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Tufts University

Education

Programs Offered: M.A., M.A.T., M.S., Ed.S., Ph.D.
ase.tufts.edu/education
617.627.3244

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 or thesis.

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 Tübingen, Germany.

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 experience.

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 Outreach (CEEO).

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.

Education: Faculty

Susan Barahal
M.Ed., Boston University
Art historical connections in art education, school partnerships

Pamela Bower-Basso
M.A.T., Rhode Island School of Design
Visual art education

Linda Beardsley
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

Steve Cohen
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

Steven Luz-Alterman
Ph.D., Adelphi University
Clinical psychology, psychotherapeutic intervention, psychopathology, lifespan development

Freeden Oeur
Ph.D., University of California, Berkeley
Sociology in education, gender education

Silas Pinto
Ph.D., University of Rhode Island
School psychology

Cynthia Robinson
M.S., Bank Street College of Education
Museum issues, operations, education, and internships

Laura Rogers
Ed.D., Harvard University
Clinical developmental psychology

Analúcia D. Schliemann, Emerita
Ph.D., University of London
Cognitive development, mathematics education, culture and learning

Erin Seaton
Ed.D., Harvard University
Rural education, inequalities in education, violence prevention in schools

Sabina Vaught
Ph.D., University of Wisconsin-Madison
Urban education

Jessica Watkins
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

Contact the Graduate Studies Office

Graduate School of Arts and Sciences

School of Engineering

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