Middle School Teacher 41 credits

This major leads to initial licensure as a teacher of General Science, Mathematics, English, History, or Political Science/Political Philosophy in grades 5–8. Students may qualify for positions involving work with middle school-aged children in a variety of middle school settings. The education of teachers for middle schools focuses on teaching the whole child — drawing on the psychology of early adolescence to develop teaching techniques, materials, and curricula particularly relevant to children at this stage of development.

The senior practicum will be a semester experience in one setting within the 5–8 grade range. Coursework within grades 5–8 gives the student experience with both children of different ages and a variety of curricula, organizational structures, and grouping strategies characteristic of the middle school.

Students must choose a liberal arts major to complement this major. Students may choose from five liberal arts fields:

• English (Literature Track)
• Environmental Science
• History
• Mathematics
• Political Science

TEACHER OF GENERAL SCIENCE (5–8)

Students must choose the liberal arts major in Environmental Science and the Education major.

I. REQUIRED COURSES:

An additional elective at the 2000 level or above in the Environmental Science Major (3 Credits)

Choose ONE (3 Credits):

II. LIBERAL ARTS SUPPORT COURSES:

TEACHER OF ENGLISH (5–8)

Students must choose the liberal arts major in English (Literature Track) and the Education Major.

I. REQUIRED COURSES:

Choose ONE (3 Credits):

Choose ONE (3 Credits):

II. SUPPORT COURSES:

An additional elective in the English Major (3 Credits).

Choose ONE (3 Credits):

Choose ONE (3 Credits):

With the approval of their advisor or the director of the undergraduate Education division, juniors and seniors may take graduate courses (EEDUC, ESPED, ECOMP) in the School of Education in those programs that lead to initial licensure. Once enrolled, they must meet all course requirements as outlined on the syllabus.

TEACHER OF HISTORY (5–8)
TEACHER OF POLITICAL SCIENCE/POLITICAL PHILOSOPHY (5–8)

Students preparing to teach History must choose the liberal arts major in History and the Education major.

Students preparing to teach Political Science/Political Philosophy must choose the liberal arts major in Political Science and the Education major.

I. REQUIRED COURSES:

Choose ONE (3 Credits):

Choose ONE (3 Credits):

Choose ONE (3 Credits):

II. SUPPORT COURSES:

An additional elective in the History Major or an additional elective at the 3000 level or above in the Political Science Major (3 Credits)

Choose ONE (3 Credits):

Choose ONE (3 Credits):

With the approval of their advisor or the director of the undergraduate Education division, juniors and seniors may take graduate courses (EEDUC, ESPED, ECOMP) in the School of Education in those programs that lead to initial licensure. Once enrolled, they must meet all course requirements as outlined on the syllabus.

TEACHER OF Mathematics (5–8)

Students must choose the liberal arts major in Mathematics and the Education Major.

I. REQUIRED COURSES:

Choose ONE (3 Credits):

Choose ONE (3 Credits):

II. SUPPORT COURSES:

An additional elective in the Mathematics Major (3 Credits).

Choose ONE (3 Credits):

Choose ONE (3 Credits):

Choose ONE (3 Credits):

With the approval of their advisor or the director of the undergraduate Education division, juniors and seniors may take graduate courses (EEDUC, ESPED, ECOMP) in the School of Education in those programs that lead to initial licensure. Once enrolled, they must meet all course requirements as outlined on the syllabus.

ASOSC 5013

Schooling in the United States

3 credits

Examines the history and purposes of schools in the United States — their current state and future direction. Issues such as learning styles, schools as community institutions, new directions in education, and the new populations coming to schools are discussed. Students visit schools, assess their own learning, develop a personal education philosophy, and do independent projects on topics of interest. Strongly recommended for students planning to undertake a provisional teaching certificate.

Usually offered fall semester.

CEDUC 1352

Teaching, Learning and Social Responsibility

4 credits

This course introduces aspiring teachers to the role of the school in a multicultural society and helps them develop a professional identity. Issues related to mainstreaming and inclusion are addressed. Through a variety of means which include site visits, speakers and panelists, and case studies, students are introduced to five areas of education: early childhood, elementary, special, middle, and secondary education. Issues related to the integration and inclusion of students with special needs in regular education environments are addressed. Students also expand and develop their critical thinking skills. Field visits/experiences are incorporated into the course throughout the semester

Note: Both a grade of C or higher in this course and the successful completion of the early field experience are prerequisites for CEDUC 2351, 2352, 2353 or CSPED 2354.

CEDUC 2353

Middle and High School Education

4 credits

This course provides a perspective of the middle school and the high school by examining their historical/philosophical foundations and current reform movement. Emphasis will be placed on curriculum frameworks, curriculum and instruction, structure, and models of assessment. Culture, language, and other aspects of social location will also be considered in light of the adolescent population it serves. The various roles that teachers may perform such as advisor, team leader, and researcher will also be discussed. Field experiences will provide important experiential contexts for understanding "life" in the middle and secondary schools. Prerequisite: CEDUC 1352. Both a grade of C+ or higher in this course and the successful completion of the field experience are prerequisites to student teaching.

CEDUC 2402

Content Area Reading in Grades 5–12

3 credits

This course focuses on the research and instructional strategies relevant to content area reading in 5–12 classrooms. The major emphasis is placed on the teaching of reading in the content areas including the introduction of subject area vocabulary, pre-reading skills and activities, building comprehension skills, organizing information, and critical reading. Students examine a variety of methods for determining readability of subject area texts and supplementary materials. The course also includes the stages of the writing process and how those stages help to inform the students' understanding of the content area. Students learn to assess informally the reading and writing ability of pre-adolescents and adolescents. In addition, students learn to design and implement appropriate instructional strategies. Prerequisite: CEDUC 2353. A grade of C+ or higher in this course is a prerequisite to student teaching.

CEDUC 3395

Literature for Children and Young Adults

3 credits

Students gain an in-depth knowledge of literature for children and young adults by reading widely from a broad range of books. They develop skill in applying evaluation criteria based on the developmental, linguistic, and personal needs of readers. They also consider how authors and illustrators influence the development of understanding about culture, race, ethnicity, tradition, sex roles, and family structures. Based on their knowledge of the books, students develop strategies for implementing classroom literature programs and for using literature to expand knowledge in other subject areas. Emphasis is placed on considering how books are used to foster growth in critical thinking, reading, writing, and oral communication, and to inspire young readers so that reading becomes an integral part of their lives. Prerequisite: CEDUC 2401 or CEDUC 2402.

CEDUC 3399

Integrating Technology into the School Curriculum

3 credits

This course focuses on the integration of computers and other new technologies into the school curriculum. Participants will survey a variety of computer uses and explore ways to build and extend classroom curricula using technology. They will work with a wide range of dynamic technology tools and plan technology enriched learning experiences that encourage student engagement and give students the skills they need to become lifelong learners, as well as critical thinkers. Prerequisite: CEDUC 2352 or 2353.

CEDUC 3354

Cross-Cultural Communication

3 credits

This course examines the dynamics of cross-cultural communicative interactions in a variety of situations. It seeks to raise consciousness about the need for communicative competence — both verbal and non-verbal — in use in contemporary American culture. Specifically, it explores the field of sociolinguistics and seeks to develop the communication skills necessary to deal effectively with ethnic, cultural, linguistic, and other types of diversity in organizations, schools, and communities. In this course, the study of sociolinguistics, language in use, can shed light on the nature of language and on the nature of society.

CEDUC 4350

Meeting the Individual Needs of Diverse Populations

3 credits

This course is an integrated study of the learner, the learning situation, and the learning process. Students apply content from earlier liberal arts and professional courses to their examination of the student, the teacher, and the school system, and consider how these forces together drive the development of a classroom community designed to meet the needs of all its members. Course content includes a variety of assessment and evaluation procedures, including ethnographic observation techniques and self-assessment. Intervention strategies studied include models from curriculum, clinical, and behavioral approaches. Prerequisite: CEDUC 2352 or 2353. This course must be taken concurrently with senior student teaching by Elementary Education majors and Middle School Education majors preparing to be Teachers of General Science.

CEDUC 4361

Teaching Historical Research and Writing

3 credits

This course provides students with a theoretical, methodological, and experiential basis for teaching historical research and writing at the middle and secondary level. Course session learning experiences will include large group discourse, small group activities, visiting scholars, and student presentations. Students will gain knowledge of the techniques of historical inquiry. Next, they will explore the reading, writing, and thinking skills that foster effective historical research. Using these skills, students will then design a culminating project that they will peer review and implement in their field placements. Prerequisite: CEDUC 2353. Students preparing to be Teachers of English, History or Political Science/ Political Philosophy must take this course concurrently with CEDUC 4723 or CEDUC 4726.

CEDUC 4723

Senior Practicum and Seminar in Middle School Education

9 credits

The semester-long practicum is designed to meet the standards for initial licensure as defined by the state of Massachusetts. Students must work in classrooms under the direction of experienced teachers and are supervised by Lesley College faculty. As a complement to each practicum, students participate in a weekly seminar. Challenges and concerns growing out of daily teaching are examined and related to general educational methods, theories, and classroom practice. Prerequisites: A grade of C or better in CEDUC 1352; C+ or better in CEDUC 2353, 2402; and a cumulative grade point average of 3.0; all education and support courses completed excluding CEDUC 4361, EEDUC 6001 or EEDUC 6146 depending upon the student's program of study; passing scores on MA Educator Tests of Communication and Literacy Skills and appropriate Subject Matter Test. Taken for pass/fail grade.

CSOCL 2406

Health, Illness, and Society

3 credits

This course is a cross-cultural analysis of health care and society designed for students interested in health and illness from a sociological perspective. The course uses both a cross-cultural and historical approach to analyze how access to health care systems is affected by age, race, class, and gender. The American health care system will be compared to other health care systems with regard to the major topical areas of 1) the social production of health and illness, 2) the social organization of health and illness, and 3) the social experience of health and illness. Special attention will be given to current health care issues in global perspective, such as health care reform, AIDS, medical ethics, defining quality of care, rationing, and health care policy.

CSOCL 4201

Social Issues in Education

3 credits

This course examines diverse contemporary issues in American education such as class, racial, and gender inequity; school choice, vouchers, and charter schools; multiculturalism; ESL/bilingualism; high-stakes testing; and segregation and inclusion. Students will analyze contemporary issues through a combination of field-based experiences and investigation of the social and historical forces that shape the character of schooling in the United States today. Prerequisite: One sociology (CSOCL) course or permission of the instructor. (Multicultural Perspectives course)

ECOMP 6100

Educational Uses of Systems Thinking, Modeling and Simulation

3 credits

This course is an introduction to "systems thinking," a prescribed way of thinking about, describing, and understanding real world phenomena and its relevance to education. System thinking is the art and science of examining real world complexity and understanding patterns in relationships. Through computer-based exploration and discussion, students will develop understanding about this framework and about the use of models and simulations as thinking tools in educational settings.

EEDUC 5013

Curriculum, Instruction and Assessment in General Science

3 credits

This course explores fundamental concepts of each science domain and investigates the interconnections among science disciplines, technology, and engineering. Introduces conceptual frameworks and strategies for aiding students' development of scientific, technical, and engineering knowledge. Explores techniques for creating a valid scientific environment so all students can experience scientific processes and learn rigorous science. Participants will engage in actually utilizing current, nationally validated, inquiry-based curricular materials as part of the course of study. Considers a variety of assessment techniques that are used to inform teachers, students, and parents of student performance.

EEDUC 5110

Curriculum, Instruction, and Assessment in Mathematics

3 credits

This course focuses on creating a mathematical learning environment that stimulates mathematical problem solving and communicating ideas through mathematics. Connections are made within mathematics and among mathematics and other disciplines. Techniques are addressed for enabling all children to achieve mathematics competence and for ways of assessing student performance. An understanding of the national standards and the Massachusetts Curriculum Frameworks is stressed.

EEDUC 5146

Issues in American Schooling: Contemporary Challenges and Historical Contexts

3 credits

The course examines diverse contemporary issues in American education through a combination of field-based experiences and investigation of the social and historical forces that shape the character of schooling in a democratic society. The course opens the dialogue about the nature of teaching and learning, and the design of educational programs in the context of societal, political, and economic structures as well as within the diverse cultural values of a pluralistic society.

EEDUC 5147

Curriculum, Instruction and Assessment in History and Political Science

3 credits

This course will help students develop an understanding of curriculum, instruction, and assessment issues in middle school history, political science, and political philosophy. Students will develop sample instructional materials such as lesson and unit plans along with strategies for differentiating instruction. Students will learn how to use state standards and essential questions to design engaging lessons and how assessment may be developed to measure student learning in a meaningful way.

EEDUC 6001

The Teaching of Writing (K–12)

3 credits

This course promotes the thoughtful examination of writers and writing instruction. Throughout the course, students are introduced to strategies and skills they can use to enhance their own writing and the writing of K–12 students. Using a process approach, students learn how to communicate ideas effectively in a variety of genres and for a multitude of purposes. Based on the most current understandings in the field, this course explores such topics as writer's workshop, conferencing, struggling writers, assessment, reading/writing connections, writing in the disciplines, revision and editing, the use of technology to support writers, and the management of writing instruction.

EEDUC 6100

Adolescent Development in the Context of Families, Communities, and Schools

3 credits

Students will investigate the historical, contemporary, cultural, physical and psychological aspects of this important stage of human development. While learning about the characteristics of adolescents, learners will reflect on their own experiences and come to know themselves more fully. A goal of this course is to apply theory to authentic experience so that pre and in-service teachers develop an appreciation and understanding of how the institutions of society, and specifically schools, can best serve this age group.

EEDUC 6101

Content Area Literacy

3 credits

This course explores the ways in which content knowledge is accessed through specific disciplinary literacies. The course examines schema-based and text-based reading comprehension strategies, including vocabulary strategies, and investigates how a wide range of text types and genres support content area learning. Teaching tools and formative assessments are constructed, analyzed, and used to shape future instruction and meet diverse language needs. Writing is examined as a means of both developing and demonstrating content area knowledge. Critical literacy is explored as a mechanism for disciplinary understanding.

EEDUC 6103

Curriculum, Instruction and Assessment in English

3 credits

This course provides historical and structural foundations of the language for teachers of English in middle schools. Components of the course include the history of the English language; an examination of rules, conventions, and purposes of written and spoken English; a survey of selections of American, English, and world literature for middle school students; and methods of assessing students' needs as well as meeting the needs of diverse learners.

EEDUC 6146

Teaching Mathematics as Part of Interdisciplinary Inquiry

3 credits

This course explores various pedagogical strategies appropriate in middle school settings with a focus on integrated curriculum to support local mathematics curriculum and content, as well as issues concerned with the integration of state standards and NCTM practices and standards. Through simulation, practical experience, classroom modeling, and analysis, students will deepen their understanding of the interplay between adolescent cognitive development and relevant teaching strategies while enlarging their repertoire of viable methodologies for use in middle school mathematics classrooms.