Master of Education (M.Ed.) in Global Perspectives: Teaching, Curriculum, and Learning Environments
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Educate with a Global Lens
The Master of Education in Global Perspectives: Teaching, Curriculum and Learning Environments is among the first curriculum and instruction programs in the U.S. to apply global solutions to solve complex, local educational challenges.
The 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.
Students explore educational viewpoints across a wide range of cultures and countries.
Based on these perspectives, graduates will improve the common good through designing effective curriculum to serve diverse and increasingly globalized student populations.
Graduates will develop valuable collaborative action research skills, drawing on international perspectives to generate solutions in local contexts.
Students are trained in conducting action research, a recursive, problem-solving form of research.
Guest speakers from around the world provide first-hand experiences and impressions on global education trends.
Our diverse course of study covers wide-ranging topics, including:
- Family and Community Engagement
- Globalization, Mobility, and Education
- Perspectives on Disability and Special Education Practices
- Designing Learning Environments in a Social and Digital World
The dynamic faculty members of the Lynch School of Education and Human Development are committed educators and leading scholars.
Graduates of the Global Perspectives program will learn to:
- Develop self-knowledge, meaning, and a sense of purpose as an educator
- Assess and improve opportunities for all students
- Employ curriculum design and instructional practice to create effective learning environments for diverse student populations
- Apply global perspectives to design curricula
- Identify, pose, and solve educational problems
- Apply action research to address problems encountered in educational settings
- Contribute to and access a robust collaborative network of educators working to address today’s educational challenges
At a Glance
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.
Preferred Decision: October 18, 2019
Regular Decision: November 15, 2019
Rolling Admission Ends: December 15, 2019
Orientation Live Session: January 6th at 6:30pm EST
Classes Start: January 13, 2020
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.
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:
The Master of Education (M.Ed.) in Global Perspectives: Teaching, Curriculum, and Learning Environments is grounded in the traditional principles of Curriculum and Instruction but with a focus on diverse educational communities. The program readies education professionals 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.
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.
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.
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.
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.
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.
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.
Perspectives on Disabilities and Special Education Practices
Conceptualizations of disabilities and approaches to education for students with disabilities vary around the globe. In this course we will gain understandings of factors that influence societal and education systems’ perspectives on disability, as well as if, why, and how special education is provided around the globe.
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.
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.
|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.
- Spring Term:
- Preferred Decision:
- Regular Decision:
- Rolling Admission Ends:
- Classes Begin:
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.
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.
All official undergraduate and graduate transcripts must be sent to our office before the application deadline. Please note the following:
Only official sealed (unopened) transcripts are acceptable. An official postsecondary transcript must be printed on official institutional paper and include at least one of the following: an institutional watermark, the registrar’s signature, or the registrar's seal.
Copies and unofficial transcripts sent directly from applicants are not acceptable, the transcript must come directly from the institution.
If you are a current student and have not completed your undergraduate and/or graduate degree, the most updated version of your transcript is acceptable.
Official electronic transcripts are accepted when sent directly to email@example.com from the institution. When requesting electronic transcripts, you must manually type in firstname.lastname@example.org to ensure it is received by our office.
If your degree was obtained from an institution outside of the U.S. you are required to submit a course-by-course evaluation completed by a National Association of Credential Evaluation Services (NACES) approved evaluator. A complete list of NACES-approved evaluators is found on the Directory of NACES Members.
Mailed transcript(s) should be sent to the following address:
Lynch Office of Graduate Admissions, Boston College
Campion Hall 135
140 Commonwealth Avenue
Chestnut Hill, MA 02467
Submitting GRE test scores is optional and not required. If you wish to send GRE scores, the Lynch School GRE code is 3218.