Course explores the multidisciplinary field of prevention science, examining its concepts, methods, research base, and applications, particularly as they apply to education, school psychology, and children's development. Examines principles and core elements of evidence-based interventions used to prevent or address problems in children and adolescents.

This course aims to prepare ELL and mainstream teachers to address the challenge of helping bilingual and emergent bilingual learners succeed in regular academic content classes. We will consider research supporting the view that second language acquisition is enhanced by rigorous academic content instruction.

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.

Designs and research on counseling and mental health services, professional and ethical standards, issues in cultural, political, and historical contexts of helping. Consent of instructor required (Doctoral Section).

Course will explore the historical development of psychology as a field of study and its relationship to educational practice in the school setting. The course will cover the development of psychology from the ancient Greeks to Wilhelm Wundt, to the implications of the work of John Dewey and William James in relationship to educational practice.

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.

Examination of the central issues in cultural studies in the context of international development education, with primary stress on the relationship between knowledge and power to confront and critique notions of intellect and institution.

This course begins with a brief survey of basic theories of organizational behavior and change. Examines such strategies as action research, strategic planning, and negotiation - emphasizing the role of different kinds of leadership in the process of change.

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.