Courses

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
Tuesdays/Thursdays 10:30-11:45am
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
In this course, students will learn about literacy development in the K-8 experience, effective research based tutoring practices for a range of students and developmental approaches to understanding reading and writing. Once each week, the class will meet at West Somerville School and include an opportunity for each participant to tutor a WSS student. Open to undergraduates. Linda Beardsley

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
Wednesdays 4:30-8:15pm
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. Steven Cohen

ED 111 Development of Knowledge and Reasoning in the Science Curriculum
Wednesdays 4:30-7:15pm
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. Julia Gouvea

ED 112 Mathematics Learning Environments
Wednesdays 4:30-7:15pm
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. Andrew Izsák

ED 113 Language Arts Curricula in Middle and Secondary School
Wednesdays 4:30-7:30pm
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. Shameka Powell

ED 114 Linguistic Approaches to Second Language
Wednesdays 4:30-7:15pm
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) Saskia Stoessel

ED 119 Development of Knowledge and Reasoning in Engineering
Wednesdays 4:30-7:15pm
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. Julia Gouvea

ED 130 Human Development and Learning
Mondays 1:20-4:20pm
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. Brian Gravel

ED 142 Education of the Exceptional Child
Mondays 4:30-7:20pm
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 consultation project. Linda Beardsley

ED 142 Approaches to "Problem Behavior"
Wednesdays 4:30-7:00pm
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 CSHD 192. George Scarlett

ED 145 Families and Schools
Wednesdays 9:00-11:30am
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. Christine McWayne

ED 161 Anthropology and Sociology of Schooling
Mondays 4:30-7:20pm
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
Tuesdays/Thursdays 1:30-2:45pm
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. Deborah Donahue-Keegan

ED 167 Critical Race Theory
Tuesdays 1:20-4:20pm
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. Shameka Powell

ED 189 The Role of "Story" in Education
Tuesdays/Thursdays 12:00-1:30pm
An examination of the role of narrative in education, including storytelling, autobiographical narrative, journaling, reflection on learning and on teaching practice, narrative theories, and presentation at conferences and publication. Attention given to "story" as a way of relating to students K-12, as a means for teachers to make meaning of their practice, and for students to make sense of their learning and development. A variety of fiction and non-fiction, theories of narrative, and educational texts that use narrative as a tool of learning and reflection will be read. Writing and sharing of writing will be a component of each class session. Linda Beardsley

ED 091-02 Making to Learn
Tuesdays/Thursdays 1:30-2:45pm
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 studio component. Brian Gravel

ED 191-03 Identities and Education
Mondays 1:30-4:00pm
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. Erin Seaton

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. Steven Cohen

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. Ryan Redmond

ED 182 Tech Tools for Learning
Online
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
Tuesdays 1:20-4:20pm
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
Thursdays 11:35-1:15pm
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. Erin Seaton and Silas Pinto

ED 222 MSTE Pro-Seminar
Thursdays 3:00-5:30pm
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. Bárbara Brizuela.

ED 230 Foundations of Learning, Cognition, and Academic Intervention
Thursdays 1:20-4:20pm
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. Erin Seaton

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. Robert Trant, Michele Welch, Noelle Roop

ED 237 Common Factors in Counseling
Tuesdays 8:30-11:30am
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. Steven Luz-Alterman

ED 241 Foundations and Contemporary Practices in Psychoeducational Assessment
Thursdays 5:00-8:00pm
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. Stacy Camposano

ED 246 Social, Emotional, and Behavioral Assessment
Tuesdays 8:30-11:30am
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. Noelle Roop

ED 254 Developmental Psychopathology in Educational Settings
Thursdays 1:00-4:20pm
An ecological, multicultural, and developmental approach to understanding, assessing, diagnosing, and developing interventions for childhood psychopathology. Prerequisite: Enrollment in School Psychology program. Robert Trant,

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. Vorkink, Hall, Carver, Rogers

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 information.

ED 280 Teaching and Learning in the Museum
Wednesdays 6:00-9:00pm
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 program. Cynthia Robinson

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. Cynthia Robinson

ED 285-01/02 Museums: Mission and Function
Thursdays 6:00-0:00pm
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. Cynthia Robinson 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