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Courses

Courses for Graduate Students Only

This is a complete listing of department course offerings. Some courses are only open to students enrolled in one of our degree programs. Please see Current Course Offerings for courses available for general enrollment.

ED 201, 202 Apprenticeship in Teaching
Supervised teaching of at least 400 hours in a school setting designed to offer advanced clinical experience to those wishing to meet the requirements for the professional license. Apprentices are expected to demonstrate an understanding of teaching practices and theory, knowledge of theories of learning, as well as mastery of content area knowledge and pedagogical content knowledge. Students are expected to participate in a weekly seminar. One to two courses. Prerequisite: initial teacher license. Members of the Department

ED 205, 206 Internship for Licensure
School practicum fulfilling the requirements of an internship leading to Massachusetts teaching licensure endorsement. One or two courses. Prerequisite: consent. Members of the Department

ED 211 Experiencing Scientific Inquiry
The course consists of a science strand and a practice strand. In the science strand, students experience inquiry first-hand as they investigate a series of everyday phenomena. These investigations give them an opportunity to look closely at materials and objects around them, to observe phenomena that they may not have noticed before, and to develop a deep understanding of density as an intensive property of matter. Students consider and evaluate models of matter that describe and explain phenomena such as diffusion, compression, and thermal expansion at the microscopic level. The practice strand introduces a model of investigation. Students analyze their experiences in the course and use four video cases (Grades 2, 4, 5, and 8) to make their understanding of inquiry more explicit. The case studies provide opportunities to think about what children do when engaged in inquiry and what teachers do to support their learning. Course is a blended face to face and online course. Recommendations: Consent.

ED 212 Experiencing and teaching scientific inquiry
This course builds on ED 211 in two ways, with assignments and activities in a roughly even split between participants' own science and, now, their attention to their students' science. The latter takes places mainly through collaborative study of K-8 students' reasoning, as evident in video and written work, first from published case studies and then from participants' classes. Along the way, participants consider the connection between doing science and teaching science, including with respect to assessing the quality of ideas and reasoning. Intended primarily for K-8 teachers and takes place mostly online. Prerequisite: consent

ED 213 Responsive teaching in science
Participants develop instructional practices of close attention and responsiveness to the substance of students' ideas and reasoning. Activities and assignments include continued study of data from participants' classes. From there, the course progresses to focus on lessons and curriculum, with an emphasis on coordinating multiple objectives and constraints: In particular, students' taking up the practices of scientific inquiry often leads them to ways of thinking at odds with canonical understandings. Readings and course discussions address how to manage that tension. Intended primarily for K-8 teachers and takes place mostly online. Prerequisite: consent

ED 214 Resource-based Models of Learning in STEM Disciplines
Research on learning, across STEM disciplines, has tended to focus on misconceptions and developmental limitations, barriers learners must overcome or gaps that they must fill. In this seminar, students will focus on models of productive intellectual resources - aspects of learners' knowledge, reasoning abilities, inclinations that are beginnings of expertise. It will be assumed students have a general background in STEM education research, such as from ED 111, 112, or 119. Hammer

ED 221 First Year Seminar in School Psychology Practice
This seminar will focus upon the integration of content knowledge and skill development with student's initial observations of school based practice. The development of culturally competent practice is emphasized. One half course. Luz-Alterman and Seaton

ED 222, 223 STEM Pro-seminar
First and second year STEM students are required to take an ongoing Program Seminar (Pro-seminar) and receive, at the end of two years, a total of two course-credits in this group (0.5 course-credits per term). The course meets bi-weekly, is attended by interested faculty and researchers and by all first and second year students, focuses on issues of current interest, and constitutes a forum for outside speakers, students and faculty in the program to present their ongoing research and to discuss papers of outstanding relevance for those in the program. Students in the more advanced years of the program will be invited to use the Pro-seminar as a forum to present and receive feedback on their dissertation work at various points during its development. Permission of instructor required. Brizuela

ED 224 Theory and Research in Early Childhood and Elementary Mathematics Education
Students will analyze and discuss theories and research results on the development and learning of mathematical concepts and representations in early childhood and in the elementary school years. Main content areas to be examined are number, number systems, and problems in the fields of additive and multiplicative structures. Theories and models will focus on biological, constructivist, and socio-cultural approaches to mathematical learning and development. One half course. Brizuela

ED 225 Theory and Research in Elementary and Middle School Mathematics Education
Students will analyze and discuss theories and research results on the development and learning of mathematical concepts and representations in the elementary and middle school years. Main content areas to be examined are integers, fractions, ratio, proportion, functions, and algebra. Theories and models will focus on biological, constructivist, and socio-cultural approaches to mathematical learning and development. One half course. Brizuela

ED 230 Foundations of Learning, Cognition, and Academic Intervention
This course will explore theories of cognitive development and learning and their relevance to education and academic interventions. Readings will compare and contrast biological, environmental, constructivist, information processing, and socio-cultural approaches to the analysis of learning and cognition from infancy to adolescence. Specific attention is given to reading development.  Students are invited to evaluate approaches to academic interventions in school settings and the diverse needs of learners. The main goal of this course is to develop an understanding of the questions: what is learning? How does learning occur? And what can adults do to scaffold a child's cognitive development and learning? Seaton

ED 231, 232 Practicum in School Psychology
Supervised field experience focuses on professional practices including assessment, consultation, counseling, informal assessment, and academic and behavioral interventions. The school-based practicum is accompanied by a seminar designed to provide students with additional supervision and didactic training. The seminar focuses on implementation of problem solving models for identifying and addressing students' academic and social/emotional/behavioral needs and on supporting all aspects of professional practice, including participating in effective site-based supervision. Students complete a minimum of 600 hours of supervised field experience in a school setting during the year, and the requirements of a weekly seminar. Students submit a portfolio and present their work to members of the department as evidence of their growth and professional development.  Two courses. Prerequisite: consent.  Members of the Department

ED 236 School Based Mental Health
A public health model emphasizing prevention in the broader context of a comprehensive, coordinated continuum of interventions. Preventive interventions encompassing areas such as social and emotional learning, health and mental health promotion, wellness, positive school and classroom climate, skills training, bullying, family-school partnering, trauma sensitivity, and greater community involvement in schools as public institutions. Recognizing the significant evidence that exists to support such interventions as critical for academic success, this course will consider the challenges to effective implementation of mental health services in schools. Seaton

ED 237 Common Factors in Counseling:  Initial Interviewing, Relationship Building, and Basic Clinical Skills
This course will consider multiple perspectives as possible frameworks for an integrative model of counseling in schools, including multicultural, relational, eco-systemic, and problem solving. Student practice will focus upon listening, establishing therapeutic relationships, interviewing skills, and developing the core facilitative conditions for positive change. Luz-Alterman

ED 238 Advanced Approaches to Counseling: Cognitive-Behavioral Interventions in School
The fundamental assumptions of assessing cognition for intervention with internalizing and externalizing problems with an emphasis on rational emotive behavioral approaches as a unified model. Further,  empirically supported cognitive behavioral intervention modules for depression, anxiety, anger/aggression, and trauma in school settings will be focused upon. Luz-Alterman

ED 241 Foundations and Contemporary Practices in Psychoeducational Assessment
This course will address the individualized academic assessment of children in schools. Three main areas of study will be focused upon in the context of a problem-solving framework: a) measurement statistics and principles of test construction; b) formal assessment measures through a review of standardized achievement tests; c) other assessment tools including informal techniques, criterion-based measures, RTI, and CBM. Students will learn to administer and interpret results from commonly used standardized tests of achievement within an ecological context, and to communicate these results in oral and written form. The link between assessment and intervention will be emphasized. Members of the Department

ED 243 Assessment of Cognitive Abilities
The purpose of this course is to provide knowledge and skill in the area of cognitive and intellectual assessment. The course is designed to (a) introduce students to the process of standardized intellectual assessment, (b) develop skills for administering and critically evaluating the results of standardized measures of cognitive and intellectual functioning, (c) evaluate and integrate information obtained during the assessment process with other sources of information about the child's learning and behavior, (d) communicate assessment findings in both written and oral formats in a clear manner to a variety of audiences, and (e) consider the role that cognitive and intellectual functioning play in the classification and programming for students with disabilities. Rogers

ED 244 Assessment and Intervention for Learning Problems in the Classroom
This course will further students' knowledge of learning disabilities focusing upon assessment, classification, identification, collaboration, and intervention planning within a problem-solving framework. Through field-based case studies, students will: a) enhance their assessment and intervention planning skills for students with learning problems; b) compare traditional and RTI models of identification and intervention planning; c) consider student learning problems within the broader contexts of schools, communities, and local and national policies. Members of the Department

ED 245 Social and Emotional Development in Childhood and Adolescence
School based mental health professionals have traditionally been trained to provide interventions for diagnosable mental health problems.  This focus has shifted to a public health model that emphasizes prevention in the broader context of a comprehensive, coordinated continuum of interventions. These preventive interventions encompass areas such as social and emotional learning, health and mental health promotion, wellness, positive school and classroom climate, skills training, bullying, family-school partnering, trauma sensitivity, and greater community involvement in schools as public institutions.  Recognizing the significant evidence that exists to support such interventions, this course will consider the challenges to effective implementation of mental health services in schools. Luz-Alterman

ED 246 Social, Emotional, and Behavioral Assessment
This course provides an introduction to social, emotional, and behavioral assessment in children and adolescents. By employing different theoretical perspectives on development and using a variety of methods, including structured and semi-structured interviews, informant and self-reports, direct observation, and narrative and graphic techniques, students will gain experience in the systematic analysis of social/emotional/behavioral problems of childhood in an ecological context. Using case histories we will develop a problem-solving approach to defining referral questions, selecting assessment methods, analyzing results, and designing and evaluating interventions resulting in a comprehensive evaluation report with clear recommendations for intervention. Members of the Department

ED 249 Social Justice in Schools
This course will focus on social constructs as psychological variables and as factors in human development. Focus on social justice, multicultural, and cross-cultural considerations with emphasis on theory, research, and practice in mental health service. Pinto

ED 250 Introduction to Rorschach
Comprehensive Rorschach assessment of basic personality functioning. This includes stress coping skills, perception of reality, information processing, ideation, emotional status, and interpersonal skills. Potential uses for school psychologists engaged in assessing the emotional and personality status of referred students are emphasized. Prerequisite: ED 246 or equivalent or school psychology certification. Feneberg

ED 251 Advanced Rorschach
This course aims to solidify and refine Rorschach administration, scoring and interpretation skills acquired in Introduction to Rorschach or similar graduate course work. This course will allow participants to seek peer consultation on protocols administered as part of their professional practice. In addition, topic-specific research and review will be conducted to gain a better understanding of the usefulness of this instrument in the assessment of special populations. Feneberg

ED 252 Group Dynamics
The structure, functions, and dynamics of groups. Observation and analysis of group structures and functions, interactions and dynamics of change in groups, effects of the group on the individual, and effects of the individual on the group. The class will be part of its own laboratory. Limited enrollment. Prerequisite: consent. Members of the Department

ED 253 Biological Bases of Behavior and Learning in Educational Settings
This course is a comprehensive consideration of topics in neuropsychological research. Explore biological factors underlying learning mechanisms, with particular attention to the neurobehavioral profiles of childhood disorders and learning disabilities in educational settings. Pinto

ED 254 Developmental Psychopathology in Educational Settings
This course is an ecological, multicultural, and developmental approach to understanding, assessing, diagnosing, and developing interventions for childhood psychopathology. Pinto

ED 255 Professional Practice, Ethics, and the Law in School Psychology
This course examines the contemporary roles and functions of the psychologist in schools within the historical, ethical, and legal framework of the profession. Particular emphasis on systems level change and educational policy. Pinto

ED 256 School-Based Consultation
The purpose of this course is to provide students with the knowledge and skills necessary for a broad-based and pragmatic approach to collaborative consultation and problem-solving within a school context. We will explore collaborative consultative processes, drawing from current perspectives on consultation practices and issues. The complex dynamics of the consultant-consultee relationship as well as the evaluation of the process and outcomes within a problem-solving model of consultation will be examined through course readings, course consultation experiences, and a field-based consultation. Members of the Department

ED 257, 258 Advanced Internship in School Psychology
The year-long internship and seminar are designed to provide students with an opportunity to integrate and apply their knowledge of school psychology (a minimum of 1200 hours, of which at least 600 must be completed in a school setting; the remaining hours may be completed in a clinical setting). Supervised field experiences address all aspects of school psychology practice including assessment, consultation, counseling, informal assessment, and academic and behavioral interventions and program design in a multi-tiered system of support. The internship is accompanied by a bi-weekly seminar focusing on legal, ethical, and professional issues in the delivery of culturally responsive services within a problem solving framework. Students submit a culminating portfolio and present their work in an open forum. Two courses. Prerequisite: Education 231, 232, and consent.  Members of the Department

ED 260, 261 Seminar on Educational Issues
Analysis and discussion of research and theory related to education. The seminar will provide students the opportunity to discuss with researchers and other professionals topics of major interest in the field of education.

ED 270 Intermediate Statistics for Educational Research
Explore ideas and concepts necessary to read research in education and preparation for educational research. Emphasis on choice of statistical tests, understanding statistical results, and making decisions based on research. Prerequisite: introductory course in statistics. Members of the Department

ED 271 Methods of Educational Research
An introduction to research methods employed in conducting and understanding educational and psychological research. Topics will cover quantitative and qualitative methods and basic research concepts and techniques. Each student will develop a research proposal suitable for master thesis work. Members of the Department

ED 272 Teachers as Researchers
Introduction to the qualitative and quantitative approaches used in the conduct of educational research, with particular emphasis on teacher-as-researcher and participant-observer methods of analysis. A research project is required.  Members of the Department

ED 273 Seminar in Research Methods
Analysis of advanced qualitative and quantitative approaches used in the conduct of educational research. Topics will vary according to the interests of the seminar leader and participants. Members of the Department

ED 274 Methods of School Psychology Research
An introduction to research methods employed in conducting and understanding educational and psychological research. Topics will cover quantitative and qualitative methods in single-subject and small group designs. Pinto

ED 275 Seminar in Advanced School Psychology Research
Course provides an opportunity for students to propose and conduct a research project within an area of interest. The course will take a collaborative approach to addressing the various topics focusing on individuals, groups or systems level school-based problems. Prerequisite: ED 274 Methods of School Psychology Research. Pinto

ED 276 Internship
Guided experience in an approved educational setting with supervision. Each student is expected to work in an approved facility for at least 150 hours over the course of one or two semesters. One course.  Members of the Department

ED 280 Teaching and Learning in the Museum
An introduction to theories and practices of visitor engagement in the free-choice and life-long learning environments of museums. Students explore learning styles and characteristics of various audiences, including families, teens, people with disabilities, early learners and adults, and consider their motivations, expectations and needs when in museums. Using learning theories, knowledge of audience, and museum objects, students experiment with a variety of strategies to scaffold and assess engagement. Guest speakers and field trips connect classroom experience to current issues and practices in the field. Robinson

ED 281 Museum Education for K - 12 Audiences
Museums offer school groups unique experiences that enhance classroom learning and instill the skills of life-long learning. This course explores ways in which museums create on and off-site programs for the K -12 community of pupils, teachers and parents, as well as home-schooled students, scouts, and other learning communities. Students will examine Common Core Standards and other frameworks and will develop outcome-based curricula that make use of museum resources. Partnerships with teachers and schools and professional development programs for teachers will also be addressed. Guest speakers and field trips connect classroom experience to current issues and practices in the field. Prerequisites: ED/FAH/HIST0285 and ED0280. Young

ED 282 Proseminar in Museum Interpretation
All visitor experiences in museums are mediated by the choices museum professionals make in the selection, interpretation, contextualization, and presentation of collections in exhibitions and programs. Students will interpret scholarship for a variety of audiences, examine strategies for interpreting difficult topics, and consider interactives that stimulate meaning-making. Students will also delve into strategies for facilitating community conversations and sharing authority in the creation of exhibitions, programs and projects. Because this is a seminar, a forum for discussion that prepares students for the professional world, we may modify the topics to suit student interests, needs, and expertise. Prerequisites: ED/FAH/HIST0285 and ED0280. Robinson

ED 284 Internship in Museum Education (Cross-listed as Art History 289 and History 292)
The internship gives a student firsthand experience in museum work. It is generally a one-to-two semester, 200-hour experience with specific projects and responsibilities arranged by the student, in collaboration with the internship supervisor, and the site supervisor. Most internships take place during the work week; evening and weekend internships can be difficult to arrange. Prerequisites: A minimum of three Museum Studies courses, one of which must be FAH 285, must be completed before beginning the internship. (fall, spring, summer) Supervised experience in a museum setting. Robinson and Iacobucci

ED 285 Museums Today: Mission and Function (Cross-listed as History 285 and FAH 285)
Museums in America are changing inside and out. New demands and expectations from various audiences—visitors, community, schools, donors—are challenging the way they organize their staffs, shape collections, and create exhibitions and programs. This course is an overview of the operations of museums in the 21st century. Topics include governance, planning, collecting, exhibitions, programming, technology, and finances. The course also examines some of the current issues challenging the field, such as the treatment of disputed cultural property, working with communities, and dealing with controversy. Fall. Robinson and Iacobucci

ED 286 Museums and Digital Media
Technology-based museum initiatives encourage creative exploration, independent interpretation, and improved audience reach in an engaging and entertaining way. They enable museums to enrich the visitor's experience while extending the boundaries of the institution to diverse and distant constituencies all over the world. This course engages students in exploring the pedagogical, technical, legal, and financial issues of using state-of-the-art media resources in museum-audience interactions. Students examine the role of technology in the museum today and learn to critique digital resources, plan interactive projects, and even produce their own multimedia products. Fleming

ED 293, 294 Research Paper
The paper is a one-semester research project that includes the study of one topic or issue in education and one theory. Students are expected to construct an original argument in the paper. The paper should reflect comprehensive research and emerging expertise on the topic of study and in the theoretical literature. The paper is advised by a faculty member agreed upon by the student, the academic advisor, and the program director. The paper is evaluated by the paper advisor.

ED 295, 296 Thesis
Guided research on a topic that has been approved as a suitable subject for a master's thesis. Two courses. Members of the Department