Since language is ambiguous by nature, in order to achieve understanding we jointly construct meaning with our conversational partners. Yet when we use different and unfamiliar cultural interpretative frameworks from each other, it may prove a challenge to create mutual understanding. How is culture constructed through face-to-face interactions? What consequences exist for those differing from dominant norms? What evidence is there that participants are constructing interpretations, at times at odds with each other?

Identifies the theories of language acquisition, normal language development, and language disorders. Examines language assessment strategies, select assessment and intervention strategies appropriate for integrated settings, and conducts two language samples.

Introduction to the sociohistorical, philosophical, and pedagogical foundations of cultural pluralism and multicultural education. Topics include experiences of racial minorities, white ethnic groups and women; intergroup relations in American society, sociocultural influences and biases in schools; and philosophies of cultural pluralism. (Gen Ed. U)

The purpose of this course is to focus on the application of current theories and research related to the practice of the school psychologist as a consultant in the school setting.

Examines capitalist, socialist, and humanist theories of social and economic development. Identifies the assumptions, underlying values, and operational principles characteristic of specific theories and explores their implications as international educators. A theoretical perspective for analyzing the role played by education in different development perspectives.

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. We will also explore instructional practices aligning English Language Proficiency Benchmarks and Outcomes for English Language Learners with those of science and other content areas.

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.

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.