Fall 2019 Course Offerings
Many courses in the department are limited to students enrolled
in one of our degree programs. The following are open to all
students. (Some may require instructor permission).
Jump to courses limited to students enrolled in a degree program.
ED 011 Observing Theory in Action
Tuesdays 10:30-11:45am; Thursdays 8:05-11:45am
Examination of the current issues facing schools, such as teacher evaluation,
equity in school finance, and high stakes testing. Focus on public schools in
the metropolitan area. Students will spend one morning per week working in a
local high school. Steven Cohen
ED 014 Food and Schools
This course, which explores the story of food and schools, will involve
investigations into (1) the students' own school experiences as they relate to
food and school, (2) the history of food in U.S. schools, (3) the ways by which
school food is a battleground for many beliefs about school and society, and (4)
how some schools approach feeding students and teaching about nutrition and
food. A field work component will involve visits to local schools and/or
educational institutions. Ryan Redmond
ED 091-01 The Language Arts in Action
Mondays 1:30-4:15pm (Off Campus); Wednesdays 1:30-2:30pm
Many undergraduates are interested in exploring literacy and working with K-8 students
who are developing reading and writing strategies that will provide a foundation for a
lifetime of literacy. The aim of this course is to provide participants with a conceptual
framework for understanding literacy development in K-8 students in an urban district. It
is also a course that encourages students to carefully consider the role language and
literacy play in shaping the schooling experience for ourselves and for all our students.
In addition, participants will have the opportunity to tutor once a week at West Somerville Neighborhood School.
ED 099-01 Field Experience in Education
Off Campus – Determined with Faculty
Independent projects in school with weekly meetings with faculty
sponsor. Steven Cohen
ED 110 History and Political Science/Political Philosophy Curricula
Introduction to the differing perspectives influencing the history and political
science/political philosophy curricula in middle and secondary education.
Examination of the effective use of inquiry-based vs. content-oriented teaching,
and exploration of the historical legacy of mainstream and alternative
curriculum movements. Students will analyze definitions of multicultural
education and ethnic studies as well as the content, tone, and form of the most
widely used history and political science/political philosophy teaching
materials, while developing their own perspectives on curriculum and ways to
adapt these to diverse school settings.
ED 111 Development of Knowledge and Reasoning in the Science Curriculum
Through interviews of students and readings from science education research,
participants develop multiple perspectives on the development of scientific
knowledge and reasoning, consider current teaching practices in K-20 learning
environments, and design their own instructional plans.
ED 112 Mathematics Learning Environments
Explores models of learning, reasoning, and understanding in mathematics through
readings from education and cognitive science research, teaching practice, and
experimental interviews in the context of secondary, post-secondary, middle, and
elementary curriculum. Prerequisite: consent.
ED 113 Language Arts Curricula in Middle and Secondary School
An examination of traditional and innovative curricula in the language arts from
a developmental, linguistic perspective. Topics include: language development of
children and adolescents at home, in school, and in the larger community;
history and structure of the English language and its dialects; current
theories, practices, and problems of teaching reading, writing, usage, and
vocabulary in middle and secondary schools.
ED 114 Linguistic Approaches to Second Language
This course explores models of language acquisition, reasoning and understanding
in teaching second languages through readings from linguistics, applied
linguistics, cognitive science, and education. Students connect theory with
practical experience from the context of elementary, middle, and high school
levels. (Cross listed with German GER 114 and Modern Languages ML 114)
ED 119 Development of Knowledge and Reasoning in Engineering
Exploration of topics of engineering and engineering education considering both
historical and emerging perspectives. Design of instructional plans and example
lessons to teach specific engineering and design concepts to K-12 students.
ED 130 Human Development and Learning
This course is an introduction to theories of human development and learning,
with a particular focus on relevance to education. The course will investigate
primarily constructivist and socio-cultural perspectives. Experiences with a
fundamental methodology (the clinical interview) are incorporated. The course is
much like a seminar, in that students will read and discuss different theories
and perspectives; all students are expected to drive their own learning
throughout the semester.
ED 142 Education of the Exceptional Child
Starting with a history of special education, this course introduces
students to effective responses to the diverse needs of exceptional learners in
an inclusive classroom. Building on a strengths perspective, topics include
brain and biological development and supporting students with reading
disabilities, executive functioning disorders, autism spectrum disorders, and
mood and behavioral disorders in schools. Emphasizing the need for collaboration
among school professionals, students participate in a case study and
ED 142 Approaches to "Problem Behavior"
Prevention and management of problem behaviors in children in a variety
of settings (e.g., home, school, clinic, hospital). Theoretical approaches to
identification and treatment of unusual or atypical behaviors interfering with
development; clinical applications of specialized techniques. Cross-Listed as
ED 145 Families and Schools
The complex relationships between family and school systems, with a
focus on urban communities, family-school connections and the role of
socio-cultural diversity in establishing effective partnerships between families
and schools. Examination of relevant theories, empirical studies, and case
studies regarding family-school partnerships in education and implications for
school policies and practices. Cross Listed as CSHD 165.
ED 161 Anthropology and Sociology of Schooling
Explores educational institutions and the various external and internal
societal forces that shape them. Attention to critical, ethnographic studies of
schooling. Emphasis on dynamics of gender, race, class, and sexuality as
organizing forces of schooling and society. Cross-listed as DLS 205.
Rocio Sanchez Ares
ED 164 Education for Peace and Justice
Past and present efforts to use education for building a just and peaceful
society. The advocacy of education in democratic societies, emphasizing the
works of contemporary critical, antiracist, and feminist theorists. Peace
pedagogies, curricula, and programs focused on social justice. Participation in
a "mini-internship" focused on peace and social justice issues in an educational
program. Cross-listed as PJS 164.
ED 167 Critical Race Theory
Examines foundational writings of Critical Race Theory in Legal and
Educational Studies, considering their application to educational questions
including, but not limited to: political economies of schooling; governance;
policy; curriculum; and, pedagogy. Junior standing or consent of instructor.
Cross listed as DLS 208, AMER 186, AFR 167.
ED 189 The Role of "Story" in Education
In this course, you will have the opportunity to explore "education" as a narrative
that runs through each of our lives. Our education narrative frames so much of how
we develop our ideas about the world as well as our ideas about ourselves. It impacts
the ways in which we make decisions and make sense of the world. This course will also
ask you to consider the many different ways that the education narrative is constructed
in others. Studying the narrative of education in our lives and in the lives of others,
can give us new insight into our own development and the ways in which others learn to
see the world. Linda Beardsley
ED 191-03 Identities and Education
Alongside their academic purposes, US schools promote a social
curriculum that plays a critical role in the ways students come to construct and
understand their developing identities, as schools support, privilege,
marginalize, or exclude particular students. From discussions of labels such as
scholar, athlete, artist, and geek to the politics of homecoming queen and
lunchroom seating and disproportionate rates of school discipline, this course
uses sociocultural, developmental, linguistic, and psychological frameworks to
explore the intersectionality of student identities in United States schools.
Using scholarly writing about education, historical documents, film, literature,
and art, students explore multiple aspects of identity development including
race, class, gender, religion, language, and culture, as shaped by historical
and contemporary educational contexts in the US. Students' reflections on their
own educational experiences are central to class discussions and assignments.
ED 191-05 Making to Learn
In this project-based course, students will explore how making is a
way to learn, by making things together and reflecting on those
practices. Students explore crafting traditions, digital
fabrication, playful explorations with materials, and computational
approaches like coding and physical programming. Drawing from
science, technology, engineering, mathematics and the arts, students
will couple theories of learning and social interaction to construct
their own sense of how learning happens in the making. These
theories will also require we examine important issues of equity in
making, for example, who is allowed to make? This course has a
ED 198 Field Studies in Education: Charlestown High
Fridays 10:00-2:00pm Off Campus
Participation in applied activities or in research or educational projects
involving the development of programs and materials in schools and museums, or
in other educational settings, such as those associated with clinical settings,
media studios, or industry. In addition to the field experience, students are
required to attend biweekly seminars devoted to the analysis of the theoretical
and practical issues related to the fieldwork.
Fall 2019 courses for Education degree students
Below are the courses offered for students enrolled in a
degree program in the Department of Education. Select courses below may allow
enrollment by consent. See notes in descriptions.
ED 101 Introduction to Teaching
Tuesdays 5:00-6:30pm; Fridays 1:00-2:30pm
A study of the aims, development, and practice of middle and high
schools. Includes 75 hours of prepracticum observation and participation in a
school setting. Students seeking initial teacher licensure are required to take
this course during the semester prior to supervised student teaching.
Prerequisite: enrollment in Teacher Education program.
ED 182 Tech Tools for Learning
Explores the design and use of new tools to think with, including
"hands-on" technological tools (software) and "heads-in" theories and values to
examine tools suitable for a wide variety of age levels, settings, and topic
areas. Cross Listed as CSHD 145. Prerequisite: Open to students enrolled in
Early Childhood Technology Certificate Program or by consent. Amanda Sullivan
ED 191-02 Independent Study
Determined with Faculty
Educational problems of interest and value to the individual student
investigated under the supervision of a member of the department. Please see
departmental website for specific details. Recommendations: Open only to
advanced students with permission of instructor. Select instructor.
ED 195-01 Senior Honors Thesis A
Determined with Faculty
Guided research on a topic that has been approved as a suitable subject
for an undergraduate thesis. Two courses. Please see departmental website for
specific details. This is a yearlong course. Each semester counts as 3 credits
towards a student's credit load. Students will earn 6 credits at the end of the
second semester. Select Advisor.
ED 214 STEM Disciplines
Research on learning, across STEM disciplines, social sciences and
humanities, tends to focus on misconceptions and developmental limitations,
barriers students must overcome. This seminar focuses on models of productive
intellectual resources - aspects of students' knowledge, reasoning abilities,
inclinations that are beginnings of expertise. Prerequisite: Graduate level
standing. David Hammer
ED 221 First year Seminar in School Psychology Practice
This seminar will focus upon the integration of content knowledge and skill
development during students' initial observations and field experiences of
school based practice. The development of culturally responsive practice is
emphasized. Prerequisite: Enrollment in School Psychology program.
and Silas Pinto
ED 222 MSTE Pro-Seminar
First and second year MSTE students are required to take an ongoing Program
Seminar (Proseminar). The course meets biweekly, 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 proseminar as
a forum to present and receive feedback on their dissertation work at various
points during its development. Prerequisite: enrollment in STEM Education MS
or PhD Program or by consent.
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? Prerequisite: enrollment in School Psychology program.
ED 232-01/02/03 Practicum in School Psychology
See SIS for section days/times
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. Prerequisite: Enrollment in School Psychology Program.
ED 237 Common Factors in Counseling
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. Prerequisite: Enrollment in
School Psychology Program.
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.
Prerequisite: Enrollment in School Psychology Program.
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. Prerequisite:
Enrollment in School Psychology Program.
ED 254 Developmental Psychopathology in Educational Settings
An ecological, multicultural, and developmental approach to understanding,
assessing, diagnosing, and developing interventions for childhood
psychopathology. Prerequisite: Enrollment in School Psychology program.
ED 257-01/02/03/04 Internship in School Psychology
See SIS for section day/times
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. Prerequisite: Education 231, 232, and
enrollment in School Psychology program.
ED 276 Internship
Determined with Faculty
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. Please contact the department for detailed
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.
Prerequisite: Limited to students enrolled in a Tufts museum studies
ED 284 Museum Practicum
125-hour museum internship gives students firsthand experience in museum
work. The student, in collaboration with the academic and site supervisors,
arranges the internship, following the protocol described in the Museum Studies
Internship Handbook. Students may not do internships where they have worked or
volunteered. Prerequisites: A minimum of three Museum Studies courses, one of
which must be FAH/HIST/ED0285, must be completed before beginning the
internship. Limited to students enrolled in a Tufts museum studies program.
ED 285-01/02 Museums: Mission and Function
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.
Cross-listed with HIST 285, FAH 285. Limited to students enrolled in a Tufts
museum studies program.
and Cara Iacobucci
ED 290 Qualifying Paper I
ED 293 Research Paper
ED 395 Thesis
ED 297 Dissertation
ED 298 Doctoral Dissertation
ED 299 Qualifying Paper II
ED 401 Masters Continuation PT
ED 402 Masters Continuation FT
ED 405 Grad Teaching Assistant
ED 406 Grad Research Assistant
ED 501 Doctoral Continuation PT
ED 502 Doctoral Continuation FT