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  3. Elementary Teacher Education 4+1 Accelerated MEd

Elementary Teacher Education 4+1 Accelerated MEd Course of Study

Course of Study for Undergraduate Senior Year (4+1)

The Elementary Education 4+1 Accelerated Master's program allows students to take courses for the Elementary Education Master's degree during their senior year of their undergraduate career. The program is rigorous and demanding and is designed to offer high achieving undergraduate students a quick path to a terminal graduate degree.  Our curriculum is rooted in the constructivist theory of knowledge and learning, multicultural and social justice education, and active problem solving and reflection. Students complete an urban as well as a suburban practicum and spend three full-days in the classroom in the fall and five full-days in the spring.

Courses taken during senior year

Fall Semester

CourseDescriptionCredits
EDUC 503Sheltered English Immersion3
HUMANDEV 570Applied Child Development3

Spring Semester

CourseDescriptionCredits
EDUC 561Science Education in Elementary Schools3

Course of Study for Graduate Year

Our curriculum is rooted in the constructivist theory of knowledge and learning, multicultural and social justice education, and active problem solving and reflection. Students complete an urban as well as a suburban practicum and spend three full-days in the classroom in the fall and five full-days in the spring.

Summer Session

CourseDescriptionCredits
EDUC 592LSocial Studies Methods3
EDUC 615AKInclusive Classroom: Application3

 

Fall Semester

CourseDescriptionCredits
EDUC 615NChildren and their Literacies3
EDUC 691RPromising Practices in School Mathematics3
EDUC 662Integrated Methods Seminar3
EDUC 598EPre-Practicum (3 days/week)6

 

Spring Semester

CourseDescriptionCredits
EDUC 695JAdvanced Integrated Methods Seminar3
EDUC 500YPracticum (5 days/week)6

Course Descriptions

EDUC 592L Social Studies Methods

This course will explore conceptual frameworks and content knowledge in social studies at the early / elementary level and the techniques of inquiry integral to the social sciences, i.e., interviews, survey, artifacts, original documents, and research groups. Students will engage in developing in-depth and connected knowledge and understandings structured around powerful ideas in the social sciences. Students will become familiar with national and state standards; competing ideas about the teaching of social studies, particularly at the Pre-K-6 level, will be discussed.

EDUC 615AK Inclusive Classroom: Application

This course is designed to support graduate level students, who are preparing for the role of teacher at the elementary education level, in acquiring an understanding of principles and practices underlying the creation of an inclusive learning environment for all students in the regular classroom. Adaptations to the curriculum and in the delivery of instruction which will enable all children, regardless of their learning strengths and needs, to reach their potential and achieve the goals and objectives as outlined with the general education curriculum, will be presented and discussed. Differentiation in content, process and product, based on students'  readiness levels, learning profiles and interests will be modeled and analyzed in preparation for the planning of lessons and units, based on the principals of differentiated instruction.

EDUC 615N Children and their Literacies

This course aims to provide readings, discussions, experiences and assignments that establish a broad and useful definition of literacy as well as practical experience in designing and implementing effective instruction.

EDUC 691R Promising Practices in School Mathematics

This course is designed to bring together graduate level pre-service K-12 teachers and special education professionals interested in examining the roles and responsibilities of all "stakeholders" in school mathematics reform. Specifically, the course will examine promising practices in teaching and assessing school mathematics as these relate to students constructing their own mathematical knowledge. The National Council of Teachers of Mathematics (NCTM) Curriculum and Evaluation Standards for School Mathematics, the NCTM Professional Standards for Teaching Mathematics, and the NCTM Assessment Standards for School Mathematics will be the lenses through which issues, trends and promising practices in teaching, assessing, and learning will be viewed. Assignments for this course will be differentiated according to certification interests.

EDUC 662 Integrated Methods Seminar

Course uses a constructivist approach  to explore critical topics and methods in education that are directly linked to a practicum experience.  Topics include: focused classroom and student observations; classroom management; Massachusetts Curriculum Frameworks; lesson planning and implementation; assessment practices; special education; and instructional technology.

EDUC 503 Sheltered English Immersion

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.

EDUC 695J Advanced Integrated Methods Seminar

This course provides a survey of the relevant research literature describing not only cross cultural conceptions of childhood, but also contemporary U.S. contexts to reflect the intersections of culture and ideology and problematize what is legitimated as normal childhood. The course also provides training in research methodologies for doing qualitative work with children.

EDUC 500Y Practicum

A 16-week field experience under the tutelage of a cooperating teacher and University supervisor in an approved school system.

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