This course introduces doctoral students to key historical and philosophical legacies and debates in American public education, with particular attention to those relevant to current issues in the fields of curriculum, instruction, and teacher education.

This course introduces and assesses the 11 Sheltered English Immersion (SEI) Standards fulfilling the SEI Endorsement requirement for teacher licensure in Massachusetts. Course content prepares PK-12 preservice teachers with the theoretical, cultural, political, linguistic, and instructional tools for effectively promoting the language development of English language learners.

For advanced doctoral students in education, psychology, and sociology. Techniques for specifying statistical models that conform to theory, fitting the models to data, testing the fit of the models and based on the analysis, either rejecting or modifying the theory. Prerequisite: Educ 771.

Students review classic research manuscripts in counseling/school psychology, review current manuscripts and identify trends and issues, evaluate quality of research designs, develop research proposals related to areas of special interest, conduct pilot research studies under faculty mentorship related to areas of special interest.

The purpose of this course is to support graduate students as they move forward in their research and scholarly work in science education, mathematics education, and/or learning technology.

The course provides a general overview of the highly diversified field of ?cultural studies? ? what it is, the evolving relationships between its various approaches and concerns, the central issues that it confronts, and the ways in which it helps us to understand methods and means of individuals, institutions and societies have of communicating and transmitting culture. We look at the meaning and practices of everyday life and the ways in which power is transmitted, with particular emphasis on the role of education and schooling.

Tying current research on science teaching/learning to a classroom practice, this course examines advanced teaching strategies, discusses equity issues, and makes connections between formal and informal learning.

This course is the culminating course in the Early Childhood Education licensure program. In this course students reflect on and integrate learning from their Early Childhood Education program with General Education learning objectives and coursework. Open to Education Majors in the Early Childhood Program. Satisfies the Integrative Experience requirement for BA-Educ majors in the Early Childhood Program.

Students will be challenged to reflect on and apply prior learning experiences to newer/current educational issues in order to gain a deeper perspective on those issues and develop possible solutions to problems. This course will utilize reflection, inquiry, and action that lead to the development of an action-based research project aiming to study educational issues in real world contexts. Working with their peers, students will develop an action research project which will culminate in a poster session to share results.

This course provides an overview of research and practices related to working with families in the educational contexts of young children. Methods for developing positive partnerships between educational institutions and families are explored.