculum improvement based upon those theories and upon contemporary organizational factors, including leadership and management. Material is presented relating to developing community education programs and to personnel and program planning.
|
| |
-
EDLE 579 - Education of Diverse Populations - Sheltered English Immersion (SEI) (3 credits)
This course will focus on the responsibility of educators to create and facilitate school environments, culture and climate that promotes the success of diverse learners including English Language Learners (ELLs). It will enhance educators’ abilities in analyzing various situations through multiple lenses as well as foster educational opportunities for all students including those from linguistically and culturally diverse populations. It will also provide initial licensure candidates with the subject knowledge, skills and behaviors necessary to promote instructional programs that meet the needs of all ELLs through Sheltered English Immersion strategies (SEI). The collaborative nature of this course will provide opportunities for students to work with other educators in diverse school settings, learn about issues and programs, and develop plans of action to address issues identified as roadblocks to success of ELLs. Throughout this course, students will be encouraged to recognize, examine and challenge assumptions about the diverse groups in their own community. A 25-hour field experience is required.
|
| |
-
EDLE 582 - Practicum in School Business Administration (3 credits)
Prerequisite: Acceptance and retention in the Educational Leadership Program and consent of the department; formal application required
The practicum is a two-semester field-based experience in which the student engages in responsibilities at the level of the appropriate licensure sought by applying the subject matter, knowledge, skills and behaviors outlined in the Massachusetts Professional Administrator standards. In addition to field-based activities, students participate regularly in an online seminar with the university supervisor and meet for four to six face-to-face sessions at the university and practicum site. Repeatable: may earn a maximum of six credits.
|
| |
-
EDLE 583 - Practicum in Supervisorship/Directorship (3 credits)
Prerequisite: Acceptance and retention in the Educational Leadership Program and consent of the department; formal application required
The practicum is a two-semester field-based experience in which the student engages in responsibilities at the level of the appropriate licensure sought by applying the subject matter, knowledge, skills and behaviors outlined in the Massachusetts Professional Administrator standards. In addition to field-based activities, students participate regularly in an online seminar with the university supervisor and meet for four to six face-to-face sessions at the university and practicum site. Repeatable: may earn a maximum of six credits.
|
| |
-
EDLE 584 - Principalship Practicum – Grades P-8 (3 credits)
Prerequisite: Acceptance and retention in the Educational Leadership Program and consent of the department; formal application required
The practicum is a two-semester field-based experience in which the student engages in responsibilities at the level of the appropriate licensure sought by applying the subject matter, knowledge, skills and behaviors outlined in the Massachusetts Professional Administrator standards. In addition to field-based activities, students participate regularly in an online seminar with the university supervisor and meet for four to six face-to-face sessions at the university and practicum site. Repeatable: may earn a maximum of six credits.
|
| |
-
EDLE 585 - Principalship Practicum – Grades 5-12 (3 credits)
Prerequisite: Acceptance and retention in the Educational Leadership Program and consent of the department; formal application required
The practicum is a two-semester field-based experience in which the student engages in responsibilities at the level of the appropriate licensure sought by applying the subject matter, knowledge, skills and behaviors outlined in the Massachusetts Professional Administrator standards. In addition to field-based activities, students participate regularly in an online seminar with the university supervisor and meet for four to six face-to-face sessions at the university and practicum site. Repeatable: may earn a maximum of six credits.
|
| |
-
EDLE 591 - Seminar in School Administration: The Superintendency (3 credits)
Examination of major issues and problems confronting school superintendents. Students will be expected to study the relevant literature pertaining to school administration and prepare scholarly papers for class presentation.
|
| |
-
EDLE 601 - Educational Leadership and School Reform (3 credits)
As a gateway course in the CAGS and PM-LEAD programs for current and future school leaders, this course provides content knowledge and skills required for the development, promotion and commitment to core values that guide the development of a succinct, results-oriented mission statement and ongoing decision-making. A major objective of this course is to engage students to examine their core values and align their vision of education for the future reformers of schools/districts. The detailed review of major concepts of leadership theories is a second major objective. Students study the changing nature of modern organizations and critical leadership skills, including decision-making, team building and the fostering of collaboration in schools. As part of the process, students will begin the development of the electronic portfolio that will be used to showcase required program performance assessments. A 25-hour field experience is required.
|
| |
-
EDLE 603 - Directed Study in School Administration (3 credits)
Prerequisite: EDLE 670 and consent of the department; formal application required
Designed for the graduate student who desires to study selected topics in a specific field. For details, consult the paragraph entitled “Directed or Independent Study” in the “College of Graduate Studies” section of this catalog. Repeatable: may earn a maximum of six credits.
|
| |
-
EDLE 612 - Effective Supervision and Administration of Special Education Programs (3 credits)
Prerequisite: EDLE 601 and must be enrolled in Educational Leadership program
This course provides an overview of the functions, responsibilities, and issues in the design, administration and supervision of special education programs at the federal, state and local levels. The administrator, supervisor or special education coordinator also designs, implements and supervises the interactions between regular education and special education and the processes for identifying and serving students with disabilities. Topics explored include special education law, IEP (development, implementation and evaluation), eligibility of students with disabilities, inclusion, co-teaching and program development as well as the fiscal aspects of special education. These topics will be explored through discussion, research, readings, class presentations and face-to-face or online discussion forums. A 25-hour field experience is required.
|
| |
-
EDLE 661 - School Administration – Grades P-8 (3 credits)
Prerequisite: EDLE 601 and matriculation in Educational Leadership program
This course addresses principles of effective leadership and management for grades P-8. Emphasis is on the role of the principal as an instructional leader and manager of change. Specific topics include goal setting, site-based management and team leadership as well as operational issues involving plant management, scheduling and fiscal administration. A 25 hour field experience is required.
|
| |
-
EDLE 662 - School Administration – Grades 5-12 (3 credits)
Prerequisite: EDLE 601 and matriculation in Educational Leadership program
This course addresses principles of effective leadership and management for grades 5-12. Emphasis is on the role of the principal as an instructional leader and manager of change. Specific topics include goal setting, site-based management and team leadership as well as operational issues involving plant management, scheduling and fiscal administration. A 25 hour field experience is required.
|
| |
-
EDLE 664 - The Personnel Function of Public Schools (3 credits)
Prerequisite: EDLE 670; course restricted to cohort members
Staff selection and development will be studied in the context of the personnel function of public schools as well as techniques of clinical supervision. In addition, strategies such as peer coaching and microteaching, designed to enable the practitioner to pro-mote effective teaching, will be examined. Students will assess the effectiveness of personnel and staff development program approaches as integral to long-range organizational development.
|
| |
-
EDLE 665 - Fiscal Aspects of School Administration (3 credits)
Prerequisite: EDLE 670; course restricted to cohort members
This course deals with all aspects of the financing of public schools in Massachusetts and the implementation of Proposition 2 1/2 and the Educational Reform Act of 1993. Major topics include fiscal planning for technology, capital improvements and programs and services. Plant management, accounting, purchasing, transportation, food service and revolving accounts are covered in detail.
|
| |
-
EDLE 669 - Concepts and Cases in School Law (3 credits)
Constitutional, statutory, regulatory and contractual aspects of public schools are studied. The procedures and strategies for their development and the political implications of their implementation are discussed and analyzed through case studies. Massachusetts Reform Law and the development and implementation, monitoring and revision of school committee policies and procedures are main focus of this course. A 25 hour field experience is required.
|
| |
-
EDLE 670 - Certificate of Advanced Graduate Study (CAGS) Seminar (3 credits)
Prerequisite: Course restricted to cohort members
This course is the first course of the program. A major objective of this course is to challenge each student to examine his/her core values and to articulate a vision of public education for the future. The introduction of major concepts of leadership theory is a second major objective. Students study the changing nature of modern organizations and critical leadership skills, including decision-making, team building and the fostering of collaboration in schools. In addition, each student will identify an area of “concern” in his/her district that can become the topic for the required leadership project.
|
| |
-
EDLE 672 - Technology for Administrators (3 credits)
Prerequisite: EDLE 601; course restricted to cohort members
This course will examine the many uses of technology in a school administrative setting. Attention will be given to using several computer software management programs, examining state and federal initiatives and guidelines concerning technology in K-12 education, creating administrative multimedia presentations and assessing personal strengths and weaknesses in the use of technology in school administrative roles. Discussions concerning the ethical use of technology in an educational setting will help clarify the role of school administrators as leaders in promoting student and faculty awareness of the proper use of information mediums.
|
| |
-
EDLE 674 - Designing and Evaluating the School/District Professional Learning Community (3 credits)
Prerequisite: EDLE 601 and must be enrolled in Educational Leadership program
This course prepares aspiring/current leaders to create school learning communities capable of providing ongoing support for adult and student learning. It explores how professional learning communities create a culture of success by promoting student achievement, evaluating data to establish goals, cultivating collaboration among educators, responding to challenges and encouraging positive school reform. Students are also provided with tools that can be used to conduct on-going evaluation of learning communities for continuous improvement. A 25-hour field experience is required.
|
| |
-
EDLE 675 - Research Issues in School Administration (3 credits)
Prerequisite: EDLE 601; course restricted to cohort members
School leaders have a responsibility to be reflective practitioners and to develop and instill in others the habits of mind that foster inquiry and the active pursuit of school improvement. This course has three primary purposes: 1) to foster skillful and discriminating consumers of educational research; 2) to help participants understand the implications of research for school leaders; and 3) to enable each participant to complete first drafts of the background and significance and literature review of his/her leadership project. In the process, research methodologies and their applications in the school setting will be reviewed.
|
| |
-
EDLE 676 - Managing Resources: Human, Financial and Facilities (3 credits)
Prerequisite: EDLE 601 and must be enrolled in Educational Leadership program
This course deals with all aspects of the financing and staffing of public schools in Massachusetts. Major financial topics include the continuing impact of Proposition 2 1/2, the educational Reform Act of 1993 and the evolving No Child Left Behind federal legislation; fiscal planning for capital improvements; planning and evaluating auxiliary programs and services in the school district, such as extracurricular activities, transportation and food services. Major human resource topics include staff selection and development including theories and techniques of supervision, new state-mandated evaluative procedures to assess the effectiveness of programs and personnel, mentoring and other in-service education, collective bargaining and impacting legislation for the benefit of the public schools. A 25-hour field experience is required.
|
| |
-
EDLE 677 - Systems Planning for Educational Leaders (3 credits)
Prerequisite: EDLE 601; course restricted to cohort members
Successful educational planning and managerial strategies to assess and define needs, establish priorities, set goals, allocate resources, implement plans and facilitate the instructional process in response to the needs of learners, teachers and the community are explored. Major topics include systems thinking and planning and the principles of total quality management applied to the educational setting. Additionally, this course examines recent research on planning and organizational development in education.
|
| |
-
EDLE 678 - Curriculum Development and Program Management (3 credits)
Prerequisite: EDLE 601; course restricted to cohort members
This course focuses on the analysis of factors influencing curriculum design, research and reform, including the frameworks in Massachusetts, assessment and evaluation. Trends in curriculum theory and leadership role of administrators in curriculum alignment, instrumental planning, and program assessment are major topics.
|
| |
-
EDLE 679 - Practicum in School Business (3 or 6 credits)
Prerequisite: EDLE 601 and acceptance and retention in the Educational Leadership Program and consent of the department; formal application required
The practicum is a two-semester field-based experience in which the student engages in responsibilities at the level of the appropriate licensure sought by applying the subject matter, knowledge, skills and behaviors outlined in the Massachusetts Professional Administrator standards. In addition to field-based activities, students participate regularly in an online seminar with the university supervisor and meet for four to six face-to-face sessions at the university and practicum site. Repeatable: may earn a maximum of six credits.
|
| |
-
EDLE 680 - Practicum in Administration of Special Education (3 or 6 credits)
Prerequisite: EDLE 601 and acceptance and retention in the Educational Leadership Program and consent of the department; formal application required
The practicum is a two-semester field-based experience in which the student engages in responsibilities at the level of the appropriate licensure sought by applying the subject matter, knowledge, skills and behaviors outlined in the Massachusetts Professional Administrator standards. In addition to field-based activities, students participate regularly in an online seminar with the university supervisor and meet for four to six face-to-face sessions at the university and practicum site. Repeatable: may earn a maximum of six credits.
|
| |
-
EDLE 681 - CAGS Externship (3 credits)
Prerequisite: EDLE 601; course restricted to cohort members
All CAGS students must complete a leadership project that combines theory and practice and contributes to the knowledge base of educational practitioners. This course focuses on the implementation, documentation and reporting of the student leadership project. Participants, working under the guidance of the instructor, complete their projects and defend them in oral comprehensive examinations. Graded on a (P) Pass/(N) No Pass basis.
|
| |
-
EDLE 682 - CAGS Externship II (1 credit)
Prerequisite: EDLE 670 and EDLE 681; course restricted to cohort members
A continuation of EDLE 681. Students who do not complete their leadership project in EDLE 681 in an academic year will be required to register for EDLE 682 each semester thereafter (fall and spring) until the project is completed. Repeatable: may earn a maximum of three credits. Graded on a (P) Pass/(N) No Pass basis.
|
| |
-
EDLE 683 - Practicum in Supervisorship/Directorship (3 or 6 credits)
Prerequisite: Acceptance and retention in the Educational Leadership Program and consent of the department; formal application required
The practicum is a two-semester field-based experience in which the student engages in responsibilities at the level of the appropriate licensure sought by applying the subject matter, knowledge, skills and behaviors outlined in the Massachusetts Professional Administrator standards. In addition to field-based activities, students participate regularly in an online seminar with the university supervisor and meet for four to six face-to-face sessions at the university and practicum site. Repeatable: may earn a maximum of six credits.
|
| |
-
EDLE 684 - Principalship Practicum – Grades P-8 (3 or 6 credits)
Prerequisite: Acceptance and retention in the Educational Leadership Program and consent of the department; formal application required
The practicum is a two-semester field-based experience in which the student engages in responsibilities at the level of the appropriate licensure sought by applying the subject matter, knowledge, skills and behaviors outlined in the Massachusetts Professional Administrator standards. In addition to field-based activities, students participate regularly in an online seminar with the university supervisor and meet for four to six face-to-face sessions at the university and practicum site. Repeatable: may earn a maximum of six credits.
|
| |
-
EDLE 685 - Principalship Practicum – Grades 5-12 (3 or 6 credits)
Prerequisite: Acceptance and retention in the Educational Leadership Program and consent of the department; formal application required
The practicum is a two-semester field-based experience in which the student engages in responsibilities at the level of the appropriate licensure sought by applying the subject matter, knowledge, skills and behaviors outlined in the Massachusetts Professional Administrator standards. In addition to field-based activities, students participate regularly in an online seminar with the university supervisor and meet for four to six face-to-face sessions at the university and practicum site. Repeatable: may earn a maximum of six credits.
|
| |
-
EDLE 687 - Practicum in Superintendency/Assistant Superintendency (3 or 6 credits)
Prerequisite: Acceptance and retention in the Educational Leadership Program and consent of the department; formal application required
The practicum is a two-semester field-based experience in which the student engages in responsibilities at the level of the appropriate licensure sought by applying the subject matter, knowledge, skills and behaviors outlined in the Massachusetts Professional Administrator standards. In addition to field-based activities, students participate regularly in an online seminar with the university supervisor and meet for four to six face-to-face sessions at the university and practicum site. Repeatable: may earn a maximum of six credits.
|
| |
-
EDLE 688 - Practicum in Directorship of Guidance (3 or 6 credits)
Prerequisite: Acceptance and retention in the Educational Leadership Program and consent of the department; formal application required
The practicum is a two-semester field-based experience in which the student engages in responsibilities at the level of the appropriate licensure sought by applying the subject matter, knowledge, skills and behaviors outlined in the Massachusetts Professional Administrator standards. In addition to field-based activities, students participate regularly in an online seminar with university supervisor and meet for four to six face-to-face sessions at the university and practicum site. Repeatable: may earn a maximum of six credits.
|
| |
-
EDLE 689 - Practicum in Directorship of Pupil Personnel Services (3 or 6 credits)
Prerequisite: Acceptance and retention in the Educational Leadership Program and consent of the department; formal application required
The practicum is a two-semester field-based experience in which the student engages in responsibilities at the level of the appropriate licensure sought by applying the subject matter, knowledge, skills and behaviors outlined in the Massachusetts Professional Administrator standards. In addition to field-based activities, students participate regularly in an online seminar with university supervisor and meet for four to six face-to-face sessions at the university and practicum site. Repeatable: may earn a maximum of six credits.
|
| |
-
EDLE 691 - The School Superintendency (3 credits)
Prerequisite: EDLE 601 and matriculation in Educational Leadership program
This course explores topics related to the school superintendency, including the nature of the role itself, the skills and competencies needed to prosper in it, critical issues facing superintendents and schools and the dynamics of organizations and perspectives for understanding them. A 25 hour field experience is required.
|
Elementary Education |
| |
-
ELED 120 - Child Study in the Early Childhood and Elementary Education Classroom (3 credits)
This course is designed for anyone interested in pursuing an elementary or early childhood teaching license. The goal of this course is to offer integrated knowledge of child educational development, classroom behaviors of children, teaching and the professional roles of school-based faculty and staff. Students will study the physical, social, emotional, cognitive and linguistic development and learning characteristics of children up to grade six. Content to be covered includes diversity in the classroom, English language learners, child educational development theories and research, and the roles and responsibilities of school faculty and staff in meeting children’s developmental needs. This course requires 20 hours of observation in an elementary classroom, and the school may request a Criminal Offenders Record Information.
|
| |
-
ELED 135 - Freshman Honors Colloquium (1 credit)
Prerequisite: Open to Commonwealth Honors students and to others by consent of instructor
Freshman Honors Colloquia allow honors students to explore challenging topics in discussion-based small classes. Specific topics vary by semester and instructor. Repeatable: may earn a maximum of three credits. Offered fall semester.
|
| |
-
ELED 136 - Freshman Honors Colloquium (1 credit)
Prerequisite: Open to Commonwealth Honors students and to others by consent of instructor
Freshman Honors Colloquia allow honors students to explore challenging topics in discussion-based small classes. Specific topics vary by semester and instructor. Repeatable: may earn a maximum of three credits. Offered spring semester.
|
| |
-
ELED 199 - First Year Seminar (3 credits)
Prerequisite: Open to all freshmen with a writing placement score of 3 or above or a SAT score of 500 or above or who have completed ENGL 101. Students with 24 or more transfer credits will have this requirement waived.
First Year Seminars (FYS) are writing-intensive, topic courses that introduce students to academic thought, discourse and practices. FYS courses prepare and orient students toward productive and fulfilling college careers by actively engaging them in a specific academic area of interest. Students will improve their writing, reading, research and basic information and technology skills while learning to work both collaboratively and independently. These courses will fulfill the First Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one FYS course may be taken for credit. (CFYS)
|
| |
-
ELED 200 - Introduction to Computers for the Elementary School Classroom (3 credits)
Designed as a computer literacy course for K-6 pre-service teachers, in-service teachers and supervisory personnel. The course covers the history, capabilities, role and literacy in computer education. Early childhood and elementary school applications are to be explored in a computer laboratory setting. No prior knowledge or experience with computers is assumed. Offered annually.
|
| |
-
ELED 220 - Introduction to Elementary Education (3 credits)
This foundations course examines elementary education (grade 1 through grade 6) from a variety of perspectives including historical, sociocultural, and developmental. A 40-hour, field-based experience is attached to this course. This field-based experience is used to contextualize topics and issues including typical and atypical child development, learning theories, diversity, developmentally-appropriate practices, teaching models and approaches, professional teaching standards and critical issues related to teaching and child growth and development. This course prepares students to apply for admission into Bridgewater’s teaching licensure program.
|
| |
-
ELED 240 - General Curriculum: The Content of the Curriculum (1-6) (3 credits)
This course is designed to provide an introduction into the Massachusetts Curriculum Frameworks and the Common Core State Standards curriculum outline that has been adopted throughout the United States as the basis for the curriculum for grades 1-6. This course will not only help students learn about the topics included in the Massachusetts Curriculum Frameworks/Common Core and school expectations for elementary school students, but it will also help teacher candidates prepare for taking the multi-subject portion of the General Curriculum MTEL® and Praxis.
|
| |
-
ELED 250 - Foundations of Reading (3 credits)
This course will explore topics identified by the Foundations of Reading MTEL® (Massachusetts Test for Educator Licensure) and other tests that measure knowledge related to reading and language development. MTEL® objectives will be emphasized, supported by content from the five areas of the Put Reading First Initiative: Phonemic Awareness, Phonics, Vocabulary, Fluency, and Comprehension. Teacher candidates may enroll in this course prior to being admitted to the Professional Education courses and professional courses. (Formerly ELED 320)
|
| |
-
ELED 282 - STEM Teaching and Learning in Elementary Schools (3 credits)
Prerequisite: ELED 120 or PSYC 224; and ECED 230 or ELED 220; and 45 completed credits
STEM (Science, Technology, Engineering and Mathematics) teaching and learning in grades PreK-6 includes knowledge of curricular resources and standards, confidence with inquiry and the design thinking process, the ability to generate excitement and engagement in STEM for children of all backgrounds and abilities, and connecting STEM learning to the real world. This course will examine these features through an in-depth look at the science, engineering and mathematical practices, learning how STEM professionals undertake their role in generating new knowledge, enacting inquiry and design processes, and learning to support all children in STEM. Major assignments will include writing lesson plans; conducting, writing about, and presenting on an authentic inquiry or design process; and researching and presenting on STEM in the real world. These major assignments will develop the critical thinking and information literacy skills of students as they critically examine the resources available to them as STEM learners and teachers. We will conduct STEM lessons with children, providing students an opportunity to improve their leadership practices and develop their knowledge of learners and effective STEM instructional strategies. Offered fall and spring semesters.
|
| |
-
ELED 286 - Sophomore Honors Colloquium (1 credit)
Prerequisite: Open to Commonwealth Honors students and to others by consent of instructor
Sophomore Honors Colloquia allow honors students to explore challenging topics in discussion-based small classes. Specific topics vary by semester and instructor. Repeatable: may earn a maximum of three credits. Offered fall semester.
|
| |
-
ELED 287 - Sophomore Honors Colloquium (1 credit)
Prerequisite: Open to Commonwealth Honors students and to others by consent of instructor
Sophomore Honors Colloquia allow honors students to explore challenging topics in discussion-based small classes. Specific topics vary by semester and instructor. Repeatable: may earn a maximum of three credits. Offered spring semester.
|
| |
-
ELED 298 - Second Year Seminar (Speaking Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101, and the speaking skills requirement. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are speaking-intensive, topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their speaking, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
|
| |
-
ELED 299 - Second Year Seminar (Writing Intensive) (3 credits)
Prerequisite: _ _ _ _ 199; Open to all sophomores and juniors who have completed ENGL 101 and ENGL 102. Students with 54 or more transfer credits will have this requirement waived. Cannot be taken if _ _ _ _ 298 or _ _ _ _ 299 are taken for credit.
Second Year Seminars (SYS) are writing-intensive topic courses that build on the academic skills and habits introduced in the First Year Seminar. SYS courses engage students in a specific academic area of interest and provide them with the opportunity to reinforce, share and interpret knowledge. Students will improve their writing, reading, research and basic information and technology skills while building the connections between scholarship and action that are required for lifelong learning. These courses will fulfill the Second Year Seminar requirement and may fulfill other requirements for the core curriculum. Each course may fulfill different requirements and topics may change each semester. Only one SYS course may be taken for credit. (CSYS)
|
| |
-
ELED 300 - Elementary Art Methods (.5 credit)
Prerequisite: Admission to the Professional Education Program and passing scores on all appropriate MTEL®: Communication and Literacy, Foundations of Reading and General Curriculum
An introduction to methods and materials in art for the elementary teacher. Art projects typical of those done by children in grades K-6 are produced. Classroom management, bulletin board design and lesson introduction techniques are explored. Graded on a (P) Pass/(N) No Pass basis. Offered annually.
|
| |
-
ELED 313 - Teaching Science in the Elementary School (3 credits)
Prerequisite: Admission the Professional Education Program and passing scores on all appropriate MTEL®: Communication and Literacy, Foundations of Reading and General Curriculum, including Mathematics subtest
This course will examine the development of lessons and curriculum for the teaching of science in elementary school. Emphasis will be placed on the methodologies of constructivist science teaching, scientific inquiry, cooperative learning and assessment. Students will plan and implement units of science study that are based on the methodologies learned and on state and national standards. This course will also help students understand engineering and technology principles and their relation to science.
|
| |
-
ELED 330 - Teaching Reading in the Elementary School (3 credits)
Prerequisite: Admission to the Professional Education Program and passing scores on all appropriate MTEL®: Communication and Literacy, Foundations of Reading and General Curriculum
A consideration of the teaching/learning processes involved in the acquisition of literacy: modeling teacher-child interactions and independent exploration. Careful monitoring of pupil progress and appropriate interventions are emphasized. Offered annually.
|
| |
-
ELED 344 - Teaching Language Arts and Social Studies in the Elementary Classroom (3 credits)
Prerequisite: Admission to the Professional Education Program and passing scores on all appropriate MTEL®: Communication and Literacy, Foundations of Reading and General Curriculum, including Mathematics subtest
This course will consider and practice classroom strategies for use in the elementary school to enhance the underlying and interdependent competencies of Language Arts (reading, writing, listening, speaking, viewing and visually representing), as well as the several delineated conceptual, skill and knowledge areas of social studies (history, geography, civics, government and economics) through pupil involvement in purposeful and critical communication activities. Special emphasis will be given to the teaching of writing within the environment of a writer’s workshop and will also be given to the development of critical thinking skills needed to become a lifelong learner as a teacher of writing and social studies. The major practice point of the course will involve a writing pre-practicum project that will provide teacher candidates with an emerging experience in the teaching of writing in both tutorial and small group settings in a nearby elementary school.
|
| |
-
ELED 350 - Teaching Mathematics in the Elementary School (3 credits)
Prerequisite: Admission to the Professional Education Program and passing scores on all appropriate MTEL®: Communication and Literacy, Foundations of Reading and General Curriculum
Examining the purpose and content of the contemporary elementary school mathematics curriculum, this course emphasizes how children learn mathematics, a wide variety of teaching procedures and instructional materials, evaluation techniques for use in the classroom and pedagogical methodology for individualization. Designed also to create awareness of affective experiences in the teaching/learning process of elementary school mathematics. Offered annually.
|
| |
-
ELED 355 - International Study Tour in Elementary Education (3 credits)
Prerequisite: Acceptance through the International Programs Office
This course will offer students a chance to examine educational structures, policies and institutions of diverse societies and the influence of education on the different aspects of those societies. The travel study tour will begin with pre-travel planning at Bridgewater State University where students have the opportunity to study the destination’s educational system and related issues. Course contact will vary depending on faculty and topic selected, as will the specific content requirements and instructional strategies.
|
| |
-
ELED 360 - Teaching in a Standards-Based, Inclusive Elementary Classroom (3 credits)
Prerequisite: Admission to the Professional Education Program and passing scores on all appropriate MTEL®: Communication and Literacy, Foundations of Reading and General Curriculum
This course explores ways to plan, teach and assess in a standards-based, inclusive classroom. Topics include standards-based curriculum development, constructivism, education evaluation, and assessment (including the design of a professional teaching portfolio). Classroom-based “inclusive” models and teaching strategies and professional teaching standards will be examined. Offered annually.
|
| |
-
ELED 457 - Strategies for Managing Classroom Behavior (3 credits)
This course will assist education students in developing their skills in classroom management. Consideration will be given to successful management models and teaching strategies as they apply to the developmental levels of children. Offered evenings and summers only. May be taken for graduate-level credit.
|
| |
-
ELED 480 - SEI Endorsement for Teachers (3 credits)
Prerequisite: Completion of Professional Block in ECED (ECED 311, 332, 342, 352, and 361) or in ELED (ELED 300, 313, 330, 344, 350, and 360)
This course will provide teachers with the knowledge and skills to effectively shelter content instruction and provide teachers with methods and strategies to integrate language and literacy development into content-area instruction when teaching English Language Learners (ELLs) in kindergarten through Grade 6. Teachers will develop a better understanding of social and cultural factors influencing ELL students, the stages of second language acquisition, as well as developmentally appropriate and culturally responsive approaches to teaching and supporting ELLs. This course will specifically address instructional planning and assessment, the relationship between speech and print, word identification and vocabulary, reading and writing practices, and content-area reading/writing technology connections. (Formerly ELED 242)
|
| |
-
ELED 485 - Honors Thesis in Elementary Education (3 credits)
Prerequisite: Open to Commonwealth Honors and Departmental Honors students and to others by consent of instructor
The Honors Thesis is the culmination of a student’s work in the Honor’s Program, and may consist of either one or two semesters’ pursuit of an advanced student-generated project. Students meet regularly with their thesis advisor. The thesis is read for approval by the department honors committee or its designees. Repeatable: may earn a maximum of six credits.
|
| |
-
ELED 490 - Supervised Teaching in the Elementary Schools: Art (6 or 12 credits)
Prerequisite: Acceptance into student teaching
Supervised experiences in classroom art activities. Experiences gained in teaching techniques, materials, individual differences, and classroom management. Supervision by the cooperating teacher and college supervisor. Full time for either one quarter or a full semester. Offered annually. May be taken for graduate-level credit.
|
| |
-
ELED 491 - Internship in Elementary Education (6 or 12 credits)
Prerequisite: Employment in a host school system; completion of all College of Education and Allied Studies and Departmental requirements; approval by the department (including site and mentor)
An internship is a supervised experience for one semester (at least 400 clock hours). To be eligible for an internship a candidate must be employed by the school system and be in the role of an elementary classroom teacher. During this internship a candidate will gain experience and refine his/her skills as a classroom teacher. Interns will have a qualified, on-site mentor and will be supervised by the university. A candidate must demonstrate his/her competencies for initial teaching licensure and complete documentation requirements. May be taken for graduate-level credit.
|
| |
-
ELED 492 - Supervised Teaching in Public Schools: Elementary (6 or 12 credits)
Prerequisite: Acceptance into student teaching
This student-teaching practicum is a supervised experience for one semester. Candidates are assigned by the College of Education and Allied Studies to an appropriate elementary-school classroom (grades 1-6) where they will work to develop and refine their teaching skills. Candidates will have the opportunities to observe students and classrooms, design curriculum, practice effective classroom-management techniques, utilize contemporary teaching strategies and differentiate instruction to meet the needs of all learners. Candidates will be coached and supervised by a qualified, on-site cooperating practitioner and a faculty member of the elementary and early childhood department. Candidates are required to attend periodic seminars on educational topics relevant to the student teaching experience. A candidate must demonstrate his/her competencies for initial teaching licensure and complete all departmental requirements. May be taken for six or 12 credits. Dual licensure majors take ELED 492 for six credits. Offered annually. May be taken for graduate-level credit.
|
| |
-
ELED 498 - Internship in Elementary Education (3-15 credits)
Prerequisite: Consent of the department; formal application required
Off-campus experience in an area related to the major. In-depth exposure to educational programs, centers and institutions. This internship does not lead to teacher licensure. Repeatable: may earn a maximum of 15 credits.
|
| |
-
ELED 499 - Directed Study in Elementary Education (1-3 credits)
Prerequisite: Consent of the department; formal application required
Directed study is open to juniors and seniors who have demonstrated critical and analytical abilities in their studies and who wish to pursue a project independently. Repeatable: may earn a maximum of six credits. Offered annually.
|
| |
-
ELED 500 - Digital Media and Mobile Devices in the Classroom (3 credits)
The goal of this course is to help teachers and teacher candidates identify and acquire the strategies to use digital media and mobile devices to increase learning success in a PreK-6 classroom in any content area. Offered fall semester.
|
| |
-
ELED 502 - Research (3 or 6 credits)
Prerequisite: Consent of the department; formal application required
Original research undertaken by the graduate student in their field. For details, consult the paragraph titled “Directed or Independent Study” in the “College of Graduate Studies” section of this catalog. Repeatable: may earn a maximum of six credits.
|
| |
-
ELED 503 - Directed Study (1-3 credits)
Prerequisite: Consent of the department; formal application required
Directed study is designed for the graduate student who desires to study selected topics in a specific field. For details, consult the paragraph titled “Directed or Independent Study” in the “College of Graduate Studies” section of this catalog. Repeatable: may earn a maximum of six credits.
|
| |
-
ELED 508 - Technology and STEM Education (3 credits)
Through the exploration of current and cutting edge science, technology, engineering and mathematics (STEM) education technologies, educators will discover effective ways to enhance student learning in STEM. Participants will learn how to distinguish STEM domains by their unique ways of knowing and the means by which knowledge is constructed. We will address issues of using technology with young learners and examine best practices for engaging students in meaningful learning experiences that support their conceptual understandings across STEM domains. Applied project design will enable participants to examine the complexities of practical implementation. Offered annually.
|
| |
-
ELED 510 - Fundamentals of Elementary Education (3 credits)
This course is intended to be an introductory course at the graduate level for candidates seeking initial licensure as an elementary teacher (grades 1-6). The course is designed to offer students an understanding of numerous relevant topics in education, for example, the foundations of education as it relates to student learning, effective instructional practices and appropriate accommodations for diverse learners, classroom management models, lesson plan models, diversity and exceptionalities, technological applications for the elementary classroom and resources for practicing teachers. The course is also designed to help students make an informed decision as to their choice of becoming an elementary teacher. During a 40-hour pre-practica experience, aspiring teachers grow as professional educators as they interact with teachers and children, confirming their choice as an elementary educator. Offered fall and spring semesters.
|
| |
-
ELED 511 - Theory and Practice in Teaching Reading (3 credits)
Prerequisite: Admission to the MEd in Elementary Education (Initial Licensure) program and completion of ELED 510
A thorough explanation is given of the social-psycho linguistic view of reading and its practical application in the elementary classroom. The acquisition of literacy will be explored through alphabetic principle, guided reading techniques, self-monitoring, teacher-child interactions and a variety of assessments. Students will design, implement and reflect on research-based elementary level reading lessons. The English/Language Arts Curriculum Framework will serve as a guide for classroom instruction.
|
| |
-
ELED 513 - Mathematical Applications for the Classroom (3 credits)
Prerequisite: Admission to the MEd in Elementary Education (Initial Licensure) program and completion of ELED 510
Teaching in the context of current research about how children learn mathematics, this course helps participants develop an understanding of what it means to do mathematics. Participants will explore and experience ways math can be taught through problem solving that develops both concepts and procedures. The Massachusetts State Frameworks and National Standards will be considered.
|
| |
-
ELED 515 - Differentiating Instruction: Creating Inclusive Classrooms (3 credits)
Prerequisite: Admission to the MEd in Elementary Education (Initial Licensure) program and completion of ELED 510
By participating in in-class and out-of-class experiences and by reviewing the literature related to child development, researched-based instructional and assessment practices and other related topics relevant to differentiating instruction, including child-study procedures and current laws, teacher candidates will be able to use assessment to guide classroom practices and instructional supports to differentiate instruction for all learners.
|
| |
-
ELED 517 - Exemplary Practice in Science Classrooms (3 credits)
Prerequisite: Admission to the MEd in Elementary Education (Initial Licensure) program and completion of ELED 510
This course will enable students to critique and develop science lessons and curriculum used in elementary schools. Emphasis will be placed on the nature of science and methodologies of constructivist science teaching, scientific inquiry, cooperative learning, and assessment. Students will plan and implement units of science study that are based on the methodologies learned and on state and national standards. This course will also help students understand engineering and technology principles and their relation to science.
|
| |
-
ELED 519 - Theory and Practice in Teaching Language Arts and Social Studies (3 credits)
Prerequisite: Admission to the MEd in Elementary Education (Initial Licensure) program and completion of ELED 510
This course will consider and practice classroom strategies for use in the elementary school to enhance the underlying and interdependent competencies of language arts (reading, writing, listening, speaking, viewing and visually representing), as well as the several delineated conceptual, skill and knowledge areas of social studies (history/geography, civics/government, economics) through candidate involvement in purposeful and critical communication activities. Special emphasis will be given to the teaching of writing within the framework of a writer’s workshop and to the development of critical thinking skills needed to become a life-long learner as a teacher of writing and social studies. The seamless integration of the language arts into the content areas will be considered throughout the course with a global perspective being the overall organizing principle of this integration.
|
| |
-
ELED 521 - Differentiated Instruction in the Elementary Classroom (3 credits)
This course is designed to inspire educators to explore the many aspects of differentiated instruction and learning. Participants will learn how to design assessments and activities that allow students of all abilities to learn the same essential concepts in different ways. We will analyze examples of successful differentiated activities and discuss differentiation and classroom management. Educators will leave this course with a rich variety of practical strategies to utilize in different content areas in their classroom. This course will include a focus on how technology can be used to support differentiation in the elementary classroom. Offered fall and spring semesters.
|
| |
-
ELED 522 - Science & Engineering Practices in the Elementary Classroom (3 credits)
This course will focus on the science and engineering practices as described in NGSS and their relationship to real-world science and engineering careers. Teachers in this course will learn how to develop lesson and unit plans that attend to multiple science and engineering practices. They will learn how to use the teaching tool called a science notebook to support students’ use and learning of the science and engineering practices through writing and/or drawing. Teachers will learn how to assess when and how their students are engaging in the appropriate science and engineering practices for the task and concepts being taught. Teachers will create posters, make presentations, develop a unit plan, use their own science notebook entries during hands-on investigations, showcase their students’ science notebook work, and develop rubrics for assessment. Offered summer session.
|
| |
-
ELED 527 - Graduate Sheltered English Immersion (SEI) Endorsement for Teachers (3 credits)
Prerequisite: ELED 510 and ELED 513 and ELED 517
This course will provide graduate students and in-service teachers with the knowledge and skills to effectively shelter content instruction and provide them with methods and strategies to integrate language and literacy development into content-area instruction when teaching English Language Learners (ELLs) in kindergarten through grade 12. Graduate students and in-service teachers will develop a better understanding of social and cultural factors influencing ELL students, the stages of second language acquisition, as well as developmentally appropriate and culturally responsive approaches to teaching and supporting ELLs. This course will specifically address instructional planning and assessment, the relationship between speech and print, word identification and vocabulary comprehension, reading and writing practices, and content-area reading/writing technology connections.
|
| |
-
ELED 535 - Mentoring Beginning Teachers (3 credits)
Prerequisite: Consent of department chairperson
This course provides preparation and support for cooperating teachers, who are faculty members of local school districts. Each person who is enrolled in the course has a Bridgewater State University student teacher. Cooperating teachers will learn various tools to observe their student teachers in the classroom. Course participants will learn how to plan and conduct pre-observation and post-observation conferences. In addition, cooperating teachers will study the problems and issues facing beginning teachers in culturally diverse classrooms.
|
| |
-
ELED 554 - Graduate Seminar in Elementary Education (3 credits)
Prerequisite: GRPP 501 and EDMC 530 and EDMC 531 and EDMC 532 and EDMC 533 and four content electives preapproved by advisor (no more than two of any content area)
This course is an integration of formal study, current research and personal experience. Each student will make an extensive study of a significant problem in elementary teaching. This course must be taken the final semester of the program. It may be taken alone or with one elective.
|
| |
-
ELED 560 - Special Topics in Elementary Education (variable credit)
Prerequisite: Course prerequisite may be specified depending upon the nature of the topic
Special topics of current relevance in elementary education will be offered from time to time. The topic to be addressed will be announced prior to registration. Repeatable with the consent of advisor.
|
| |
-
ELED 567 - Mathematics for Practicing Teachers: PreK-Grade 6 (3 credits)
The Massachusetts Curriculum Framework calls for math to be taught with coherence, focus, rigor and clarity, with the goal of improving learning progressions across grades. In order to teach this way, practicing PreK-grade 6 educators need to be secure in their own understanding of the concepts and procedures they teach. Participants in this course will experience mathematical concepts from a multitude of perspectives and use a variety of modeling strategies to deepen and broaden their understanding. Participants will learn why standard computational algorithms work the way they do and the relationship between conceptual understanding and computational fluency.
|
| |
-
ELED 571 - International Study Program in Elementary Education (3 credits)
Prerequisite: Consent of the International Programs Office
This course will offer Bridgewater State University students a chance to examine educational structures, policies and institutions of diverse societies and the influence of education on different aspects of those societies. The travel study abroad program will begin with pre-travel planning at Bridgewater State where students have the opportunity to study the destination’s system and related issues. Course content will vary depending on faculty and topic selected, as will the specific content requirements as long as Bridgewater State requisites are followed. Each course will use a variety of instructional strategies, once again depending on their professor’s intentions, goals for the students and resources available in-country. Repeatable.
|
| |
-
ELED 591 - Employment-Based Practicum: Elementary Education (12 credits)
Prerequisite: Matriculation into the MEd Elementary Education program (Initial License); a passing score in all state licensure exams required for elementary teachers prior to enrolling in this course; employment in a host elementary school as the classroom teacher of record; completion of all College of Education and Allied Studies and departmental requirements; application to the department; approval by the Department of Elementary and Early Childhood Education as well as the site of employment and the on-site mentor.
This is an employment-based practicum where the candidate is employed as the official teacher of record for the elementary classroom and will be in the role of the elementary classroom teacher. During this practicum, the candidate will gain experience and refine his/her skills as an elementary classroom teacher. Candidates will have a qualified, on-site mentor and will be supervised by the university. The candidate must demonstrate his/her competencies for initial teaching licensure and complete documentation requirements.
|
| |
-
ELED 592 - Practicum: Elementary Education (6 or 12 credits)
Prerequisite: Acceptance and good standing in teacher preparation program
This graduate-level practicum involves supervised experiences in classroom activities and experiences gained in teaching techniques, individual differences and classroom management. Opportunities are available in a variety of instructional environments. Supervision by the cooperating teacher and university supervisor. Full-time for either one quarter or a full semester. Offered annually.
|
| |
Page: 1 <- 6
| 7
| 8
| 9
| 10
| 11
| 12
| 13
| 14
| 15
| 16
… Forward 10 -> 27 |
Print this Page