master of education degree in curriculum and instruction with specialization in literacy
early childhood: teacher of children with and without disabilities (Prek-2) or elementary education (1-6)
leading to professional teacher license

Prerequisite: Initial license in Early Childhood: Teacher of Children With or Without Disabilities (PreK-2) or initial license in Elementary Education (1-6)

COURSE DESCRIPTIONS

EEDUC 6125
Dimensions of Learning and Teaching
Students identify and use resources available to support them in their learning, teaching, and reflection. They begin to examine their identity as learners and professionals and use what they learn to explore ways that educational practices and enduring educational controversies can be understood using multiple perspectives and the knowledge that people learn differently. They also begin to build a portfolio in which they reflect upon and demonstrate their expanding understanding and competencies.

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EEDUC 7111
Curriculum, Assessment, and Instruction: Assumptions, Relationships, and Design
Students work with several models and frameworks of curriculum development and their application to systems, classroom curriculum and instruction, and assessment. Models include standards-driven, integrated curriculum, portfolio, and performance assessment. Brain-based research and its impact on curriculum development and instruction are analyzed.

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EEDUC 6128
Dimensions of Equity
This course will examine the goals, assumptions, and strategies of multicultural and special education and prepare teachers to effectively apply theories of equity to classroom practice. Through a variety of cognitive and affective approaches, students will identify and analyze the cultural and structural factors that have led to unequal academic outcomes for diverse learners within the socio-political and historical context of the United States.

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EEDUC 6126
Classroom and School Inquiry
Classroom and School Inquiry focuses on the understanding and critical analysis of educational research and methods for accurately communicating this information to the public. As teachers participate in redefining their educational roles, decision-making and action-oriented classroom practice will be critical in promoting student learning. Both require problem-solving, which is enhanced by the forming and testing of hypotheses, gathering data that is then analyzed, synthesized, and evaluated, and generating solutions. This course will engage students in this process by acquainting them with the knowledge and techniques necessary for them to become lifelong teacher researchers, and to present the results of their research effectively and professionally to a variety of audiences. Note: This course is a prerequisite to EEDUC 6127.

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EEDUC 6127
Action Research and Seminar
Students demonstrate their expanding understandings and competencies as teachers. They also collaborate with several classmates to design a research project that can have a direct impact on their school community, through which students may extend the research plan developed in an earlier course, EEDUC 6126. The six-credit option is designed to give students who completed a required induction experience or advanced education license an opportunity to demonstrate continued learning by applying that experience to their Lesley program and using their study to reflect on what they learned from their induction or licensure program. Prerequisite: Successful completion of EEDUC 6126 or an equivalent research course.

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EEDUC 6120
First and Second Language Acquisition
This course addresses the theories and current research in first and second language acquisition. Participants will understand the theories and practices for developing literacy skills in English for English Language Learners (ELL) with different educational backgrounds and different English proficiency levels. A variety of programs—two-way bilingual, sheltered English immersion, English as a second language, and others—are examined. Participants will work with The Massachusetts English Language Proficiency Benchmarks and Outcomes and other appropriate frameworks and instructional materials.

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EEDUC 6039
Systematic Teaching of Phonics and Spelling in the Primary Classroom (K–3)
The course is designed to develop an in-depth understanding of the current role of phonics in learning to read and write. This course will include an update of current issues and research findings regarding exemplary word study and phonics instruction for reading and writing. Topics will include planning for effective mini-lessons, assessing student competencies, designing word study centers, using word sorting to develop reading and spelling strategies, teaching for word analysis in guided reading, and using a comprehensive spelling system. Formerly: Phonics Institute: Meeting the Standards: Phonics Teaching in the Reading and Writing Classroom.

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ECOMP 5004
Technology in the Language Arts Curriculum
Course participants will experience a variety of hands-on activities designed to integrate technological applications to students’ research, reading, writing, and publishing across content areas. This course surveys current research and best practice in teaching of language arts in combination with effective use of computers and other technology, especially the resources available on the world wide web. Participants will preview, evaluate, and discuss applications of a variety of reading software and storybooks, presentation software, writing programs, editing and grammar tools, and desktop publishing packages.

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EEDUC 6001
The Teaching of Writing (K–12)
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.

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EEDUC 6032
Exploring Nonfiction for the Elementary and Middle School Classroom
Utilizing children’s literature as its required reading, this specialized course closely examines the often overlooked genre of nonfiction and its rich potential for integration across K–8 curricula. This in-depth study emphasizes developing critical skills for evaluation, analyzing various types of nonfiction books, highlighting notable creators in the field, and sharing strategies that increase nonfiction reading and comprehension, as well as techniques for the researching and writing of nonfiction within the classroom setting.

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EEDUC 6101
Content Area Reading/Writing/Study Skills (4–12)
Reading curriculum is studied with emphasis on comprehension, content area reading, study skills, and readers with diverse needs in upper elementary, middle, and high school.

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Lesley University reserves the right to unilaterally add, withdraw, or revise any course offering in the above-mentioned program of study, including policies, provisions, requirements, and fees.

Lesley University is an Affirmative Action / Equal Opportunity institution and does not discriminate on the basis of age, race, religion, color, creed, national or ethnic origin, sex, sexual orientation, handicap or disability in its education programs, employment, or in admissions to, access to or treatment in its program or activities.