149 courses with the subject ED, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
Credits do not count towards graduation. MTEL preparation for the Communication and Literacy Skills Subtest.
Credits do not count towards graduation. MTEL preparation for the General Curriculum Multi-subject or Early Childhood Subtests.
Credits do not count towards graduation.MTEL Preparation for the Foundations of Reading Sub-test.
Credits do not count towards graduation. MTEL Preparation for the Mathematics Portion of the General Curriculum Subtest.
Explores educational issues through reading memoirs on teaching and being a student focused on diversity. Provides advanced reading strategies.
Survey of the theory, research, and observed characteristics regarding development and learning of children from birth through age 8. Meets Massachusetts Department of Early Education and Care requirement for a Child Growth and Development Course.
This course teaches the foundational mathematics concepts required to successfully teach in pre-school and early elementary classroom settings, and is aligned with the Department of Elementary and Secondary Education standards of Mathematics
This course will provide a basic understanding to the teaching aspects in middle and secondary classrooms. It will explore the Massachusetts Department of Educational Professional Standards for Teachers and give students a general orientation to the profession. Principles of the teaching/learning process and related skills will be addressed, in addition to observable behaviors in the classroom setting(s). Students will be required to do 5 fieldwork observation hours in an accredited middle/secondary school.
Overview of the teaching profession, including an examination of a variety of grade levels (Birth-Grade 12), learning environments, equity issues and school management and organization. Developmental domains of learning will be introduced. Students will engage in lesson planning, observational techniques and collaboration. 5 hours of fieldwork or Experiential Learning. Fall and Spring and every year.
Overview of the teaching profession, examination of a variety of learning environments, organizing and managing schools, integrating curricula, observational techniques. 5 hours of fieldwork.
Exploration of early childhood education emphasizing developmentally appropriate creativities, motor skills. Discussion: families, community resources, play, integration of special needs. 5 hours of fieldwork.
An introductory education course on a current or specialized topic.
Introductory level course covering topics of special interest to first year students. Offered only as a First Year Seminar.
This course introduces students to learning strategies needed to promote effective behavior management and social-emotional learning needs in today's classrooms. This course will promote the notion that in order for students to succeed academically, teachers need to ensure that social-emotional and behavioral needs are met. Different strategies for promoting positive behavioral support and social emotional learning strategies at the individual and class-wide level will be introduced.
Analysis of children's learning, focusing on special education, typical and atypical conditions for learning- birth through age eight.
This course will investigate the educational, psychological, social and environmental factors related to adolescents in school settings.
Designing and evaluating multi-disciplinary curricula for all children; materials, organizing environments, regulations, learning theories, evaluation of children's learning and development. 10 hours of fieldwork.
Early literacy skills, content and approaches include construction of meaning with written and spoken language, written language forms and functions, letter-sound relationship, phonemic awareness, vocabulary development and assessment. Methods of teaching second language are included. 10 hours of fieldwork.
This course focuses on using the foundational knowledge of mathematics to develop and implement effective methods for teaching mathematics in PK-2 settings. Requires 10 hours of fieldwork in a PK-2 classroom.
Develop an understanding of the foundational concepts and academic language at a depth sufficient for the successful teaching of mathematics in elementary school settings.
Learning and developmental processes of typical and atypical learners. Motivation, relationships of intelligence, affect, and achievement. Application to teaching and learning. 10 hours of fieldwork. Prerequisite Elementary: PS 210, and ED 155 or ED 150.
Introduces lesson planning, literacy demands, curriculum development and assessment strategies at the middle and high school level. 10 hours of fieldwork.
Contemporary problems of education in relation to selected ancient, medieval, and modern philosophers of education.
This course provides an opportunity for prospective elementary and early childhood level teachers to acquire a strong foundation in current knowledge, perpective and procedures for teaching literacy in grades PK through 6.
Introduction to multicultural education, equity and social justice issues in education including a focus on race, ethnicity, languages, class, gender, gender identity, sexual orientation, and disabilities.
This course compares the educational policies, practices and coutcomes in two or more countries.
Analysis of interactions in effective elementary schools through participation in and exploration of curriculum, teaching and learning roles. 10 hours of fieldwork.
Introduction to the characteristics of diverse children and youth with disabilities and multidisciplinary supports designed to meet their special needs for success in school.
Examine the range of assessment tools & procedures (observation to standardized tests) measuring functioning domains (e.g., behavior, achievement, career interest) for decision making; In-depth focus on cultural appropriateness and fairness.
Development of understanding of the social, psychological, and educational problems of the culturally different; strategies and techniques for teaching in the inner-city practicum.
Research-based grade level subject matter, instructional strategies, and perfrormance assessments of English Language Learners are the focus of discussions and class projects.
Designed to enhance teacher effectiveness in the adult ESL classroom taking into consideration their unique circumstances.
Stresses innterrelationships of oral/written communication; investigates concepts, skills and procedures for teaching literacy and using children's literature in grades 1-6. 20 hours of fieldwork.
Thematically taught developmentally-appropriate activities linked to State Science Frameworks (Life, Physical, Earth/Space). Emphasizing hands-on inquiry and relevance to learners' experiences, and addressing diversity, authentic assessment, and use of technology. 10 hours of fieldwork. Pre-requisite: Admitted to Stage 2
Application of Piaget's ideas to early mathematical education. Other well-known psychologists' views concerning early mathematics instruction, with application. Field experience. 10 hours of fieldwork. Prerequisite: Admitted into Stage 2.
150 hour practicum in an NAEYC accredited preschool/kindergarten/licensed day care center. Students apply content, methods, and materials from college courses.
Pre-practicum experience in an Early Childhood classroom to strengthen skills required to become an effective teacher Topics will include well structured lessons, high expectations, teaching all students, providing a safe learning environment, and professionalism. The Department of Elementary and Secondary Education required Gateway Assessment will be the culminating experience in this course.
Students who have already completed a preschool practicum complete an additional 100-150 hour field experience in Early Childhood Education. Portfolio required.
Thematically taught grade-appropriate activities linked to State Science Frameworks (Life, Physical, Earth/Space). Emphasizing hands-on inquiry and relevance to learners' experiences, and addressing diversity, authentic assessment, and use of technology. 10 hours of fieldwork. Prerequisite: Admitted into Stage 2
Gateway experience in Early Childhood Education. Preparation for, completion, and analysis of Worcester State University's approved DESE Gateway Assessment. Must take place in an educational setting.
This is an applied statistics course, focused on education policy. Education policy at the state and federal level is justified and evaluated by the use of data, statistics, and statistical models. In this course, students will gain an understanding of statistics and current education policy to deeply examine and evaluate the quantitative justification and evaluation of policies. They will build upon this understanding to use available data to propose a new equitable policy or policy change that is ethically justified by data, analysis, and statistical models.
This course focuses on using the knowledge of and language of mathematics to develop and implement effective methods for teaching mathematics in grade 3-6 settings. Requires 10 hours of fieldwork in a public grades 3-6 classroom.
Mathematics in elementary school. Emphasizes curriculum theory, material development, and evaluation of materials/techniques. 10 hours of fieldwork. Prerequisite: Admitted into Stage 2
This course introduces students to special education, focusing on inclusive practices and support for students with disabilities. Students explore key legislation (e.g., IDEA, Section 504); disability categories; and the special education process, including referral, evaluation, and IEP development. Emphasis is placed on evidence-based strategies such as Universal Design for Learning, differentiated instruction, and tiered supports. Through this course, students build essential knowledge and skills to create inclusive, equitable classroom environments that address the diverse needs of all learners.
Goals, curriculum, skills, issues, teaching strategies in educating diverse populations in a global context. 10 hours of fieldwork. Prerequiste: Admitted into Stage 2
In this class, students will read, discuss, and analyze children's and young adult literature by people of diverse backgrounds including diversity in race, ethnicity, class, gender, sexual orientation, ability, language, and country. Genres and formats may include fiction, nonfiction, biographies, novels in verse, graphic novels, fairy tales, fantasy, and wordless books. While children's and young adult literature will comprise the primary texts in this course, secondary sources from education, linguistics, English, history, sociology, anthropology, women's studies and communications will provide context and theory to guide analysis
Early literacy/language arts content, curriculum materials, and approaches including phonological awareness, phonics, vocabulary, fluency, comprehension, writing and assessment. 10 hours of fieldwork. Admitted into Stage 2.
Inquiry into children's literature with a focus on teaching strategies, awards, history, aesthetics, and genres including emphasis on image and text in picture books and graphic novels.
Exploration of learning disabilities and other exceptionalities. Addresses strategies to differentiate secondary school curriculum to meet student needs. 10 hours fieldwork.
Exploration of learning disabilities and other exceptionalities. Addresses strategies to differentiate middle school curriculum to meet student needs. 10 hours fieldwork.
Explores classroom management and development and analysis of assessment strategies and data to inform secondary school teaching. 15 hours fieldwork.
Explores classroom management and development and analysis of assessment strategies and data to inform secondary school teaching. 15 hours of fieldwork.
Teaching methods and advanced curriculum course for STEM fields including math, health, and the sciences. Taken concurrently with pre-practicum.
Teaching methods and advanced curriculum course for humanities fields, including English, World Language, and History/Political Science. Taken concurrently with prepracticum.
This course will provide students with the opportunity to review, implement and evaluate educational technologies and digital literacy teaching and learning resources.
Prepracticum experience in the elementary classroom, addressing accomodations of ELL's and children with disabilities, classroom management, and family/community engagement.
Prepracticum experience in the subject areas and at the level of the license which the candidate is pursuing. Taken concurrently with ED-370 or ED-371. 45 hours fieldwork.
Prepracticum experience in the subject areas and at the level of the license which the candidate is pursuing. Taken concurrently with ED-370 or ED-371. 45 hours fieldwork.
Development of skills to assess young children and identify special needs. Analyzing assessment data and adjusting practice to improve learning. 10 hours of fieldwork. Pre-requiste: Admitted to Stage 2.
To enable the educator to better understand the roots and contributions of diverse cultures in America.
Special education law and procedures, modification of programs for English language learners, working with parents, and developing and implementingan anti-bias curriculum. Pre-requisite: Admitted to Stage II.
Guided analysis/application of principles for students completing a practicum in primary classrooms. Classroom management and guidance techniques.
Directed study offers students, who because of unusual circumstances may be unable to register for a course when offered, the opportunity to complete an existing course with an established syllabus under the direction and with agreement from a faculty member.
A seminar courseon current issues or topics in education.
Implications of the attempts to juxtapose theory and practice are analyzed from the viewpoint of becoming professional teachers. Taken concurrently with ED-480 and ED-485. Prerequisite: Admitted into Stage 3
Guided analyses and application of principles and procedures for students completing their practicum. Prerequisite: Admitted into Stage 3.
Semester-long 300-hour practicum in first or second grade. Planning, implementing, evaluating learning. Setting includes children with special needs.
Semester long 300-hour practicum in grades 1-6. Principles, techniques, and responsibility of planning, executing, and evaluating teaching and learning for a full semester.
Internships in museums, schools, community organizations, government agencies, etc. under joint supervision of the organization/agency and WSU faculty.
For the student who wishes to pursue independent study in education; faculty members from other disciplines may be called upon to counsel the student.
This is a capstone course that will be the culminating experience for students in the education major and can take many forms including but not limited to research projects, service-learning projects, curriculum projects, etc. The format of the capstone will be determined based on the career path and interest of the student.
For the secondary education student; practice in teaching in the secondary school. Prerequisite: Completion of required education courses including the appropriate course in methods and media
planning, teaching, and evaluating learning experiences. Prerequisite: Admitted into Stage 3
Full semester teaching experience in a middle school. Includes planning, teaching, and evaluating learning experiences. Prerequisite: Admitted into Stage 3
Today's students are adept at using the technologies as integral living tools. This course will examine the variety of techniques - including, the computer, web and software, film, TV, and other mass communications - and their applications in the classroom as learning tools. Discussions will center on the genres of technology appropriate for participants' grade levels, subject areas, and student population. Students will study computer capabilities, web research, electronic presentations, and explore software options and lesson planning. Visual literacy topics from moving and still images will be investigated as key teaching tools. Adaptive technologies will be profiled.
This course is designed to address the physical, cognitive, behavioral and psychological aspects of atypical development of children and adolescents with varying disabilities. The course will examine the role of a teacher as an active member of a multidisciplinary learning team. Emphasis is also given to the conceptual frameworks for understanding cultural, racial, ethnic, gender and linguistics differences and how they influence learning of individuals with exceptionalities. Participation of parents and the community in the educational process is addressed.
This course focuses on the knowledge and skills of behavior analysis to enable special educators to design curriculum that support the social and cognitive demands of the environment for students with moderate special needs in a general education setting. It emphasizes on "positive behavior intervention support" (PBIS), modification and accommodations to promote students' positive and appropriate behaviors and classroom management. Special emphasis is placed on developing a functional behavioral plan to efficiently and effectively identify the interventions to address students' needs.
This course focuses on the principles of Universal Design for Learning and the practice of Inclusion for Special Education students. Topics related to the implementation of UDL principles and instructional design and inclusion in K-12 setting are discussed. The course will also focus on teaching content to students with disabilities through the UDL framework.
The course focuses on the frameworks and principles involved in collaboration, consultation and interprofessional collaborative practice. The Individualized Education Program (IEP), interprofessional collaborative practice processes and competencies will be explored. Discussions will include dynamics of team process, roadblocks to communication and analysis of a school system, and special education services.
The course addresses research based institutional and assessment strategies for English language learners. Working with culturally diverse learners 25 hours of pre-practicum experience required.
The course addresses advanced study of how differences in home experience, background knowledge and language proficiency impact school experience. Considers services provided by state and local agencies.
The course presents current approaches to teaching reading and comprehension with an emphasis on classroom evaluation and instructional decisions, research, and application strategies.
The course provides an understanding of the psychological bases of the reading process; applies the theories of the psychologist to classroom situations.
The course presents meaningful theory and related teaching strategies to aid pupils in reading and learning from their content area textbooks.
The course addresses the implementation, evaluation and design of reading programs, legislation affecting reading programs, and staff development for the Teacher of Reading.
The course introduces a balanced selection of literature and broadens the student's acquaintance with the exciting world of books from kindergarten through high school.
The course focuses on causes and symptoms of reading difficulties and intervention strategies for 4-12 students in remedial situations; case study required.
The course explores knowledge, perspectives, and procedures for teaching literacy to English language learners, and focuses on the interrelationship acquisition of reading.
Prerequisite: approval of Program Coordinator, passing score on Reading Specialist MTEL Candidate plans and implements the responsibilities of a Teacher of Reading in a field-based supervised setting.
Investigates cognitive/affective learning in typically developing children and children with special needs. Explores alternative instructional strategies for inclusion and IEP (Individual Educational Plan) and IFSP (Individual Family Service Plan) implementation.
The course focuses on the study of the child/adolescent with special needs including characteristics, psychological, educational, and sociological impact of developmental differences. Includes educational terminology for students with mild/moderate disabilities.
The course addresses evaluation procedures used to assess academic, cognitive, affective, and behavioral functioning of the child and adolescent. Formal and informal techniques for evaluating the effectiveness of instruction are examined. Behavior management plans and assistive technologies are included. Pre-practicum. Pre-practicum hours required.
The course considers federal and state laws regulating the development and implementation of individualized educational programs: Prereferral, assessment, eligibility, developing goals and objectives, program delivery and measuring progress. Pre-practicum required.
The course focuses on the Massachusetts curriculum frameworks, reading, writing, and mathematics, strategies for students with disabilities to access the general curriculum and alternate assessment procedures. Pre-practicum required.
Focuses on the theories and techniques of consultation.
The course addresses principles of curriculum development and the use of instructional techniques for special needs students.
This course addresses the learning and behavior needs of special learners and helps teachers to develop strategies and techniques that can be used to improve knowledge and skills of all students in inclusion settings. Managing classroom behavior to enhance teaching and learning will be a focus in this course.
A practicum in which the student demonstrates competencies in the delivery of direct services: assessment procedures, educational planning, classroom management, curriculum development, and in-service education.
This course presents mathematical concepts, methods and materials to facilitate learning. Emphasis is also placed on supporting students with mild to moderate disabilities learn and understand mathematic contents.
A 75-hour practicum and Seminar in a supervised field-based experience in a pre-K-12 dual language education, transitional bilingual education program, two-way immersion program, or another bilingual education setting teaching experience with a bi-weekly seminar on topics related to effective teaching for bilingual students at the grade level of the certificate sought. Seminar topics include reading and writing in the first (primary) language, teaching language through content instruction, teaching to diverse learning styles, culturally learned ways of learning and methods for on-going assessment of language and content learning.
Developing and implementing effective literacy instructional strategies in the first language and English that promote biliteracy in the bilingual classroom. Pre-requisite: Demonstrated proficiency in reading and writing in the students first language, the language focus of the course.
The course examines the social and historical contexts of American schools, noting appropriate psychological principles,learning theories, philosophies, political and demographic trends, and their influences on educational policies and classroom practices.
The course emphasizes curriculum development with a focus on creation of thematic units integrating science and social studies using cooperative learning models.
The course addresses curriculum development with a focus on integrating Language Arts and Social Studies utilizing children's literature, reading, and writing skills.
The course is an introduction to linguistic knowledge and structure including theoretical aspects of pragmatics, semantics, syntax, morphology, and phonology, in a multicultural perspective.
The course addresses curriculum development with a focus on the creation of thematic units integrating science and mathematics using cooperative learning models.
The course focuses on second language acquisition and linguistic principles guide the review of standardized instruments, dynamic assessment strategies, standards-referenced assessment and teacher design approaches.
The course reviews relevant models of instruction and their application in middle school grades. Examines appropriate evaluation strategies and approaches designed to give students the ability to plan and implement overall assessment strategies, including alternative assessment and the use of technology in instruction and evaluation. Includes 25 pre-practicum hours.
The course is designed to give students the ability to design and present instruction in ways that are commensurate with the developmental needs and readiness of early adolescent learners. The issues of inclusion, cooperative learning, block scheduling, thematic, and integrated curriculum and interdisciplinary curriculum are examined.
Focus on instructional and behavioral strategies that improve academic and social-emotional outcomes for all students as well as differentiation strategies to support students with diverse needs in inclusive settings. Includes Universal Design for Learning strategies for teaching and assessing middle grade students. Analysis of assessment data will inform adjustments to practice.
The course focuses on an in-depth investigation of specific school laws and how they relate to the role of the teacher and administrator.
The course is designed to develop competency in the supervision and evaluation of teachers.
The course focuses on approaches to cultural analysis and survey of techniques used to teach culture in the classroom.
This advanced graduate course focuses on reading and reviewing research on current educational issues including qualitative, quantitative and mixed-methods studies.
The course focuses on aspects of curriculum development, society, culture, learning theories, taxonomies of educational objectives, structure, hierarchy, balance, politics, strategy for change.
The course focuses on current curriculum programs in grades nursery through 12; an analysis of objectives, descriptive characteristics, and theoretical foundations. Student-devised criteria used to assess curriculum programs.
This advanced graduate seminar focuses on qualitative and quantitative research on teaching PK-University, including ethnographic research, practitioner research and action research studies.
The course emphasizes discussion and evaluation of curriculum and instruction as applied to a real or theoretical construct.
The course explores appropriate instructional strategies and school practices which promote equity pedagogies. Identifies manifestations of diversity in our society and classroom, and explores ways of affirming diversity. Philosophical and cultural foundations of education will be explored.
The course offers specialized workshop experiences structured to enhance teacher abilities to implement new educational practices.
This special topic course focuses on in-depth exploration of contemporary educational topics or issues.
The course examines the needs and characteristics of the adolescent learner and the corresponding implications for curriculum, instruction, classroom management and school organization.
The course reviews relevant models of instruction and their application in middle and secondary school grades, examines appropriate evaluation strategies and approaches designed to give students the ability to plan and implement overall assessment strategies, including alternative assessment, and the use of technology in instruction and evaluation. Includes 15 pre-practicum hours
The course draws upon extensive review of the literature on curriculum theory and models of instruction to examine relevant innovations in curriculum development and instructional delivery; noting their practical applications in Secondary Schools.
This course focuses on instructional and behavioral strategies that improve academic and social-emotional outcomes for all high school students as well as differentiation strategies to support students with diverse needs in inclusive settings. Includes Universal Design for Learning strategies for teaching and assessment in secondary schools. Analysis of assessment data will inform adjustments to practice.
The course explores appropriate instructional strategies and school practices which promote equity pedagogy in Secondary School classes, identifies basic manifestations of diversity in our society and classrooms and explores ways of building bridges between the learner and the curriculum through instructional adaption.
The course examines contemporary issues and trends in middle and secondary school curriculum, instructional delivery, assessment, classroom management, and the use of technology.
The course focuses on language policies for educating ELLs, including bilingual, national language models, heritage languages and multicultural education as managed in multilingual nations.
The course examines the key components of balanced literacy in the K-8 school classrooms with a focus on the integration of educational technology as a tool for instruction, student centered learning, assessment, as well as family-school engagement.
An opportunity for further study in a special field of interest under faculty supervision.
The course explores historical, philosophical, psychological, legal, and cultural foundations for education and school practices.
The course examines different research methods and designs, including writing hypothesis, reviewing literature, gathering data and preparing research proposals. Students in an accelerated online program (AOP) should take ED-996 prior to registering for ED-982.
The course investigates theories and research regarding current trends in reading instruction and provides for completing a research project.
This course is a capstone experience for Teacher of Reading Candidates to document accomplishment of state certification competencies and program requirements.
Clinical experience of students completing standard stage certification as a Teacher of Reading:400 hrs.
The course focuses on current approaches and theories of second language literacy and integrates reading and writing in classroom environments
Examines the social, cultural, and political forces that shape schools, and provide the context for teaching and learning. Additionally, the types of existing and desired relationships among schools, families and communities will be discussed.
This course has been designed to strengthen teachers' own knowledge of the latest findings in neuroscience as they relate to the field of education. Topics span a wide range of neuroscience research including biological basis of learning and memory, brain mechanisms underlying language acquisition, gender differences, and disorders of thought. Special emphasis is given to the limitations and misuse of research by some, and the need for skepticism and replication when evaluating "brain- based" claims of service providers. Participants in this course will be active learners, analyzing current research articles, and reflecting on their own experiences as both learners and educators in the context of neuro-education.
The course explores the role of the educational leader in the choice, acquisition, and use of technology for management and learning.
For students wishing to pursue an independent research study in a specialized area of education
The course documents the student's learning and provides a basis for evaluation of student's performance and mastery of the certification standards. (All required certification courses must be completed.)
Prerequisite: Completion of 24 graduate credits in Master's Program and completion of a minimum of 18 credits in the content area of concentration. The course focuses om educational issues Students will conduct a formal study that seeks to investigate teaching and learning in the student's content strand of concentration.
Students work with faculty advisor(s) to design, implement, and evaluate a formal research study that seeks to investigate a significant issue in education. The focus is on the application of research skills and the presentation of research reports.
Teaching experience, grades 1 through 6. Involves planning, implementing, and evaluating learning in a setting with typical and atypical students.
The course focuses on research and evaluation methods and designs; includes gathering and analyzing data, writing research, and making evaluation reports.
The course examines the basic principles of some major philosophers and demonstrates their effect on contemporary educational theories in the western tradition.
The course analyzes major schools of psychology with attention to contemporary issues, role of the educator in the learning process and application of psychological principles to specific classroom situations.
A 400-hour internship in an area of professional education.
Source: Worcester State University's catalog, linked per course · table learning_unit · CourseShelf publish 61
