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Registration info: Summer School

View current courses:

- Summer 2018

Courses

Fall 2018 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).


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 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. Prerequisite: consent. 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. Prerequisite: consent. 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. Erin Seaton

ED 142 Education of the Exceptional Child
Mondays 5:00-8:00pm
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 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
Wednesdays 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. Rocio Sanchez Ares

ED 164 Education for Peace and Justice
Tuesdays/Thursdays 1:30-2:45pm
This discussion-based course explores historical and contemporary efforts to build more just, equitable, and peaceful communities/societies. While the field of peace education encompasses multiple domains — from family/home to PreK-12 schools to institutions of higher education and beyond — this course will mainly focus on the realm of formal schooling.  Throughout the semester, we will consider how structural, institutional injustices and violence are mirrored in schools, as societal microcosms. Through readings, video clips, guest speakers, substantive discussions, and writing, we will look at promising current peace and justice education initiatives. 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. 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