Master of Education in Curriculum and Instruction and Elementary Education Generalist (1-6)
This program of study is approved by the Massachusetts Department of Elementary and Secondary Education for Professional Licensure in the Commonwealth of Massachusetts.
This Master's program is designed to address the needs of experienced educators who wish to enhance their knowledge and skills. Core courses focus on current issues in educational practice and policy, curriculum theory and development, practical and applied action research, and equity in education. Elective and specialization courses broaden the academic scope.
Prerequisite: Massachusetts Initial license in Elementary Education (1-6) or signed non-licensure agreement
| PROGRAM OF STUDY | CREDITS | |
| Curriculum and Instruction Courses | 15 | |
| EEDUC 6125 | Dimensions of Learning and Teaching | 3 |
| EEDUC 7111 | Curriculum, Assessment, and Instruction: Assumptions. Relationships, and Design | 3 |
| EEDUC 6128 | Dimensions of Equity | 3 |
| EEDUC 6126 | Classroom and School Inquiry | 3 |
| EEDUC 6127 | Action Research and Seminar | 3 |
| Successful completion of EEDUC 6126, or an equivalent research course, is a prerequisite for EEDUC 6127 | ||
| Content Area Courses | 9 | |
| Three 3-credit graduate-content courses, approved by the advisor, may be chosen from the following disciplines: English, general science, history, political science/political philosophy, or mathematics. The three courses may be in a single discipline or from a combination of the above disciplines. | ||
| Specialization Courses | 9 | |
| English Language Learners | ||
| EEDUC 6120 | First and Second Language Acquisition | 3 |
| Mathematics | ||
| EEDUC 6155 | Developing Mathematical Understanding | 3 |
| Literacy (select ONE 3-credit literacy course, in consultation with advisor) | 3 | |
| EEDUC 6001 | The Teaching of Writing (K-12) | |
| EEDUC 6032 | Exploring Nonfiction for the Elementary and Middle School Classroom | |
| EEDUC 6101 | Content Area Reading/Writing/Study Skills (4-12) | |
| TOTAL REQUIRED CREDITS | 33 | |
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.
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.
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.
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.
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.
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 TESOL PreK-12 English Language Proficiency Standards and other standards-based Curriculum Frameworks and instructional materials.
EEDUC 6155 Developing Mathematical Understanding
This course is designed for teachers who want to learn more about how children develop mathematical ideas, how to assess children’s mathematical thinking, and how to foster the development of mathematical power. Through debate, video, case studies, reflection, and field-based applications, teachers will connect research on the learning of mathematics to their own elementary classrooms and strengthen their abilities to support children’s learning.
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.
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.
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.
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 admission to, access to, or treatment in its programs or activities.
