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The Master of Education (M.Ed.) with a concentration in Elementary Education prepares teachers who hold a Massachusetts Initial License in elementary education to move to the Professional License. The program prepares students with the content knowledge and strategies appropriate for teaching in elementary classrooms in the 21st century.

Admission Requirements

1. The applicant must have earned a baccalaureate degree from a regionally accredited college or university.

2. The applicant must have an Initial Teaching License in Elementary Education. 3. The applicant must have a minimum undergraduate quality point average of 2.80

on a 4.00 scale.

4. The applicant must submit satisfactory scores on the Miller Analogies Test or the Graduate Record Examination General Test.

Program Requirements

The degree requires successful completion of ten (10) courses, which are divided into four (4) core courses, four (4) content courses, and two (2) curriculum specific courses and an oral comprehensive examination. The professional portfolio, based upon the Massachusetts Department of Elementary and Secondary Education Professional Standards for Licensure, must be completed and submitted to the advisory of the Elementary Education program at least one week prior to the oral comprehensive examination. The examination is taken in the last semester of study.

Prerequisite: Upper level undergraduate or graduate level/literacy course within the past 5 years or LTRC 907 Literacy Instruction.

Education Core Courses (4)

EDUC 991 Philosophy of Education and Teaching Practice EDUC 998 Language Developments and Communication EDUC 999 Research and Evaluation (recommended after

completion of three Content/Concentration courses)

LTRC 901 Integrating the Language Arts

Content Courses (4)

Four (4) elective graduate content courses approved by the program advisor. Choose from the following academic disciplines: art, biology, chemistry, earth science, English, English as a Second Language, foreign language, geography, history, mathematics, physics, or political science.

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Curriculum Specific Courses (2) – Choose Two:

EDUC 927 Advanced Teaching Strategies ENGL 930 Workshop in Children’s Literature

INST 941 Internet for 21st Century Teaching and Learning INST 943 Impact of Technology on Education

SPED 956 Curriculum Development and Modification SPED 962 Developmental Patterns of Children with Moderate

Disabilities

COURSE DESCRIPTIONS

EDUC 927 Advanced Teaching Strategies

Designed to help educators become more skilled and versatile in their application of teaching strategies, including guided discovery, discussion formats, questioning skills, inquiry training, cooperative groupings, and individualized formats. Students design a comparative study of teaching strategies, including lesson materials and evaluation instruments, to be conducted in a current or future classroom setting, depending on each student’s circumstances. The course analyzes research findings, comparative research designs, and the relationship between teaching strategies and learning styles.

EDUC 991 Philosophy of Education and Teaching Practice

Deals with an understanding of educational philosophies as the basis for educational practice; with the development of one’s own educational philosophy; and with the use of the philosophical bases to address issues of instruction, (e.g. individual assessment, appropriate communication, and equality in education).

EDUC 998 Language Development and Communication

Considers typical and atypical language acquisitions and development in children. Topics covered include: difference between first and second language acquisition, the communication process, the relationship between the language of the school and the language of the community. Implications of ethnic, linguistic, psychological, and cultural differences among children for language learning are explored.

EDUC 999 Research and Evaluation

Focuses on practical research related to students, curriculum, and schools. Research methodology, including technology, is used to improve teaching, learning, and the educational setting. Students complete a content-specific research project related to their designated graduate program.

ENGL 930 Workshop in Children’s Literature

An advanced workshop that explores the relationship between children’s literature and the curriculum of grades Pre-K through 12. Students study various genres in children’s and young adult literature, submitting lesson plans and related activities to the class for critique. Special attention is paid to children’s book authors and illustrators recommended by the Massachusetts English Language Arts Curriculum Framework. Note: This course is designed for teachers interested in enhancing their classes. Those interested in the literary analysis of Children’s Literature are advised to enroll in ENGL 875 History of Children’s Literature, ENGL 870 Current Trends in Children’s Literature, ENGL 942 Children’s Literature: Critical Approaches, and ENGL 946 Young Adult Literature: Critical Approaches. Students who have taken ENGL 887 Workshop in Children’s Literature may not receive credit for this course.

concentration in

Elementary Education, General

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INST 941

Designed for educators to accomplish the following: conduct effective searches by employing defined strategies using search directories, search engines, virtual libraries, specialized and proprietary databases and library catalogs; evaluate educational websites detailing its veracity, appropriateness, and educational value; examine important issues related to the classroom including academic integrity, Internet safety, and related student behavior to provide a safe, secure and excellent educators; explore online tools to support a web-enhanced and/or online classrooms; and create and publish a web-based inquiry- oriented classroom project. Participants develop and execute lesson plans that merge current curriculum standards and technology. Students begin development of an electronic portfolio to document their field-based experience.

INST 943 Impact of Technology on Education

A critical examination of the impact of using technology resources in the classroom including adaptive and assistive technologies and online tools. Students study critical thinking within a technological environment and incorporate them into curriculum. Students create model lessons that are technology-rich and project based and include outstanding web resources. These lessons integrate graphic organizers, newsletters, and presentations. Students examine the direction of federal, state and district technology plans, learning styles and research proven instructional strategies that use technology and integrate into lessons. Students continue the development of electronic portfolio to document their field-based experiences.

Prerequisite: INST 941 Internet for 21st Century Teaching and Learning

LTRC 901 Integrating the Language Arts

Addresses research and practice relative to the fundamental principles of teaching the language arts using an integrated approach. Using a literature-based model, emphasis will be placed on the writing process and the reading-writing connection. Learning strategies, instructional methods and materials, and evaluation techniques will be integrated throughout the course. Students will create a portfolio demonstrating their competence as teachers of integrated language arts. Students will be required to spend a minimum of four hours per week for 12 weeks in a pre-practicum field experience. The preferred field site is an elementary or middle school classroom where the language arts are taught. Arrangements for the field experience are the student’s responsibility.

Prerequisite: An introductory course in the teaching of reading or the teaching of language arts.

SPED 956 Curriculum Development and Modification

Utilizes various curriculum design models, such as Universal Design for Learning (UDL) and differentiation to plan instruction and address the needs of students with and without disabilities. Classroom structure and design, cooperative learning, peer tutoring, social skills coaching, alternative and augmentative communication (AAC) approaches, and co-teaching models are explored. Emphasis is placed on collaborative planning and implementation of curriculum using Individualized Educational Programs (IEPs) and Massachusetts Curriculum Frameworks. This course requires a pre-practicum field experience of 25-hours in a public school or other approached educational setting.

Prerequisite: SPED 963 Developmental Patterns of Students with Moderate Disabilities. Open to matriculated graduate students or by permission of the special education program coordinator.

SPED 962 Developmental Patterns of Children with Moderate Disabilities

Reviews the developmental sequence from birth through adulthood with emphasis on cognitive, social, emotional, physical and language development and growth, and examines various pervasive and developmental delays and disabilities. Particular emphasis is placed on the study of the categories of disabilities defined in federal and state regulations. Study of cross cultural competence and ways families may view disabilities and special education is included. This course includes a required pre-practicum field-based experience of 25- hours in a public school or other approved educational setting. A portion of the hours should be spent in an inclusive, general education setting.

80 CONTENT ELECTIVES

A listing of elective courses can be found in the Content Elective section of this catalog. Please refer to the program requirements to determine appropriate content subjects for this concentration.