The Master of Arts (M.A.) programs in education are aimed at students
interested in pursuing careers outside the classroom, teachers seeking
further education in science, and students interested in teaching
German at the secondary level.
The M.A. in educational studies is geared toward students who
wish to pursue advanced education-related studies and research for
careers outside of classroom teaching. The program consists of ten
course credits, providing students with the opportunity to study
topics such as science and mathematics education, urban education,
gender studies in education, and the cultural and social analysis
of learning. Students are required to complete a research project
The M.A. in science education, consisting of ten course credits,
is aimed at teachers (in-service kindergarten through eighth grade)
who wish to further their education in science and its pedagogy at
the elementary and middle school levels. Students take courses in
areas such as foundations of education; development and learning;
research methods; science curriculum design; and science inquiry
teaching and classroom-based research. The program is ideal for
teachers who are seeking a graduate degree to fulfill the requirements
for Massachusetts Professional Licensure.
Offered in conjunction with the Department of German, Russian, and
Asian Languages and Literatures in the School of Arts and Sciences,
the M.A. in German with teacher licensure is a fourteen-course-credit
track for students interested in careers as secondary school teachers.
Students in the program split their courses between the departments,
taking classes covering human development and learning; the social,
cultural, and historical foundations of education; exceptionalities
in learning; and second language teaching. Students are also required
to complete a one-semester teaching practicum. Students have the option
of spending one year of study at the Eberhard-Karls-Universität in
The department also offers an M.A. in museum education for
students interested in museum-related careers.
The M.A. in school psychology aims to prepare students to be effective,
culturally competent school psychologists ready to serve all children in
general public education and children with disabilities. The three-year
program integrates coursework with field-based training and leads to
eligibility for state and national licensure as a school psychologist.
During the first two years, students must take twenty-two course credits.
These courses focus on topics such as psychological assessment; academic and
counseling interventions; consultation; cultural competence; methods of
educational research; developmental psychopathology; and race, class, and
gender in the history of U.S. education.
Field experiences are a crucial aspect of the school psychology program,
giving students the opportunity to develop their skills in assessment,
intervention, and consultation while working with children in regular
and special education settings.
During their first year in the program, students spend one day per week
in a school setting and attend a practice-based seminar to reflect upon this
For the second-year practicum, students spend three days per week in a
school setting supervised both on site and at Tufts. The practicum can be
completed in a number of urban and suburban school systems.
The third and final year of the program consists of a full-time,
1,200-hour internship which is typically completed in a school setting,
although 600 hours of this work may be completed in a different setting,
such as a clinic or hospital. The full-time internship may be pursued
in any state.
Upon successfully completing the program, students earn the Master of
Arts (M.A.) and Educational Specialist (Ed.S.) degrees in school psychology.
Students who already hold a graduate degree may apply directly to the Ed.S.
program. The Ed.S. is awarded following the completion of a minimum of eleven
courses, a practicum, and an internship.
The program is fully approved by the National Association of School Psychologists.
The Department of Education offers three M.A.T. programs:
one in elementary education, one in art education
and one in middle and high school education.
The M.A.T in art education, offered in partnership with the School of
the Museum of Fine Arts, Boston, prepares artists to teach visual art with
multicultural perspectives. The program consists of ten to twelve courses and
leads to Massachusetts visual art licensure to teach either prekindergarten
through grade eight, or grades five through twelve. Through courses and teaching
experiences at both GSAS and the museum school, students critically examine
contemporary visual culture and traditional arts. During the summer, students
take three courses in education foundations at Tufts. Students spend the fall
and spring semesters at the museum school, where they take courses in studio
art and art education and complete a student teaching internship with a
public school art teacher. The program typically takes twelve months
(one academic year plus one summer session) to complete.
The M.A.T. in elementary education is a twelve-month, twelve course program
that builds on the department's commitment to urban education and teaching for
social justice, with an emphasis on STEM disciplinary practices. Program faculty
members see children as nascent scholars and the core of teaching as eliciting,
recognizing, and cultivating the productive resources children bring with them
into class. Along with STEM disciplines, the program is designed to address multiple literacies, integrating reading, writing, social studies, and art throughout
the curriculum. In addition to curricular issues, students in the program will
be encouraged to think critically about issues such as matching children's
learning needs with instruction, promoting equity, effective classroom management,
and establishing and maintaining productive, respectful relationships with parents,
communities, and school faculty and staff.
The M.A.T. program in middle and high
school education consists of ten to twelve courses in areas such as human
development and learning, exceptionalities in learning, and practices in
teaching. The program typically takes twelve months (fall and spring, plus
two summer semesters) to complete. Students can earn the M.A.T. in the subject
areas of biology, chemistry, Earth or general science, engineering, English,
history, mathematics, physics, and political science/political philosophy.
The M.A.T. is also offered in the subject areas of French, German, Japanese,
Latin and classical humanities, and Spanish. The engineering subject area,
added in 2010, and provides both a theoretical knowledge of engineering as
an area of scholarship and an understanding for how engineering can be applied
in the classroom. Students take required courses in the development of knowledge
and reasoning in engineering education and the practice of teaching engineering
and design. These offerings are complemented by general education courses.
Students in the M.A.T. program in middle and high school education are
required to complete a teaching practicum, totaling at least 300 hours, in a
school setting working with a teacher licensed in the appropriate subject area
and grade level. Students may pursue either the "Traditional Model," working one
day a week at a school site during the fall semester then working as a full-time, preservice teacher during the spring semester; or working full-time from August
through May as a member of the Urban Teacher Training Collaborative (UTTC), which
places M.A.T. students in urban schools in Boston and the surrounding communities.
The Department of Education also offers an M.A. for preservice teachers, available through
collaboration with the Shady Hill School of Cambridge, Massachusetts. Students
interested in the Shady Hill School option should contact the department for more information.
The Master of Science (M.S.) and Doctor of Philosophy (Ph.D.) programs in
Science, Technology, Engineering, and Mathematics (STEM) Education prepare
students for careers in elementary and secondary schools, colleges and
universities, research institutions, and other settings.
Students in the M.S. and Ph.D. programs work closely with faculty from the
Department of Education and other arts, sciences, and engineering departments
in the Schools of Arts and Sciences and of Engineering. Students develop
research on how children learn in different content areas and on the cultural,
historical, and philosophical influences on educational thought and practices.
Current areas of research include algebra in elementary, middle, and high school;
technological tools for teaching and learning science; modeling in science
education; and improving education through engineering. Students may pursue
these research interests through the department's Poincaré Institute for
Mathematics Education, the Fulcrum Institute for Leadership in Science Education,
the Early Algebra Project, and the Tufts Center for Engineering Education and
Upon entering the program, each M.S. or Ph.D. student is assigned two
advisers, one of whom is from a mathematics, sciences, or engineering department
and the other of whom is from child development or education.
The M.S. program consists of twelve course credits. Required courses include
areas such as development and learning; theory and research in
Science, Technology, Engineering, and Mathematics (STEM) Education; and research methods. The remaining electives
are chosen in consultation with an adviser. Students are required to complete a thesis,
project, or internship. Students also have the option of fulfilling this requirement
by working on a research project or completing a field study.
The Ph.D. consists of twenty course credits, including coursework and a dissertation.
Throughout the program, students experience a balanced combination of discussions of
educational theory, analysis, and development of research studies; participation in
practical experiences in schools and other educational settings; and advanced work in
their given focus. When applying, each student must submit a dissertation preproposal.
This is not a commitment to develop a specific research project, but a demonstration
of the student's ability to evaluate the literature in a specific area, to ask relevant
questions, and to design a study that will address them.
M.Ed., Boston University
Art historical connections in art education, school partnerships
M.A.T., Rhode Island School of Design
Visual art education
M.Ed., Tufts University
Higher education and public school partnerships, teacher preparation in urban settings, inclusion and issues of equity
Bárbara M. Brizuela
Ed.D., Harvard University
Early childhood education, cognitive development, math education
Ph.D., Brandeis University
Teacher education, history, social studies
Brian E. Gravel
Ph.D., Tufts University
Elementary STEM education, science education, technological learning environments
David Hammer, Chair
Ph.D., University of California, Berkeley
Science education K–16
Ph.D., Adelphi University
Clinical psychology, psychotherapeutic intervention, psychopathology, lifespan development
Ph.D., University of California, Berkeley
Sociology in education, gender education
Ph.D., University of Rhode Island
M.S., Bank Street College of Education
Museum issues, operations, education, and internships
Ed.D., Harvard University
Clinical developmental psychology
Analúcia D. Schliemann, Emerita
Ph.D., University of London
Cognitive development, mathematics education, culture and learning
Ed.D., Harvard University
Rural education, inequalities in education, violence prevention in schools
Ph.D., University of Wisconsin-Madison
Ph.D., Harvard University
Science and engineering education
Kathleen Weiler, Emerita
Ed.D., Boston University
Foundations of education, gender and education
Michelle H. Wilkerson-Jerde
Ph.D., Northwestern University
Mathematics education, computational toolkits for STEM education