Graduate Courses

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 professional licensure. 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 course credits. Prerequisite: initial teacher licensure. Members of the department

205, 206 Internship for Licensure
School practicum fulfilling the requirements of an internship of the Massachusetts regulations for licensure. One or two courses. Prerequisite: consent. Members of the department

211 Some of What Matters about Matter: Intensive Properties
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. Prerequisite: consent. Fall.

212 Conceptual Distinctions: The Case of Heat and Temperature
The course consists of a science strand and a practice strand. Heat and Temperature are often confused with each other, and in this course, participants work to disentangle these related but fundamentally different concepts. They use probes to measure temperature change as they explore heat transfer in the environment around them. They use computer software to explore and explain thermal phenomena using the particulate theory of matter that depends on thinking of matter as composed of microscopic atoms and molecules. The practice strand addresses formative assessment, that is, classroom assessments that inform instruction. In their study of assessment participants: (a) develop skills for eliciting and interpreting scientific ideas held by students; (b) become familiar with research about children's science ideas; and (c) consider possible strategies to encourage further development of students’ scientific understanding. During the course participants maintain a log documenting the evolution of their practices in the clinical setting and of their understanding of assessment for learning. Based on their learning, participants set goals for incorporating new formative assessment strategies into their practices. Course is a blended face to face and online course. Prerequisite: consent. Spring.

213 Earth's Energy Balance
The course consists of a science strand and a practice strand. In this course participants tackle a sustained inquiry of how Earth's temperature is maintained by the flow of energy from the sun. This is a story about energy and equilibrium: a semester-long investigation of the global energy balance of Earth. Participants work with scientific models, maps, satellite images, and quantitative data. In hands-on investigations, they use physical models, light probes, temperature probes and spectroscopes to investigate light and its interaction with matter. Building on work with assessment from the previous course, participants come to understand formative assessment as an integral part of the teaching-learning process that takes place at each stage of scientific inquiry. They also learn to enlist their students and school colleagues as partners in formative assessment in order to move student learning forward. Course is a blended face to face and online course. Prerequisite: consent. Summer 12 week summer session.

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 credit. Luz-Alterman

222, 223 MSTE Pro-seminar
First and second year MSTE 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.

224 Theory and Research in Early Childhood and Elementary Mathematics Education (Fall)
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 credit. Brizuela.

225 Theory and Research in Elementary and Middle School Mathematics Education (Spring)
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 credit. Brizuela.

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. In analyzing these different perspectives on cognitive growth, 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

231, 232 Practicum in School Psychology
Supervised 600-hour experience in the practice of school psychology under direction of practicing certified school psychologist. Participation in TEAM evaluations, diagnostic prescription writing, and conferences with parents and school personnel. Two courses. Prerequisite: consent. Members of the department

237 Common Factors in Counseling: Evidence-Based Approaches to Building Strong Relationships
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

238 Advanced Approaches to Counseling: Cognitive Behavioral and Family Systems
The fundamental assumptions of assessing cognition for intervention with internalizing and externalizing problems will be presented and practiced with an emphasis on rational emotive behavioral approaches. The basic ideas of family systems theory will be used to consider the relationship between schools and families, and the critical importance of creating shared responsibility for the school success of children and adolescents. Luz-Alterman

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

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

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.

245 Social and Emotional Development in Childhood and Adolescence
This course explores human growth and development over the lifespan, critically examining the ways in which relationships, identity, culture, cognition, and human biology interact to shape an individual. Developmental issues, beginning with attachment in infancy, social and emotional development in childhood, identity in adolescence and young adulthood, and vocational growth in young adulthood, are discussed. Students will draw on psychological, sociological, educational, literary, and Artistic perspectives to scaffold their understanding of human development. Seaton

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

249 Issues in Multicultural Theory, Research, and Practice in Schools
This course will focus on culture and ethnicity as psychological variables and as factors in human development. Focus on multicultural and cross-cultural considerations with emphasis on theory, research, and practice in mental health service. Pinto

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

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

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

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

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

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

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

257, 258 Advanced Internship in School Psychology
Supervised 1200-hour clinical experience, 600 hours of which must be in a school setting under the supervision of a practicing certified school psychologist. The remaining 600 hours may be completed in a clinical setting under the supervision of a licensed psychologist. Participation in delivery of all aspects of psychological services showing advanced understanding of professional practice. Two courses. Prerequisites: Education 231, 232, and consent. Members of the department

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. Weiler

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.

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

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

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

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

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.

276 Internship
Guided experience in a 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 credit. Members of the department

280 Museum Education and Interpretation (Cross-listed with Art History 286)
The role and functions of the museum in education, and analysis of the activities employed to enhance learning by students of all ages. Methods of selecting, designing, and evaluating public programs appropriate to the learning levels and interests of children, adolescents, and adults in a variety of museum settings. Principles of learning and teaching will be discussed as they relate to educational practice in museums. Instructional methods and materials, including exhibits, demonstrations, role-enactment through living history portrayals, discovery rooms, curriculum materials, self-guided instruction, labels, and publications. Members of the department

281 Curriculum Development for Museum School Collaborations
Analysis and development of curriculum through collaborations between museums, schools, and community educational programs. Examination of the collaborative process, learning goals, curriculum frameworks, and methods for developing educational outreach programs and materials. Students will explore ways in which museums, national parks, and other cultural institutions can work with schools and other educational settings to develop educational programs for various audiences. Teams of students will work directly with museum education programs and schools to develop a curriculum project. Prerequisite: Education 280 or consent. Members of the department

282 Proseminar in Museum Education
This seminar will focus on topics of special interest to the museum educator, and may include analysis and discussion of interpretive methods, development of teaching materials, role-playing, development and evaluation of educational outreach programs, family programs, and developmental and learning needs of museum program participants. Students will be required to present and prepare a presentation to the class, and to prepare a research paper analyzing a selected issue in museum education. Prerequisite: Education 280 Museum Education and Interpretation. Robinson

284 Internship in Museum Education (Cross-listed as Art History 189 and History 292.)
Supervised experience in a museum setting. Variable credit. Prerequisite: consent. Robinson

285 Museums Today: Mission and Function (Cross-listed as History 285 and FAH 285).
Offered every fall for the incoming class of museum studies certificate and graduate students, Museums Today: Mission and Function provides an introduction to museum operations and current issues. Museums in 21st-century America are changing inside and out. New demands and expectations from various audiences--visitors, community, schools, donors--are challenging the way museums organize staff, shape collections, and create exhibitions and programs. Course topics include governance, ethics, planning, collecting, exhibitions, programming, technology, collaboration, leadership, 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. Members of the department.

286 Museums and New Media
Technology-based museum initiatives encourage creative exploration, independent interpretation, multimedia contextualization, and improved information exchange in an engaging and entertaining way. They allow museums to enrich the experience of the visiting public, while extending the boundaries of the institution to diverse and distant constituencies all over the world. This course will engage students in exploring the theoretical, pedagogical, technical, legal, ethical, and financial issues of using state-of-the-art media resources in museum-audience interactions. Students will examine the role of technology in the museum today and develop some of the skills needed to manage digital information, plan interactive web-based projects, and even create their own podcast. Prerequisite: Museums Today: Mission and Function. Members of the department.

291, 292 Special Topics
Guided individual study of an approved topic. One course or one-half course as arranged. Members of the department

293 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. Fall.

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. Spring.

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

401PT Master's Continuation, Part-time.

402FT Master's Continuation, Full-time.

501PT Doctoral Continuation, Part Time.

502FT Doctoral Continuation, Full Time.