Students will analyze spoken and written language focusing on the social, racial, and critical theories around second language learners and their varied experiences in U.S. classrooms, as a part of language analysis, to develop approaches to assessment, pedagogy, curriculum design, and teacher development.

This course explores objectives, methods, and content in PK-6 school science instruction, emphasizing concept development in several areas of PK-6 science, refers to pertinent contributions from research; provides opportunity for engaging in core teaching practices around investigation-based science lessons.

The course will provide basic foundational knowledge from trauma research and practitioners' expertise about the adverse cognitive, social-emotional, behavioral, and health outcomes on children and youth who experience trauma. The course will incorporate principles of interprofessional education, which focuses on helping students in the professions work collaboratively in generalist and specialty practice roles. Students will prepare for interprofessional and team-based approaches to prevention and intervention strategies in schools and others systems that serve children and families. A key focus will be applying new knowledge about trauma to better perceive trauma's effects on children in the school setting and to develop strategies to assess their trauma­ related needs, making use of teacher, social worker, and nurse roles.

Crosslisted with SSW 540 and HS 540

This course will provide foundational knowledge about trauma-informed practice. A primary goal is preparing students for interprofessional approaches to trauma-informed prevention and intervention. A key focus will be on teachers, social workers, and nurses collaborating to use specific trauma-Informed practices for addressing young people's academic, social-emotional, behavioral, and health needs.

Crosslisted with SSW 541 and HS 541

This course will provide foundational knowledge about developing and sustaining a school or organizational culture that is trauma-informed. The course will incorporate principles of interprofessional education, which focuses on helping students in the professions work collaboratively in generalist and specialty practice roles. A primary goal of the course is to prepare students to use interprofessional and team-based strategies to achieve organizational change. A key focus will be on teachers, social workers, and nurses going beyond their practice role to collaborate on organizational work. Examples including educating colleagues, planning for a long-term project, evaluating programs, and obtaining resources to sustain collaborative models and programs to address trauma in schools.

Crosslisted with SW 542 & HS 542

Explores scholarship and research relevant to current issues in education. Issues vary by term and faculty.

Prerequisites: Graduate standing or permission of instructor.

Reviews important contributions to organization theory and emphasizes their application to the administration of schools. Discusses the structure of organizations, the management of work, and the nature of psychological and interpersonal processes in the workplace.

Prerequisites: Graduate standing or permission of instructor.

An examination of alternative approaches to instructional leadership in K-12 schools, with special attention to problems of curriculum development, supervision and evaluation of teaching, assessment of student learning, and the design and implementation of school improvement programs.

Prerequisites: Graduate standing or permission of instructor.

The ways in which schools are organized, and the priorities and behaviors of school leaders, have profound implications for how students (and adults) act and learn in schools. This course considers organizational and administrative strategies which school leaders can employ to develop an effective school program. Topics include: organizational structure, resource allocation, student services, staff personnel support, organizational culture and climate, school relations with family and community, and school monitoring and accountability.
 

This course will prepare future secondary and post-secondary chemistry educators to translate chemistry education research into effective classroom practice. Students will read and critically evaluate literature from top Chemistry Education and Science Education Journals. Students will learn about, prepare, and test their own formative and summative assessments. Students will practice student-centered classroom techniques and reflect on and develop their own teaching identity and style. Students will learn about issues of diversity and equity in the classroom.

Crosslisted with CHEM 550

Prerequisites: Graduate standing or permission of instructor.

Examines the role of public policy in the organization, operation, finance, and governance of K-12 schools.

Based on research on equitable teaching practices, this course focuses on communicating with diverse individuals and audiences, listening across difference, supporting learning in diverse domains, assessing learning and impact, giving feedback, designing and leading meetings and convenings, using artifacts and texts, and attuning the work to participants’ experiences and identities.

Provides an overview of the postsecondary education system in the United States; examines the major features of this system and explores its effects; explores effects of various professional and disciplinary perspectives on the study of postsecondary education viewed as an interdisciplinary field.

The contemporary community college is uniquely situated in higher education in the United States, serving students of incredibly varied backgrounds and fulfilling a myriad of social and economic functions in a complex political environment, including intense public scrutiny. With sensitivity to the socio-historical context in which community colleges operate, this course introduces a number of topics of current and ongoing research interest regarding community colleges and the students that these institutions serve.

This Pro-Seminar is intended to support the MA Teaching-Learning cohort as they move through their program. Like its ES doctorial counterpart, the ProSem will combine elements of orientation and support (to Marsal School and University resources and opportunities) with a forum for intellectual and cross-cultural exploration, discussion of program issues, and some amount of general advising. The ProSem is also intended to provide a means of support for international students who may not have attended English-medium tertiary institutions.