Education Courses

The degree requirements outlined in this catalog are intended to be used for students entering Wheelock in the 2014-15 academic year.

EDP 317
Elementary Pre-practicum
1 credit
100-hour minimum pre-practicum. Implement curriculum and assessments designed in accompanying courses, and apply their knowledge of child development and theories and principles of education in an elementary classroom. Reflect upon and evaluate the impact of their teaching on children’s learning and their own professional development. Prerequisites: Completion WLCE, EDU 255, Mathematics sequence, successful completion of MTEL Literacy and Communication Test (both subtests), EDU 306, 330 and 337. Corequisites: EDU 316, 321, and 323.

EDP 437
Early Childhood Practicum and Seminar (Grade 1-2)
6 credits
Full semester practicum. Performance-based assessment and reflection in grade 1-2 classrooms. Apply early childhood theory to practice, develop inclusive/integrated curricula, facilitate inquiry learning and play, manage the classroom, and collaborate with families and professionals. Examines social, legal, economic and political issues that impact early education. Prerequisites: Pass WLCE and MTEL Literacy and Communication Tests, EDU 255, 305, 320 and 327 and MLE 301. Corequisites: EDU 250, EDU 436, and MLE 302.

EDP 447
Elementary Practicum
6 credits
Develops skills in working with diverse children and integrating theory and practice. Assume increasing responsibility for designing curriculum, teaching, and assessing children’s learning in a classroom setting. Evaluate all aspects of their teaching through ongoing reflection and conferences with teachers and supervisors. Prerequisites: EDU 316, EDP 317, EDU 321, 323, 338 and MLE 301. Corequisites: EDU 445, EDU 446 and MLE 303.

EDP 455
Early Childhood Practicum and Seminar I-(PreK/K)
6 credits
Full semester practicum. First practicum/ seminar for ECE majors in the Birth-5 specialty. Performance-based assessment and reflection in pre-k and k classrooms. Apply early childhood theory to practices, develop inclusive integrated curricula, facilitate learning through pay and inquiry, and collaborate with diverse families and professionals. Examine social, cultural, economic, and political issues that impact early education. Prerequisites: EDU305, EDU 320, EDU 327, EDU 250, EDU 367, HDP 227; Corequisite: EDU 456. Advanced.

EDP 459
Early Childhood Practicum and Seminar II- (Pre K/K)
4 credits
Extends skills to working with families and very young children with varying needs and from diverse backgrounds and communities. Set teaching goals and evaluate their professional development to assume responsibility for the preparation of the learning environments, management of the program, and collaboration with families and allied professionals. Prerequisites: EDP 437 and EDU 436.Taken concurrently with EDU 456 (if not taken previously).

EDP 467
Kindergarten/Early Childhood Internship
2 - 4 credits
A guided field experience in an early childhood setting linked to career goals (e.g., kindergarten teacher, director, family relationship coordinator) or specialties (e.g., early intervention, special education, bilingual education). Includes opportunities to gain leadership skills through working in community-based centers (e.g., North American Indian Center) or action research projects. Taken EDP 455 or 437.

EDP 521
Practicum/Seminar: ECE Pre K/K
3 credits
Provides opportunities to assume responsibility for preparation of curriculum in inclusive preschool or kindergarten classrooms with children and families from diverse backgrounds, using theories of child development and culturally responsive, Developmentally Appropriate Practice. Seminar topics include: ethical responsibilities, anti-bias practices, promotion of social competence, management, and partnerships with families. (200 hours) May be taken as either the first or second early childhood practicum.

EDP 526
Practicum/Seminar: ECE 1st/2nd
3 credits
Provides opportunities to assume responsibility for preparation of curriculum and management in inclusive first or second grade classrooms with children and families from diverse backgrounds, using theories of child development and culturally responsive Developmentally Appropriate Practice. Seminar topics include: ethical responsibilities, anti-bias practices, promotion of social competence, management and partnerships with families. (200 hours) May be taken as either the first or second early childhood practicum.

EDP 530
Field Experience/Seminar: ECE
3 credits
Provides opportunities to assume responsibility for preparation of curriculum and management in early childhood care and education settings with children and families from diverse backgrounds, using theories of child development and culturally responsive, Developmentally Appropriate Practice. Seminar topics include: ethical responsibilities, anti-bias practices, promotion of social competence, management, and partnerships with families. (300 hours)

EDP 531
Extended Field Experience in Early Childhood Education
1-3 credits
Provides students with an individualized, guided field experience in an early childhood setting that is linked to career goals or their chosen focus of study. Students may choose to extend their previous practicum experience or they may choose to diversify their experience in a different setting. Students construct an independent study plan and select a site in consultation with their academic advisor and their Wheelock field supervisor. (100-300 hours.) Prerequisite for Care and Ed. Beginning Practitioners: EDP 530. No prerequisite for Care and Education Continuing Practitioners

EDP 536
Elementary Practicum
3 credits
The first four weeks of the practicum are identified as pre-practicum. Assume increasing responsibility for curriculum, management, teaching diverse learners, children’s learning, and relationships with children, parents and school personnel. Assessment of teaching through reflection and supervisory consultations. Demonstration of competencies for Initial Licensure required.

EDP 605
International Teaching Internship and Seminar I
3 credits
Supervised teaching experience with school age children in an international setting. Strengthens skills in teaching children if diverse backgrounds and integrating education theory and practice in an international education setting. Intern assumes increasing responsibility for curriculum, management, teaching diverse learners, children’s learning, assessment of learning, and relationships with children, families and school personnel. Assessment of teaching through reflection and supervisory consultations. Open to students in the Education Studies: International Teaching and Global learning Master’s Program only.

EDP 606
International Teaching Internship and Seminar II
3 credits
Supervised teaching experience with school age children in an international setting. Building on experiences in EDP 605, this internship will continue to strengthen skills in teaching children of diverse backgrounds and integrating education theory and practice in an international education setting. Intern assumes increasing responsibility for curriculum, management, teaching diverse learners, children’s learning, assessment of learning, and relationships with children, families and school personnel. Assessment of teaching through reflection and supervisory consultations. Open to students in the Education Studies: International Teaching and Global learning Master’s Program only.

EDU 099
Addendum for Initial PreK-2 Licensure
0 credits
Benefits alumni of the undergraduate Child Development Specialist program who are applying for Pre-K-2nd grade licensure. Required assignment demonstrates candidate reflection and analysis on applied practice with 1st and 2nd grade students. Course provides an addendum process for a prior capstone portfolio.

EDU 201
Orientation to the Education Programs
0 credits
Orientation to early childhood, elementary education, and special education concentrations. Presents the Standards for the Education Programs. Describes the portfolio process for assessing progress toward meeting these standards. Explains the process for meeting the Massachusetts Tests for Educator Licensure requirements. Required for all undergraduate education students.

EDU 228
Civic Issues, Skills and Engagement
4 credits
Investigates social justice issues embedded in community centered experiential learning. Knowledge of a community is examined in relation to larger issues including access, power, and inequities. Leadership and academic content are rooted in student directed projects. Communication, collaboration, problem-solving, and advocacy skills develop in planning and implementing civic service projects. General Education: Ethics and Social Justice. Enrollment requires permission of the instructor.

EDU 240
Impact of Special Needs on Learning and Development
4 credits
Considers the ways in which various special needs may impact children’s learning and development. Emphasizes understanding the learning experience from the perspective of the child with special needs and his/her family. Introduces policies and regulations relevant to special education and their implications for optimally serving all children. Addresses curriculum development and instructional methodology appropriate for inclusive classrooms. Examines students’ learning needs in a historical and social context. Considers factors that affect learning, including neurological, perceptual, cognitive, language, motor, behavior, and motivational issues. Learners examine ways to apply the theoretical knowledge presented in this course to their practice. Offered in Singapore programs only.

EDU 250
Supporting Young Children w/Sp. Needs and Their Families
2 credits
Explores the effects of special needs on children 3-age 8. Introduces historical background, legislation, procedures influencing educational services, IFSP/IEP, supporting families, collaborating and building partnerships with specialists, community services and resources, etiology of disabilities and curriculum adaptations and instructional strategies. Prerequisites: HDP 120/122 and 121/123 or HDP 124/127.

EDU 255
Racial and Cultural Identities
4 credits
Introduces the critical study of race, culture, and identity. Explores theories to help students examine their own socialization and understanding of race, ethnicity, culture, and identity. Considers political, social, cultural, historical, economic, and power dynamics as a context for interpreting interpersonal and structural relationships. General Education: Ethics and Social Justice

EDU 275
Foundations in Communication and Collaboration with Families, Professionals, and Communities
2 credits
Explores the value, relevance, and meaning of effective adult interactions across roles and relationships. Cultural and critical theories provide the foundation for analysis and practical application of communication skills. Communication skill-building focuses on use of culturally competent approaches, reflective practices, self-assessment, providing and receiving feedback, and setting achievable goals. Emphasis is on cultivating expertise for successful collaboration with individuals, families, and groups in diverse community settings. Offered in Singapore programs only.

EDU 276
Advancing Communication and Collaboration with Families, Professionals, and Communities
2 credits
Promotes ways to build trusting interprofessional relationships and achieve cultural consistency through effective communication in settings/institutions involving parents and professionals. Leadership and research activities include conducting environmental scans, examining alliance building strategies, and designing professional development and action plans that are inclusive and address community assets and needs. Offered in Singapore programs only.

EDU 305
Principles of Inclusive Early Childhood Education
4 credits
Considers theoretical principles underlying developmentally appropriate practice in regular, special and inclusive education and how they inform practice, e.g., curriculum, environment, teachers’/children’s roles. Models and analyses active, play- and inquiry-based, and individualized learning. Emphasizes diverse social and cultural factors in teaching/learning. Includes 25 hour practicum in school and community settings. Prerequisites: Completion of the WLCE, EDU 201, EDU 255 and HDP 120/121 and 122/123 or HDP 124/125 and 126/127.

EDU 306
Introduction to Elementary Teaching
4 credits
Introduces history, philosophy, and theories of education. Develops teaching and learning skills for diverse learners in diverse communities. Explores assessment and use of field observations. Analyzes relationships among families, schools, and communities; intricacies of social justice; ethnicity and family; and legal aspect of working with children who have special needs. Prerequisites: Completion of the WLCE, HDP 120/121 or HDP 124/125, and EDU 255.

EDU 316
Elementary Curriculum Development
3 credits
Explores influences of educational, psychological, political, and sociological theories on curriculum development. Analyzes interactions between community and school cultures and pedagogical practices. Uses Massachusetts Curriculum Frameworks in planning and evaluating lessons, units, and assessments of children’s understandings. Prerequisites: Completion of WLCE, Mathematics Sequence, EDU 255, EDU 306, EDU 330 and EDU 337, Passing scores on the MTEL Literacy and Communications Test. Corequisites: EDP 317, EDU 321, and EDU 323.

EDU 320
Mathematics for Young Children
4 credits
Explores the content and methods of teaching mathematics to all young children from 3 to 8 years. Course topics include concept development in mathematics; assessment; prenumber development; number sense; problem solving; patterns and functions; graphing; measurement; fractions and geometry. Design, evaluate, and adapt mathematical curriculum. Prerequisites: Completion of requirement in Mathematics, EDU 201, EDU 255, HDP 120/121 and 122/123 or HDP 124/125 and 126/127.

EDU 321
Elementary Science/Technology
2 credits
Elementary science concepts and topics appearing in the Massachusetts Science and Technology/Engineering Curriculum Frameworks. Explores teaching strategies that build children’s understanding of, and skills in science inquiry. Prerequisites: EDU 306, 330 and 337. Corequisites: EDU 323, 316, and EDP 317.

EDU 323
Elementary History/Social Sciences
2 credits
Examines elementary history and social science content as presented in the Massachusetts History and Social Science Curriculum Frameworks. Course includes key concepts, epistemology, pedagogy, and assessment. Emphasizes understanding socio-cultural contexts and multicultural, anti-bias, and antiracist teaching. Prerequisites: EDU 306, EDU 330 and EDU 337. Corequisites: EDU 316, 321 and EDP 317.

EDU 326
Promoting Young Children’s Language Acquisition and Development
4 credits
Based on the understanding that language is the basis of human interaction as well as the foundation of learning, the course will examine the stages of language acquisition and the practices that promote language development in a multilingual society. Particular emphasis will be placed on looking at a range of instructional strategies and curricula that support and extend language learning. Offered in Singapore programs only.

EDU 327
Teaching Reading to Young Children
4 credits
Analyzes stages of reading development from birth to age 8, with an emphasis on emergent and early stages. Focuses on balanced instruction of early reading components: oral language, phonological and phonemic awareness, word identification and phonics. Includes supervised off-campus sessions assessing and instructing early readers. Prerequisites: completion of the WLCE, EDU 255, HDP 120/122 or HDP 124/127.

EDU 330
Elementary Mathematics
4 credits
Examines contemporary influences on pedagogy, curricular choices, and materials when teaching mathematics to children in elementary schools. Addresses the teacher’s role in creating an effective learning environment, and emphasizes strategies for maximizing mathematical understanding for all children. Discusses a variety of assessment strategies. Prerequisites: HDP 120/121 or HDP 124/125, EDU 255, and MAT 141 or MAT 131 with simultaneous enrollment in MAT 132.

EDU 331
Multicultural Picture Books
2 credits
Introduction to a wide range of multicultural picture books for children. Guides development and application of criteria for appropriate book selection. Focuses on effective strategies for reading aloud to young children. May be taken as a sequence with EDU 332 or separately.

EDU 332
Multicultural Chapter Books
2 credits
Introduction to a range of multicultural chapter books for elementary level children. Considers a variety of critical perspectives for analyzing children’s literature. Explores strategies for using this literature effectively in the classroom. May be taken in sequence with EDU 331 or separately.

EDU 335/RDG 535
Reading Theory and Practice
0 credits
Consolidates professional background in theory and practice of teaching reading in grades Pre-K - 8. Addresses core concepts and instructional practices for phonological and phonemic awareness, emergent literacy, phonics, vocabulary, comprehension, and reading assessment. Builds upon the professional knowledge developed in EDU 327 or EDU 337. Prerequisite: EDU 327 or EDU 337.

EDU 337
Teaching Reading in Grades preK-8
4 credits
Analyzes stages of reading development during grades pre-K to 8. Focuses on balanced instruction and assessment of oral language, phonemic awareness, word identification, phonics, structural analysis, and fluency. Develops skills for guided reading instruction. Includes supervised off-campus sessions assessing and teaching developing readers. Prerequisites: completion of the WLCE, EDU 255, and HDP 120/122 or HDP 124/127.

EDU 338
Teaching Non-fiction Literacy
2 credits
Extends foundational knowledge gained in EDU 337. Focuses on strategies for developing vocabulary, improving comprehension, and teaching writing. Reading informational text and the instruction of English language learners are central themes of the course. Includes observation and analysis of a classroom literacy program. Prerequisite: EDU 337.

EDU 340
Developing Literacy for Young Children in a Multilingual Society
4 credits
Explores how young children learn to read and write in the context of a multilingual society. The course examines how teaching strategies, classroom environments, writing and reading materials, and assessments support the child’s literacy learning. Students will look at the ways in which current literacy research informs instructional practices. Offered in Singapore programs only.

EDU 351
Teaching and Learning Science in Early Childhood Classrooms
2 credits
Addresses current issues in the teaching of science to children ages 3-8 (grades PreK-2). Prepares students to address the Massachusetts Science and Technology/Engineering Curriculum Frameworks and other related documents as they apply to teaching children in grades PreK through 2. Introduces students to important elements in young children’s science including choosing appropriate topics; guiding children’s inquiry; and deepening children’s science understanding through encouraging representation and other forms of communication. Prerequisite: HDP 120/121 and 122/123 or HDP 124/125 or 126/127 and one science course.

EDU 352
Information Technology in Early Childhood Education
4 credits
Learn fundamental skills and strategies to take full advantage of educational technology. Evaluate the use of a variety of electronic media for the classroom and early childhood education, design lessons and curricula, and create appropriate learning environments using technological means. Gather the information needed to use technology in the assessment process and data analysis. Offered in Singapore programs only.

EDU 355/555
Helping Children Heal-N. Ireland Lessons
2 credits
Accompanies Northern Ireland Service Learning Program. Pre-trip sessions provide foundation for trip: history of “The Troubles,” how children are affected, efforts to promote healing with children and adults, broader implication for all children. In Belfast sessions, expert practitioners connect theory to student experiences. Posttrip sessions explore implication for students’ professional work. Prerequisite: Admission into Northern Ireland Service Learning Program by application only.

EDU 365
Supporting Families with Infants and Toddlers in Home and Community Settings
4 credits
Promotes ways to build trusting interprofessional relationships and achieve cultural consistency through effective communication in settings/institutions involving parents and professionals. Leadership and research activities include conducting environmental scans, examining alliance building strategies, and designing professional development and actions plans that are inclusive and address community assets and needs.

EDU 366
Supporting Infants and Toddlers w/Special Needs and their Families
2 credits
Examines programs and services for infants and toddlers who have special learning and developmental needs and their families within a family-centered framework. Recommended practices for programs based on special education lens and policy including the process for developing and implementing the IFSP through a transdisciplinary model will be studied. Prerequisites: HDP 120/121 and 122/123 or HDP 124/125 and 126/127, HDP 227, HDP 257, EDU 365, EDU 390.

EDU 367
Foundations in Communication and Collaboration
2 credits
Explores effective adult interactions. across roles and relationships. Cultural and critical theories provide the foundations for analysis and practical application of communication skills. Communication skill-building focuses on use of culturally competent approaches, reflective practices, self-assessment, providing and receiving feedback and setting achievable goals. Emphasis is on cultivating expertise for successful collaboration. Prerequisites: HDP 120/121 and 122/123 or HDP 124/125 and 126/127,

EDU 390
Curriculum and Program Development for Infants and Toddlers
4 credits
Examines research, theory and quality indicator of the care and education of infants and toddlers in home and community settings and application to curriculum and program development. Through family-centered and relationship-based frameworks, focuses on early health and development and environmental design within the context of family and community. Prerequisites: HDP 120/122 and 121/123 or HDP 124/127 HDP 120/121,HDP 227, HDP 257.

EDU 402
Interpersonal Skills of Leadership
4 credits
Exposure to a variety of theories, perspectives, and case examples of effective leadership. Addresses issues that include the differences between leadership and management, the competencies demonstrated by effective leaders, and how leadership skills are developed. Learners are expected to draw on and examine their personal leadership experiences. Offered in Singapore programs only.

EDU 403
Leadership in Assessment Curriculum
4 credits
Transform administrative and teaching practices to benefit all learners. Applies assessment data and tools to individualize instruction, inform curriculum planning, and target professional development. Focus on continuous program enhancement and sharing information about children’s growth and development with families. Prerequisites: one course in child development and one course in curriculum development or assessment or by permission of the instructor.

EDU 420
Advancing Communication and Collaboration
2 credits
Promote ways to build trusting interprofessional relationships and achieve cultural consistency through effective communication in settings/institutions involving parents and professionals. Leadership and research activities include conducting environmental scans, examining alliance building strategies and designing professional development and action plans that are inclusive and address community assets and needs.

EDU 427
Child Care Management and Administration
4 credits
Focuses on developing, maintaining, and evaluating child care classrooms and programs. Assess staff, evaluate curriculum, communicate with parents, implement health care policies, and advocate for quality care. Discussions of research on children in group settings and the role of child care in society. Prerequisite: 300 hour practicum in Early Childhood concentration. Recommended elective for PreK-K and Infant/Toddler students. Taken concurrently with or following Integrated Practicum II.

EDU 436
Teaching and Learning in the Primary Grades
4 credits
Focus on children as active learners in developmental domains and content areas. Design, adapt, implement and assess inclusive, integrated curriculum that is developmentally, culturally, linguistically and individually appropriate. Emphasizes curriculum development and assessment responsive to children with diverse cultural, cognitive, social, racial, ethnic, religious, class and linguistic backgrounds. Prerequisites: Pass WLCE, pass MTEL Literacy and Communication tests, EDU 250, 255, 305, 320 and 327. Corequisites: EDP 437 and MLE 301.

EDU 445
Meeting Diverse Learning Needs
2 credits
Examines theories of causation; historical and social contexts affecting learning; neurodevelopmental, behavioral, and motivation issues; and curriculum and instructional strategies for inclusive classrooms. Students use informal and standardized assessments to inform and evaluate instruction, including impact of teaching on student learning. Prerequisites: EDU 316, EDP 317, EDU 321, EDU 323, and EDU 338. Corequisite: EDU 446 and EDP 447.

EDU 446
Elementary Teaching and Learning
4 credits
Focuses on classroom issues, events, and interactions among children, families, teachers, and communities. Provides a framework for developing classroom climates that are responsive to students from diverse backgrounds, and for helping children become responsible for their learning. Emphasizes effective communication and reflective practice. Prerequisites: EDU 316, EDP 317, EDU 321, EDU 323, and EDU 338. Corequisites: EDU 445 and EDP 447.

EDU 456
Teaching and Curriculum in Diverse Early Childhood Settings (PreK-K)
4 credits
Extends knowledge of creating learning environments that foster children’s development through collaborative play. Emphasizes interactive teaching, formal and informal assessment, and individualized learning goals developed using IFSPs and IEPs. Concentrates on inter-professional collaboration with specialists from education, health, and social service perspectives and partnerships with families from diverse backgrounds. Prerequisites: EDP 437 and EDU 436. Corequisite: EDP 457.

EDU 462
Capstone: Pre-K-K
1 credit
For non-licensure inclusive classroom teachers. Reflect on teaching and learning experiences throughout the program; explore issues related to educational philosophies, public policy, leadership in the field, societal pressures affecting very young children and their families. Complete professional portfolio demonstrating evidence of meeting Wheelock College Education Standards. Open to seniors, usually in final semester.

EDU 464
Seminar in Policy Advocacy and Leadership in ECE
1 credit
For inclusive classroom teachers and Birth-5 Specialists. Explore issues related to education philosophies, education reform, societal pressures affecting children and families, leadership in the field. Open to seniors, usually in the final semester.

EDU 465
Capstone: Early Education Initial Licensure
1 credit
For inclusive classroom teachers. Reflect on teaching and learning experiences throughout program; explore issues related to educational philosophies, education reform, societal pressures affecting children and families, leadership in the field. Complete professional portfolio demonstrating evidence of having met Wheelock College Education Standards. Open to seniors, usually in final semester. Requires passage of Massachusetts Literacy and Communication, Early Childhood Subject, and Foundations of Reading Tests for Educator Licensure.

EDU 474
Policy, Advocacy and Leadership in ECE
4 credits
Explores issues related to social justice and early education policy in a cultural context. Analyses the process of change, leadership theories and the meaning of advocacy. Emphasis is placed on understanding leadership skills and applying them across roles and domains in the field. A community action project focuses on the local early childhood sector and concludes the Capstone.

EDU 480
Portfolio Development and Presentation
4 credits
Assemble and present evidence of achieving Wheelock Education Standards. Develop a professional portfolio, integrating all aspects of teaching and learning, to support them as lifelong learners. An approach for documenting professional growth, encouraging reflection and self-evaluation, and peer mentoring. Discussion of the integration of the portfolio and implications in relation to each course.

EDU 483
Entrepreneurship in Early Childhood Education Context
4 credits
Provides the foundation to plan, build, implement, manage and grow an organization that provides a service or product for children and families. Gain an understanding of the realities of entrepreneurship, including the pitfalls encountered and the lessons learned by other entrepreneurs. Topics to be reviewed include how to think analytically about organizational systems, how leaders play a critical role in shaping an organization, how to determine and marshal the financial resources necessary for a start-up business, and what to do to improve the likelihood of success. Offered in Singapore programs only.

EDU 486
Elementary Ed: Portfolio Development
1 credit
Construct web-based program exit portfolios demonstrating their achievements of the Wheelock Education Standards, State and ACEI standards. Seminar provides a collaborative space to discuss artifacts and drafts of analytic/ reflective essays. Selected educational policies are addressed. Prerequisites: Passage of Reading and Writing Massachusetts Tests for Educator Licensure. Completion of EDU 446, EDP 447, and EDU 445 strongly recommended, but may be taken concurrently.

EDU 487
Elementary Ed Capstone
1 credit
Present and defend web-based program exit portfolios demonstrating their achievement of the Wheelock Education Standards, State and the ACEI standards. Prerequisites: Passage of the Massachusetts Literacy and Communication (Reading and Writing subtests), General Curriculum (Multi- subject and Math sub-tests), and Foundations of Reading Tests for Educator Licensure. Completion of EDU 446, EDP 447, and EDU 445 strongly recommended, although they may be taken concurrently.

EDU 502
Curriculum for ECE Social Studies and Arts
2 credits
Design curriculum for early childhood social studies, arts, and multicultural teaching. Principles of curriculum development, assessment, and historical events that are part of early childhood curriculum. Using national and state standards and frameworks to inform teaching and develop ability to find and adapt curriculum to provide appropriate learning experiences. Prerequisite: EDU 520 or permission of the instructor.

EDU 503
Leadership in Assessment Curriculum
3 credits
Transform administrative and teaching practices to benefit all learners. Applies assessment data and tools to individualize instruction, inform curriculum planning, and target professional development. Focus on continuous program enhancement and sharing information about children’s growth and development with families.

EDU 505
Racial and Cultural Identities
3 credits
Introduces the critical study of race, culture, and identity. Explores theories to help students examine their own socialization and understanding of race, ethnicity, culture, and identity. Considers political, social, cultural, historical, economic, and power dynamics as a context for interpreting interpersonal and structural relationships.

EDU 506
Racial/Cultural Identities Advanced
4 credits
Examines social theory and role of ideology to examine their orientation to race ethnicity, culture and identity in education. Considers political, social, cultural, historical, economic, and power dynamics as a context for exploring curriculum, educational pedagogy, and structures that influence educational opportunity and school achievement. Prerequisites: EDU 255, EDU 505 or permission of instructor.

EDU 515
Curriculum for ECE Science, Tech and Health
2 credits
Refines skills in designing and assessing curriculum for early childhood classrooms emphasizing science, technology, and health. Strengthen knowledge of science content that is part of early childhood curriculum. Integrate technology into ongoing curriculum and support beginning computer literacy skills. Practice using national and state standards and frameworks to inform teaching. Prerequisites: EDU 520: Intro to Inclusive Early Childhood Education and EDU 502 Curriculum for Social Studies and the Arts (For ECE DOE licensure students only)

EDU 520
Introduction to Inclusive ECE
3 credits
Historical, legal, theoretical foundations of care and education for young children and their families. Application of principles to educational models. Curriculum design and assessment, strategies for developmentally appropriate learning opportunities for all young children, including those with special needs and those from diverse cultural, ethnic and linguistic backgrounds. Course requirements include 25 hours of pre-practicum field experience.

EDU 522
Curriculum for EC Social Studies and Arts
3 credits
Design curriculum for early childhood social studies, arts, multicultural teaching. Principles of curriculum development and assessment and historical events that are part of early childhood curriculum. Using national and state standards and frameworks to inform teaching and develop ability to find and adapt curriculum to provide appropriate learning experiences. Prerequisite: EDU 520 or permission of the instructor.

EDU 525
Curriculum for ECE Science, Tech and Health
3 credits
Refine skills in designing and assessing curriculum for early childhood classrooms emphasizing science, technology, and health. Strengthen knowledge of science content that is part of early childhood curriculum. Integrate technology into ongoing curriculum and support beginning computer literacy skills. Practice using national and state standards and frameworks to inform teaching. Prerequisites: EDU 520 and EDU 502 or permission from the instructor.

EDU 528
Impact of Special Needs: ECE
2 credits
Explores effect of special needs on children birth to age eight. Introduces legislation, rights, services, stereotypes that affect children, families, and communities. Major areas of special needs are examined. Emphasis is on understanding children as individuals with varying performance and rates of development rather than members of a disability group.

EDU 535
Mathematical Learning for Diverse Learners
3 credits
Examines contemporary influences on pedagogy, curricular choices, and materials. Addresses the teacher’s role in creating an effective learning environment, and emphasizes strategies to maximize understanding mathematics for all children. Discusses a variety of assessment strategies.

EDU 545
Elementary Science
3 credits
Examines fundamentals of elementary inquirybased science programs. Through direct experiences, focuses on the nature of scientific inquiry, selected concepts from across scientific domains, and basic instructional approaches. Includes design and implementation of a unit of study and assessment of student learning. Considers literacy and mathematics, and cultural influences in science.

EDU 546
ELE History and Social Sciences
3 credits
Explore social studies subject matter including historical narrative and legacy. Develop, implement, and assess inclusive curricula; analyze pre-existing curricula; learn and compare city, state and national standards; and document implicit and explicit social studies learning.

EDU 550
Issues in Early Childhood Literacy and Numeracy Development
3 credits
Introduction to theoretical frameworks of how children begin to develop the early concepts of literacy and numeracy that lay the foundation for reading, writing, and reasoning mathematically. Analyze connections between observation and assessment of children’s emerging mathematical and language development and various inquiry-based pedagogical practices.

EDU 560
Developing Infant and Toddler Programs
3 credits
Examines and applies current research and quality indicators for the care and education of infants and toddlers in a variety of settings. Through a family-centered and relationship-based framework, construct individualized, routine based activities and learning opportunities that are play-based and developmentally responsive to the unique needs of each infant, toddler and his/her family. Offered in the Singapore Program only.

EDU 561
EC Curriculum Planning and Assessment
3 credits
Deepens knowledge of curriculum development and assessment for young children and presents them as interconnected processes that necessitate knowledge of child development, DAP, theories of teaching and learning, and pedagogical content knowledge. Links assessment and standards to individualized instruction and introduces documentation to explore and capture teaching and learning. Offered in the Singapore program only.

EDU 562
EC Program Development and Evaluation
3 credits
Examines the elements of high-quality early childhood programs, including family communication and collaboration; designing the learning environment; utilizing technology; and addressing issues of national accreditation, accountability to identified standards, and evaluation. Techniques for staff supervision, mentoring, and evaluation are introduced. Prerequisite EDU 561. Offered in the Singapore program only.

EDU 601
Peace Corp Project Foundation I
2 credits
Provides individualized guided experience for Peace Corps Masters International (PCMI) students to learn the history, customs and values of the host community and the social, political and educational factors where they will complete their service in order to start a needs assessment project. Prerequisites: RES 723 or 725 or SWK 530 or other RES courses with approval of program coordinator and advisor.

EDU 602
Peace Corp Project Foundation II
2 credits
Provides individualized guided experience for PCMI students to continue to learn about their host community and the educational setting in order create and implement a needs assessment and initial design for a community-based project in collaboration with host-country community colleagues. Prerequisites: RES 723 or 725 or SWK 530 or other RES courses with approval of program coordinator and advisor.

EDU 603
Peace Corp Project Implementation I
2 credits
Provides individualized guided experience for PCMI students to implement the communitybased project designed in EDU 602 in collaboration with host-country colleagues. Prerequisites: EDU 601 and 602.

EDU 604
Peace Corp Project Implementation II
2 credits
Provides individualized guided experience for PCMI students to complete the implementation, evaluation and sustainability of the community-based project started in EDU 602 in collaboration with host-country colleagues. Prerequisites: EDU 601 and 602.

EDU 607
Teacher Inquiry Seminar
2 credits
Examines intellectual, social, professional, and/or personal challenges arising from participants’ teaching practice. Using a formal protocol, students describe the problem, solicit feedback, articulate their insights, and describe the strategies they will implement. Students document the impact of their own learning on children’s learning, development, and ability to engage with the curriculum.

EDU 610
Mathematical Thinking for Teachers
3 credits
Deepens understanding of the mathematical concepts taught in grades K-6, including Number and Operation; Algebraic Thinking; Geometry and Measurement; and Probability and Data Analysis. Emphasizes problemsolving, justifying reasoning, mathematical communication, representation, and mathematical connections.

EDU 615
Educational Environments for Children
3 credits
Design, plan, implement, and evaluate developmentally appropriate environments that encourage the growth and active learning of children with a focus on infants, toddlers, preschoolers, and early elementary-aged children. Gain practical, hands-on experiences that aid them to select, organize, create, and evaluate various educational programs, products, and environments that allow children to grow and learn.

EDU 622
Patterns, Functions and Algebra
3 credits
Explores algebraic thinking for the elementary classroom. Uses tables, graphs, and rules to recognize, extend, analyze and describe linear and non-linear patterns. Concepts of integers, variable, function, inequality and equation are developed through investigations using current technology and trends consistent with NCTM, Common Core, and MCFM. Offered online only.

EDU 624
Number and Operations
3 credits
Offers participants an opportunity to build their own mathematical knowledge as well as pedagogical knowledge. Using a wide range of physical and virtual models, they will explore number theory and computational strategies that illuminate the NCTM Number and Operations content strand. Offered online only.

EDU 626
Data Analysis and Probability
3 credits
Focuses on data collection and organization; measures of central tendency and variance; subjective, theoretical, experimental, and conditional probability; simulation; counting principles; mathematical expectation. Includes techniques and technology in elementary teaching and learning of data analysis and probability developed by NCTM, Common Core and MCFM. Offered online only.

EDU 628
Geometry and Measurement
3 credits
Extends and enhances both content knowledge and pedagogical knowledge for all participating teachers. Participants will use both physical and virtual modes as they analyze the characteristics and properties of geometric shapes; use coordinate geometry; apply transformations and use both visualization and geometric modeling to solve problems. Offered online only.

EDU 630
Inquiry into Life Science
3 credits
Uses scientific inquiry in life science through hands-on investigations. Begins with characteristics of living things followed by examination of the various structures (and their function) found in plants and animals, adaptations in response to the environment, and how life science concepts are taught in the elementary classroom. Offered online only.

EDU 632
Teaching and Learning Physical Science
3 credits
Examines basic concepts of physical science including forces and motion of objects as well as the earth in space. Topics include ancient ideas of motion, Newtonian mechanics, gravity, and the teaching of these concepts in the elementary classroom. Implements hands on at home investigations. Offered online only.

EDU 634
Teaching and Learning Elementary Science
3 credits
Examines the role of inquiry in science teaching and learning using some basic concepts of physical science, including properties of materials and motion of objects. Students will be engaged in at-home inquiry investigations with liquids, states of matter, and force and motion. Introduces issues related to teaching and learning in elementary classrooms. Offered online only.

EDU 636
Science Inquiry in Action
3 credits
Addresses the teaching of inquiry-based science in elementary classrooms. Begins with review of inquiry in life and physical science and asks participants to apply knowledge of science concepts addressed in previous courses to the development of appropriate learning experiences in the elementary classroom. Prerequisites: EDU 634 Teaching and Learning Elementary Science and either EDU 630 Inquiry into Life Science or EDU 632 Teaching and Learning Physical Science. Offered online only.

EDU 655
Capstone: Care and Education
1 credit
Reflect on teaching and learning throughout program. Complete portfolio evidence of having met the Wheelock College Education Standards. Analyze issues related to educational philosophies, public policy, leadership in the field, and societal pressures affecting children and families. Present portfolios orally to faculty and practitioners. Taken in last semester of program.

EDU 682
Portfolio Development: Integrated Elementary and Special Education
1 credit
Develop performance assessment portfolio demonstrating competence in Association for Childhood Education International and Council for Exceptional Children standards. Prerequisites: Successful completion of the MTEL in Communication and Literacy, General Curriculum (multi-subject and mathematics subtests), and Foundations of Reading.

EDU 685
Capstone: Elementary Education Initial Licensure
1 credit
Construct and defend web-based program exit portfolios demonstrating achievement of the Wheelock Education Standards. Seminar provides a collaborative space to share artifacts and drafts of analytic/reflective essays. Selected educational policies are discussed. Prerequisite: Passage of Massachusetts Literacy and Communication, General Curriculum, and Foundations of Reading Tests for Educator Licensure. Completion of EDP 536 strongly recommended.

EDU 699
Portfolio Development Continuation
0 credit
Continue to develop performance assessment portfolio demonstrating competence in Association for Childhood Education International and Council for Exceptional Children standards. Pre-requisite: Prior registration and R grade in EDU 682.

EDU 702
Capstone: Early Education Initial Licensure
1 credit
Reflect on teaching and learning throughout Early Education Initial Licensure program. Complete portfolio evidence of having met the Wheelock Education Standards. Analyze issues related to educational philosophies, public policy, leadership in the field and societal pressures affecting children and families. Present portfolios orally to faculty and practitioners. Taken in last semester of program. Prerequisite: Passage of Massachusetts Literacy and Communication, Early Childhood Subject, and Foundations of Reading Tests for Educator Licensure.

EDU 704
Capstone: Educational Studies
1 credit
Construct and defend web-based program exit portfolios demonstrating achievement of the Wheelock Education Standards. Seminar provides a collaborative space to share artifacts and drafts of analytic/reflective essays. Selected educational policies are discussed. Taken in last semester of program.

EDU 706
Capstone: Teacher of Reading
1 credit
Reflect on accomplishments in the program, specifically as these relate to the International Reading Association’s Professional Standards for Reading Professionals. Seminar provides a collaborative space to explore professional development strategies and draft personal professional development plans. Prerequisites: Passing scores on the Massachusetts Tests for Educator Licensure Communication and Literacy Skills and the Reading Specialist tests.

EDU 708
Capstone: Language and Literacy Studies
1 credit
Reflect on accomplishments in the program, specifically as these relate to the Wheelock Education Standards. Provides a collaborative space to share artifacts and drafts of analytic/ reflective essays and professional plans. Taken in the last semester of the program.

EDU 710
Capstone: Leadership
1 credit
For students in leadership programs. Construct and defend exit portfolios demonstrating achievement of the Wheelock Education Standards. Seminar provides a collaborative space to share artifacts and drafts of analytic/ reflective essays. Selected educational policies are addressed.

EDU 900
Independent Study in Education
1-3 credits

 

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