The Global Perspectives: Teaching, Curriculum, & Learning Environments program is for teachers who see how the world is changing and want to be able to prepare their learners for the future. They recognize that each of their learners brings diverse skills, backgrounds and needs into the classroom and they are not satisfied with their current ability to serve those students, nor are they satisfied with the learning results generated by our schools. They believe deeply in the mission and potential of education. They want to tackle difficult learning challenges and believe that solutions can be found by applying global perspectives, and specifically collaboration across borders (physical, conceptual and ideological), to their ability to solve learning problems and strengthen their schools.
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 2 or more years professional experience in schools and other educational related settings preferred.
Graduates from the Global Perspectives program will be able to:
Problem solve: identify the problem (including barriers, biases and limited perspectives), determine resources, advocate for what else is needed, discriminate useful from irrelevant data, apply global perspectives to assist in the discovery of solutions, apply strategy and, evaluate efforts to solve problems.
Engage in anti-oppressive teaching practices to facilitate student learning
Develop & participate in a collaborative network that supports their work and connects resources
Design effective learning environments (curriculum design and instructional practice) with a more inclusive, global perspective)
Develop global (multiple) perspectives in themselves and their students including social justice and global citizenship and how these perspectives help us create better schools
Develop and implement action research studies in response to authentic problems they encounter in their educational setting.
Boston College's online master’s degree is scheduled to begin enrollment in January 2019 pending SARA approval, expected in July. The ability to enroll students who are residents of specific states may also be dependent on state-specific authorization or approval schedules.
Complete the full program online.
This program consists of 12 courses for a total of 30 credits. Most student should complete the program within 2 years.
Students can begin the program in the Fall, Spring or Summer semesters.
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. This course will encourage students to explore problem-posing pedagogies and diverse forms of research that will lead them to adopt new strategies that will benefit the learners they serve.
Curriculum Theories, Practice, and Design
The overarching objective for Curriculum Theories and Practice is to help course participants develop and clarify their philosophy of education, in particular, their beliefs regarding the purposes and processes of effective and equitable curricular organization. Aiming to help course participants thrive in the current, volatile educational and political climate, students will consider various approaches to multicultural education, anti-racist education, and inclusion practices that aim to transform the curriculum, attending to the needs of all students and overtly promoting equitable outcomes. In doing so, students will enact alternative strategies for assessment that provide multiple and authentic measures of student learning. Ultimately the course intends to help students consider how school curricula can be structured to promote social justice.
Teaching Reading Models and Theories of Instructional Design
Offers teacher candidates skills for teaching reading to school age children. Students will gain understanding of reading through a historical, political, theoretical and practical lens. They will understand the delivery of instruction by learning a balanced approach to teaching reading.
Family & Community Engagement
Examines the development of written and spoken language and methods of instruction for oral and written language from the preschool years through early adolescence. Students learn strategies for identifying children's areas of strength and weakness and to plan instruction.
Globalization, Mobility, and Education
Deals with the practical aspects of the instruction of teaching English Language Learners in Sheltered English Immersion, and mainstream classrooms. Reviews and applies literacy and content area instructional approaches. Includes such other topics as history and legislation related to English Language Learners and bilingual education, and the influences of language and culture on students, instruction, curriculum, and assessment.
Language Learners in Global Perspective
This course focuses on the development and implementation of curriculum in early education. The Massachusetts Guidelines for Preschool Learning Experiences and the national standards for developmentally appropriate practices will be utilized throughout the semester.
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. Cultural influences on how those perspectives are valued will also be considered. Differing approaches to special education practice--both service delivery systems and interventions--will be critically compared to the thought traditions. The ethics and social value of special education will also be considered.
Designing Learning Environments in a Social and Digital World
In today’s society, what counts as knowledge and expertise has changed considering the global shifts in interconnectivity, social interactions and technology. In this course, we will examine different learning environments as well as various aspects within those environments. For example, we will examine curriculum to evaluate the scaffolds to support student learning, analyze digital learning environments for professional development to support teacher learning and critique video of classroom discourse to examine student interactions and community development. In this course, we will consider the environment both as conceptualized by its designers (the design) and as it is experienced by participants as learning interactions unfold in particular settings (the enactment) to evaluate the effectiveness of those learning environments.
Preparing the Whole Person for Global Citizenship
Educational preparation must go beyond preparation for academic achievement and vocational success. Educating the whole child requires us to offer learning opportunities that address health and physical needs, the creative arts, human relationships, character education, appreciating and caring for nature, and meaningful engagement in multiple communities for the purpose of supporting long-term happiness and satisfaction in adulthood. Technological advancements in communication and transportation create opportunities for global interactions and support us to grow in our understanding of global inter-dependency. Global citizens go beyond their local and national citizenship to see themselves and their actions as having an impact on the global community. 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
Action research is a problem solving form of research involving one or more cycles of action and reflection. In this course 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 practice.
|Graduate Programs Cost Per Credit||$1,420|
|Identification Card Initial Fee||$45|
|Student Activity Fee (Full-time)||$45|
|Student Activity Fee (Part-time)||$30|
Graduate students enrolled at least half-time (minimum 6 credits per semester) are eligible to apply for federal graduate student loans. All federal loans are packaged and administered by the central University Student Services office at Boston College. Please note that the Office of Graduate Admission and Financial Aid does not make federal student loan awards.
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.
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.
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
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.
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:
Lynch School of Education
Office of Graduate Admission and Financial Aid
Campion Hall 135
140 Commonwealth Ave.
Chestnut Hill, MA 02467
If you are submitting a GRE score, it should be no older than a maximum of 5 years prior to application submission. ETS (www.ets.org) will submit your official GRE score. For submission purposes, the Lynch School of Education GRE Code is 3218.
An international applicant is defined as any person that requires a student visa in order to study in the United States. International applicants are eligible to apply to any graduate program in The Lynch School, provided they have successfully completed the equivalent of a United States bachelor degree and have the appropriate diplomas and/or satisfactory results on transcripts or leaving examinations from the country in which the degree was earned. International applicants must complete all program-specific application requirements as well as additional requirements outlined below.
Applicants that have completed a degree outside of the United States must have a course-by-course evaluation of their transcript(s) completed by an evaluation company approved by the National Association of Credential Evaluation Services (NACES). Click HERE for a complete list of NACES-approved evaluators. Submission of falsified documents is grounds for denial of admission or dismissal from the University.
All applicants whose primary language is not English (or for whom English is not one of their primary languages) are required to submit proof of satisfactory English proficiency. At this time, the only acceptable forms of proof for English proficiency are the TOEFL and IELTS exams (certificates of completion from English-language schools are not currently accepted). Below are the minimum scores required.
TOEFL iBT = 100 minimum
IELTS – 7.0 minimum
An official score report must be sent directly from Educational Testing Services (TOEFL). TOEFL School Code: 3240.
Applicants that meet either of the criteria below do not need to submit proof of English proficiency.
Applicants who completed an undergraduate OR graduate degree from a regionally-accredited institution within the United States
Applicants who completed an undergraduate OR graduate degree at an institution outside of the United States where the language of instruction was English
The Lynch School offers Conditional Acceptance to applicants that fulfill all academic requirements for admission to and are accepted to the program, but whose level of English proficiency does not meet the minimum requirements. In these cases, admitted students will be granted conditional admission, but will have to retake the TOEFL or IELTS exam and submit an official score report that shows the minimum score has been met no later than six weeks prior to the start of the semester in which the student’s program will begin. If a student with conditional admission does not submit a passing TOEFL or IELTS score within the allotted time frame, he/she will be granted a deferral to start in a future semester, no later than one year from the original start term. Due to this policy, we strongly encourage international applicants to apply as early as possible in order to ensure that these conditions can be met.