UMass Boston - Graduate Studies 2011 - (Page 154)

154 Graduate Catalog 2010-2012 Education: Teacher Education EDC G 641 Contemporary Issues in Education Through readings, discussions, case analyses, and written assignments, this course examines many of the issues and dilemmas that affect teaching and learning in today’s schools and classrooms. Topics include the implications of educational reform at the state and national level; desegregation and education for a multicultural society; equity; tracking and ability grouping; curriculum and assessment; teacher supervision and evaluation; negotiations, unions, and conflict; privatization; family, community, and the influence of the neighborhoods; violence; morality; and power and leadership. 3 Credits EDC G 646 Understanding Reading: Principles and Practices will be examined. This course includes a field-based component. 3 Credits EDC G 642 Organization of School Curriculum This course analyzes the development of a variety of models of elementary, middle, and secondary school curricula. Emphasis is given to discipline-based and thematic, integrative, and multicultural curricula. Participants become familiar with curriculum sources and materials and current approaches to assessment; they also explore the dynamic interactions among teachers, administrators, families, and communities in conceptualizing, implementing, and evaluating curriculum. Field observations are required. 3 Credits This course introduces theoretical and instructional issues in the development of reading, writing, listening, and speaking. It engages participants in reflective, critical consideration of students’ diverse needs in the acquisition of literacy. Strong emphasis is given to assessment-driven instruction in a comprehensive literacy program requiring eight hours of daytime field experience. Topics include a study of oral language as it affects emergent literacy development via use of the running record; literacy lesson planning; strategies for beginning reading and writing; classroom management issues related to responsive, differentiated literacy instruction; and ideas for strengthening the home-school connection. A consistent focus is the teacher’s role as a knowledgeable decision-maker and skilled practitioner in facilitating literacy learning in a caring, principled, respectful manner. 3 Credits EDC G 649 Sheltered English Instruction (SEI) in the Content Areas EDC G 647 Multicultural Literature for Children and Young Adults This course examines current research, theory, and practice for the integration of multicultural literature into the pre K-12 curriculum. Students read a broad range of literature representative of the diverse cultural groups represented in today’s classrooms. Field-based observations are required. 3 Credits EDC G 643 Behavior and Classroom Management This course explores a diverse range of strategies and techniques that may be used to eliminate or alleviate dysfunctional and/or disruptive behavior in the contemporary mainstreamed classroom. 3 Credits EDC G 648 New Literacies and Emerging Technologies Across Content Areas This course is the first of a two-course sequence aiming to fulfill the requirements for Categories I through IV of the April 2006 Guidelines for Sheltered Instruction (SEI) professional development of the Massachusetts Department of Elementary and Secondary Education. This first course covers Category II, furnishing all teachers with instructional strategy knowledge and practice needed to successfully teach second language learners. The course is designed to equip prospective and in-service teachers with skills to effectively organize and implement content area instruction appropriate for English language learners at different levels of English proficiency. The myriad student language backgrounds primarily encountered in increasingly diverse urban school districts are discussed. The main focus area centers on sheltering content instruction for a variety of proficiency levels/content areas. Instructional strategies and content area units/lessons related to the Curriculum Frameworks and Massachusetts English Language Proficiency Benchmarks and Outcomes (ELPBO) are developed and documented in a sample portfolio. The course content is delivered through experiential, participatory, and process-oriented strategies that are used successfully with English language learners and build reflective practices. This is a three-graduate-credit course requiring a minimum of 37.5 contact hours. 3 Credits EDC G 644 Developmental Stages: Childhood to Adolescence This course examines current research and theory about human intellectual, social, and affective development from infancy through adolescence. Topics include the development of linguistic, symbolic, and quantitative systems; cognition; creativity; the developmental interactions of culture, thought, language, and learning; and the implications of current developmental theory and research for educators. 3 Credits This course explores the changing landscape of reading and writing as emerging technologies place new demands, challenges, and opportunities for readers and writers. To do so, this course aims to deepen students’ understandings of the reading and writing processes with written, hyper, and multi-modal texts as well as content-specific strategies for assisting K-12 students’ development in these processes. This includes selecting developmentally appropriate reading materials and composition activities for a range of learners; identifying prerequisite skills, concepts, and vocabulary necessary for content-specific learning activities; and determining which strategies best meet particular content learning objectives. In doing so, techniques for incorporating new technologies into teaching as well as the legal and ethical challenges for both teachers and students ECHD 650 Leadership in Early Education and Care This course is geared to expanding the role of leader and advocate in the movement toward universally accessible, high quality early childhood/early intervention programs. It helps students explore the role of a broad-based, inclusive leadership to make changes in the early education and care system, as well as to improve working conditions for teachers and providers. Students discuss current theoretical frameworks and practice concrete skill development. Students design a theoretical leadership action plan as a part of the course requirements. 3 Credits

Table of Contents for the Digital Edition of UMass Boston - Graduate Studies 2011

UMass Boston - Graduate Studies 2011
Table of Contents
Graduate Program Affiliations
UMass Boston at a Glance
Foreword
Mission Statement
Trustees of the University
Administrative Officers of the University
Academic Calendar, 2010-2012
Admissions
Tuition, Fees, and Payments
Payment Information
Residency Status
Assistantships and Financial Aid
Facilities and Services
Regulations, Procedures, and Degree Requirements
Graduate Programs
Accounting
American Studies
Biology
Biology
Environmental Biology
Molecular, Cellular, and Organismal Biology
Biomedical Engineering and Biotechnology (Multicampus Joint Program)
Biotechnology and Biomedical Science
Business Administration
Chemistry
Green Chemistry
Clinical Psychology
Computer Science
Database Technology
Counseling: Degree Programs
Counseling: Family Therapy
Counseling: Mental Health Counseling
Counseling: Rehabilitation Counseling
Counseling: School Counseling
Creative Writing
Critical and Creative Thinking
Dispute Resolution
Education
Higher Education Administration
Leadership in Urban Schools
Education: Educational Administration
Education: Special Education
Special Education
Orientation and Mobility
Teaching of the Visually Impaired
Vision Studies
Education: Teacher Education
Education: Applied Behavioral Analysis for Special Populations
Education: Technology, Learning, and Leadership
Education: Teaching Writing in the Schools
English
Environmental Sciences
Environmental, Earth, and Ocean Sciences
Environmental Sciences
Geographic Information Science
Professional Science Master’s™
Finance
Forensic Services
Gerontology
Management of Aging Services
Historical Archaeology
History
Human Services
Information Technology
Instructional Design
Instructional Technology Design
International Management
Latin and Classical Humanities
Applied Linguistics
Applied Linguistics
School of Marine Sciences: Intercampus Graduate School
Mathematics
Nursing
Health Policy
Population Health
Acute/Critical Care Clinical Nurse Specialist
Adult/Gerontological Nurse Practitioner
Family Nurse Practitioner
Applied Physics
Public Affairs
Public Affairs
International Relations
Women in Politics and Public Policy
Public Policy
School Psychology
Applied Sociology
Spanish and Hispanic Studies
Graduate Consortium in Women’s Studies
Road Map and Directions to Campus
Campus Map
Telephone Directory
Index

UMass Boston - Graduate Studies 2011