Christopher Clinton

Full Time Lecturer

STEM Education & Teacher Development

508-910-6097

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Liberal Arts 399K

Teaching

Programs

Teaching

Courses

An examination of integrated approaches to classroom curriculum and pedagogy based on human development theories. Particular attention is paid to learning plans that respond to diversity, learning needs, and learning preferences of all students. The course provides an opportunity for students to develop lesson plans and curriculum units that reflect learning strategies aligned with culturally responsive pedagogy.

Field-based practice in a school. The first Field Based Experience focuses on focuses on the completion of the first field based gateway assessment. This in field based experience requires at least 30 hours of placement in a school determined in collaboration with the Field Based Experiences Coordinator.

Field-based experience in local schools. This second Field Based Experience focuses on the completion of the second gateway assessment. This experience requires a minimum of 30 hours in a local school placement. In the gateway assessment, you will co-plan with the teacher, attend meetings, support students, and engage in the work of the classroom.

Field-based experience in a school. This final field-based experience focuses on completing the final gateway assessment. This experience requires no less than 30 hours of placement in a school determined in collaboration with the Field Based Experiences Coordinator. In this experience, students will co-plan and co-teach multiple lessons in addition to engaging in other classroom activities.

The use of current techniques and materials in science in grades 5-9. Using an integrated approach of pedagogy and content special attention will be given to new information technologies, reform-based teaching practices and problem-solving and reasoning. General science concepts are aligned with the academic standards of the Massachusetts curriculum frameworks. This course satisfies state initial license instructional methods requirements.

A content/methods course designed to integrate four important aspects of teaching science in the school: becoming a reflective practitioner, gaining knowledge of oneself as a learner of science, gaining knowledge of oneself as a teacher of science, and gaining knowledge of children. This course prepares one to craft a science teaching practice that reflects current educational research, philosophies, and methodologies. DOE Subject Matter Knowledge Requirements are developed via class articles and learning experience and extension assignments. Educators will implement, evaluate, and reflect on instructional strategies unique to high school science teaching.

Integrates research design, data collection, interpretation and analysis and APA format report writing across the main paradigms of education research. Understand how to collect data to answer or address a specific hypothesis, reduce data into usable constructs, and model large data sets. The course includes the use of the SPSS statistical software to explore methods for univariate parametric and some non-parametric models. The course contains a strong experimental component to prepare students for thesis writing. The primary focus is to understand which statistical methods are necessary to model data, how to visualize data easily using modern software, and most importantly how to interpret data to further research.

Teaching

Online and Continuing Education Courses

A content course which serves as a general biology survey course covering all the Massachusetts Life Science (Biology) Curriculum Standards for middle school and high school teachers. This highly interactive course emphasizes research-based core instructional models and inquiry-based laboratories to provide teachers with effective strategies that can be implemented in teaching general biology in today's diverse classrooms and teaching environment.
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Introduction to the critical social and political issues in U.S. schooling that affect how schools are organized, as well as how teachers approach pedagogy and curriculum. Students will examine how schools and educational policy are intimately interwoven with cultural and social contexts.
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A content/methods course designed to integrate four important aspects of teaching science in the school: becoming a reflective practitioner, gaining knowledge of oneself as a learner of science, gaining knowledge of oneself as a teacher of science, and gaining knowledge of children. This course prepares one to craft a science teaching practice that reflects current educational research, philosophies, and methodologies. DOE Subject Matter Knowledge Requirements are developed via class articles and learning experience and extension assignments. Educators will implement, evaluate, and reflect on instructional strategies unique to high school science teaching.
Register for this course.

The use of current techniques and materials in science in grades 5-9. Using an integrated approach of pedagogy and content special attention will be given to new information technologies, reform-based teaching practices and problem-solving and reasoning. General science concepts are aligned with the academic standards of the Massachusetts curriculum frameworks. This course satisfies state initial license instructional methods requirements.
Register for this course.

A variable topics course for education topics of current interest. Recently offered topics include authentic assessment, leadership mentoring, and teaching and learning. May be repeated with change of content.
Register for this course.

A variable topics course for education topics of current interest. Recently offered topics include authentic assessment, leadership mentoring, and teaching and learning. May be repeated with change of content.
Register for this course.

Dr. Clinton holds an Ed.D. in STEM Leadership and Schooling from University of Massachusetts Lowell.  He joined the department in 2016, and has taught a wide range of courses including Technology in Education, Critical Issues in Education, Marine Science for Educators, Assessment for Instruction, STEM Knowing and Learning, Humanities Knowing and Learning, and Integrated Practices for Preservice Teachers.  Dr. Clinton also coordinates and supervises the teacher candidate’s Preservice Field Based Experiences, the Practicum Field based experiences and teaches the Practicum Seminar course.  His role is determining teacher candidate ‘readiness’ to enter the field of education.  His research interests are in integrating stakeholders in teacher preparation, mentoring, teacher leadership and Charter/ Innovation school startup.  His consultant work with the Massachusetts Elementary and Secondary Department of Education has resulted in the states development of the Candidate Assessment of Performance (CAP) and the Massachusetts Educator Evaluation System.  He is currently serving the department as the Chair designee.  He has a forthcoming book chapter on mentoring and teacher preparation.

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