Master of Education (M.Ed.) in Global Perspectives: Teaching, Curriculum, and Learning Environments


The Master of Education (M.Ed.) in Global Perspectives: Teaching, Curriculum, and Learning Environments program is for teachers who see how the world is changing. They believe deeply in the mission and potential of equitable education and want to be able to prepare their students for the future.

The program will explore educational viewpoints across a wide range of cultures and countries. Based on these perspectives, graduates will learn how to design effective curriculum to serve diverse and increasingly globalized student populations and improve the common good.

Through conducting a problem-solving form of research involving one or more cycles of action and reflection—drawing both on international research perspectives and generating solutions in local contexts—graduates will develop valuable collaborative action research skills.

The program welcomes the participation of individuals or teams of educators ready to collaborate. Teachers and other educational professionals with a Bachelor’s degree and two or more years professional experience in schools and other educational related settings preferred.

Available Format: Online


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Financial Assistance

Education should level the playing field – we feel the same way about financial aid.

A graduate degree from Boston College is an investment in your future. The Lynch School has a deep commitment to assisting academically qualified students to afford an excellent graduate education. The Office of Graduate Admission & Financial Aid in the Lynch School provide resources to aid students through both need-based and merit-based financial aid.

 

At a Glance

 Flexibility

Complete the full program online


 How many courses?

This program consists of 10 courses for a total of 30 credits.
Most students should complete the program within 2 years


 When can I start?

Students can begin the program in the Fall, Spring or Summer semesters.


 Key Dates

Early Decision: November 1, 2018
Regular Decision: November 30, 2018
Spring Classes begin: January 14, 2019


 

Program Faculty & Expertise

Lynch School faculty are active researchers, recognized for their influential work in areas such as urban education, special education, STEM, and dual language learning. Driven by an overarching commitment to address inequities, our faculty prepare educators across the globe who combat marginalization in a range of scholastic environments. As students put their scholarship into action, faculty members help guide their growth as critical thinkers, reflective leaders, and engaged citizens.

All courses for the Master’s in Education, Global Perspectives: Teaching, Curriculum, and Learning Environments are designed by faculty members of the Department of Teacher Education, Special Education and Curriculum, which include:

 

What Will I Study?

The Master of Education (M.Ed.) in Global Perspectives: Teaching, Curriculum, and Learning Environments readies students to become active researchers, seeking to promote the common good through developing solutions for increasingly globalized student populations. In an interconnected society, to redress inequality, education must address the needs of every student. Courses focus on evidence-based practices while exploring forces of change: new technologies, population mobility, political turbulence, economic volatility, and environmental fragility.

Students take 10 three-credit courses with action research modules integrated throughout the program.

Course Course Title Credit
EDUCXXX

Global Perspectives: Teaching, Curriculum, and Learning Environments

In an increasingly interdependent world, well prepared educators will move beyond nationalist perspectives to deeply examine global perspectives about how to be an effective teacher, what constitutes a valued and engaging curriculum, and how learning occurs across environments.

3
EDUCXXX

Curriculum Theories, Practice, and Design

The overarching objective for this course is to help participants develop and clarify their philosophy of education—in particular, their beliefs regarding the purposes and processes of effective and equitable curricular organization. This course explores varied ways of conceptualizing a school curriculum, drawing on insights from major curriculum designers, both past and present, US and international.

3
EDUCXXX 

Models and Theories of Instructional Design

Now well into the 21st century, schools struggle with the challenge of offering a high-quality education for all learners, regardless of race, family status, national origin, language, or ability. Increasingly, curriculum is accessed digitally, and student work is generated and exhibited using technology tools. Within this context of change, this course reviews the evolution of theories of learning and instruction, and then critically examines a range of contemporary models and theoretical frameworks.

3
EDUCXXX

Family & Community Engagement 

The purpose of this course is to introduce participants to theories, practices, and empirical research regarding family and community engagement in schools. The focus is on how school leaders—formal and informal—enact organizational models, educational programs, and political strategies that increase authentic relationships with parents and community members.

3
EDUCXXX

Globalization, Mobility, and Education

This course addresses political economic issues related to migration and education. It asks how cultural, social, political, and economic factors influence immigrant incorporation, and how educators can facilitate immigrant students’ opportunities for learning through changes in policies, pedagogies, and curricula.

3
EDUCXXX 

Language Learners in Global Perspective

This course provides an overview of language learning and the situation of second language learners in schools. First, from a sociocultural perspective, we review processes of language learning and the challenges language learners face when they must simultaneously learn a language and learn a subject matter in that language. Then, we study how these processes vary across cultural contexts.

3
EDUCXXX 

Perspectives on Disabilities and Special Education Practices

In the modern world, there are many differing perspectives about the significance of disabilities. In this course, we examine both “medical model” perspectives on the origin and nature of disabilities, as rooted in the scientific method, and post-modern critical perspectives.

3
EDUCXXX 

Designing Learning Environments in a Social and Digital World

With consideration to global shifts in interconnectivity, social interactions, and technology, what counts as knowledge and expertise has changed. This has significant implications for how we design curriculum and other learning environments. In this course, we will examine and evaluate different learning environments and various aspects within those environments.

3
EDUCXXX 

Preparing the Whole Person for Global Citizenship

Educational preparation must go beyond preparation for academic achievement and vocational success. This course will address how to prepare the whole child for global citizenry, including the infusion of broader curricular aims across content areas.

3
EDUCXXX  Action Research in Education (three, one credit modules)

Action research is a problem-solving form of research involving one or more cycles of action and reflection. Three, 1-credit modules are woven throughout the program, where you will learn the basic principles of conducting action research. You will also conduct an action research study in your classroom or other educational setting to address a problem or question you have about student learning or your own professional studies.
3
     

   

Application Information

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Deadlines

Early Decision
November 1
Regular Decision
November 30

Application Form

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A non-refundable application fee of $65 is waived for the Spring 2019, Summer 2019, and Fall 2019 program start dates.

 

 

Résumé

 

To be uploaded to your online Application Form

In addition to your academic history and relevant work experience, please include any licenses currently held, any experiences related to global education or global citizenship, any language skills other than English, and any research experience or publications.

Please include educational experiences that occurred in Pre-K to 12th grade classrooms, after school programs, community-based programs, or adult education settings.

Personal Statement

To be uploaded to your online Application Form.

In 1,000-1,500 words, describe your academic and professional goals, any experience relevant to this program*, your future plans, expectations, and aspirations.

*such as applying a global perspective to teaching, learning, curriculum, or international teaching and learning experiences

Letters of Recommendation

Identification of recommenders/instructions to recommenders are outlined in the online Application Form

 

Two letters of recommendation are required with at least one required from a university faculty member or advisor.

Applicants may submit one additional recommendation of their choice, with a letter from a supervisor in a school or other educational setting recommended.   

Transcripts

Unofficial transcripts may be uploaded to your online Application Form for purposes of application review. However, official transcript(s) must also be submitted upon acceptance/matriculation.

Both undergraduate and graduate transcripts are required.

Official transcripts should be sent to the following address:

Boston College
Lynch School of Education
Office of Graduate Admission and Financial Aid
Campion Hall 135
140 Commonwealth Ave.
Chestnut Hill, MA 02467

 

Standardized Tests

Submitting GRE test scores is optional and not required. If you wish to send GRE scores, the Lynch School GRE code is 3218.

International Students

International applicants are encouraged to apply to the Lynch School of Education. Learn about requirements for international students.