EDU 501 SEMINAR FOR THE REFLECTIVE TEACHER
3, 3/0
Critical reading and interpretation of educational research literature; synthesis and assessment of educational research literature as related to the enhancement of teaching and learning processes and experiences of elementary teachers. An invitation to participants to reflect on ways to investigate and improve their own practice.
EDU 509/CRS 509
THE GIFTED INDIVIDUAL
3, 3/0
Introduction to the giftedness, talent development and creativity in students. Examines characteristics of academically gifted, creative, and talented students who learn at a pace and level that are significantly different than classmates, and the role of creativity in education and issues of meeting the needs of a variety of populations of gifted students from diverse backgrounds and areas of abilities. Overview of the present and past
state of education for these students, and the knowledge of tools and methods for identification of these students as part of a total school program.
EDU 511 METHODS OF TEACHING ENGLISH/LANGUAGE ARTS
6, 6/0
Building methodological practice from the theoretical scaffold of literacy knowledge and teaching. Students participate in classroom practice for at least 40 hours while exploring in-depth curricular, theoretical, and practical educational frameworks. Participants learn and practice the pedagogy required for teaching language arts across the curriculum; plan, implement, and evaluate lessons incorporating the New York State standards for English language arts; practice and evaluate assessment tools and processes; become reflective practitioners; and demonstrate effective techniques for instructional organization.
EDU 513 SURVEY OF BASIC CONCEPTS OF ELEMENTARY READING INSTRUCTION
3, 3/0
Review of the research and literature pertaining to the basic concepts underlying reading methods, materials, testing devices, and management programs; the reading process from readiness for reading to mature, effective reading skill. Designed for either large or small group instruction.
EDU 524 TRENDS IN EARLY CHILDHOOD EDUCATION
0, 3/0
Implications of recent research on cognition and socialization during infancy and early childhood for quality care in education programs.
EDU 528 FAMILIES AND EARLY CHILDHOOD PROGRAMS
3, 3/0
Building partnerships with families in the changing context of society: model family involvement programs; working with families in poverty; integrating an anti-bias curriculum; active strategies for implementing formal and informal communication in the school setting. Projects completed in a classroom setting.
EDU 534 THE HOLISTIC CURRICULUM: TEACHING TO BOTH SIDES OF THE BRAIN
3, 3/0
Paradigm of teaching and learning based on current neuroscience research in brain function: learning styles, memory, discipline, student motivation, attention, retention of new material. An eclectic instructional approach that encourages direct involvement and models many of the brain-compatible techniques promulgated in the theory.
EDU 535 TEACHING WRITING IN THE ELEMENTARY SCHOOL
3, 3/0
A student-centered, process approach to teaching writing in the elementary school, based on the premise that children need to write and, in appropriate settings, like to write. Focuses on the personal writing of the participants, as well as on instructional strategies for the classroom: the writing process; the relationship between reading and writing; conferencing; classroom management; evaluation; writing across all areas of the elementary school curriculum.
EDU 543 CURRICULUM FOR THE YOUNG CHILD
3, 3/0
Identification and examination of appropriate curriculum, environments, materials, teaching strategies, and assessments for working with young children preschool through third grade.
EDU 546 IMPROVEMENT OF INSTRUCTION IN LANGUAGE ARTS
3, 3/0
Major aspects of the elementary language arts program: working with children; knowledge of research literature.
EDU 551 IMPROVING MATHEMATICS IN THE ELEMENTARY SCHOOL
3, 3/0
Modes of instruction; development of diagnostic skills; needs of slow and rapid learners; selection and use of appropriate teaching materials in elementary school mathematics programs.
EDU 552 PUBLIC SCHOOL LAW
3, 3/0
Foundations of public school law; legal problems arising out of the operation of the public system; New York State education law; selected cases from state and federal courts; common law principles.
EDU 554 SOCIAL STUDIES IN THE ELEMENTARY SCHOOL
3, 3/0
Goals in elementary social studies and their relationships to organizational concerns, approaches, methods, techniques, media, and evaluation; review and development of appropriate research for application to elementary
social studies teaching.
EDU 574 THE ELEMENTARY SCHOOL CURRICULUM
3, 3/0
Review of learning processes and purposes of the elementary school; curriculum development; types of curriculum organizations; instructional strategies; materials; community resources; individual differences.
EDU 577 TEACHING INDIVIDUALS WITH EXCEPTIONALITIES IN THE REGULAR CLASSROOM
3, 3/0
Human behavior and development during infancy and early childhood periods; implications for early childhood educators and childhood development specialists.
EDU 584/ADE 584 LITERACY SKILLS AND THE ADULT LEARNER
3, 3/0
Theories, practice, curricula, and content of instruction appropriate for adult learners; the theories of Paulo Freire, Ira Shor, and Henry Giroux; collaborative participation in the design and implementation of an action research project focusing on adult literacy.
EDU 590 INDEPENDENT STUDY
3, 0/0
Consult the Graduate Catalog for a description of how independent study can be initiated by a student, and for the requirements and regulations.
EDU 604 INSTRUCTIONAL STRATEGIES FOR MORE EFFECTIVE TEACHING
3, 3/0. Offered by contract only.
Prerequisite(s): A curriculum course
Strategies for improving instruction through informed decision making, with particular emphasis on the essential elements of instruction developed by Madeline Hunter; the theoretical framework on which the Hunter model was based and its practical application in the classroom setting.
EDU 606 LITERACY INSTRUCTION FOR LINGUISTICALLY DIVERSE STUDENTS
3, 3/0
Prerequisite(s): EDU 513 or equivalent.
Supporting literacy instruction for linguistically diverse learners in elementary classrooms: literacy learning and culture; dialects and second-language development; a model for effective instruction based on best-practices research for application in mainstream classrooms.
EDU 609 IMPROVING READING IN THE CONTENT AREAS
3, 3/0
Practical strategies to help intermediate- and secondary-level students successfully use reading in their content/area studies: the reading process; student motivation; developing comprehensive and thinking skills; developing meaningful vocabulary; evaluation and assessment. Emphasizes using the ideas of the subject matter as the departure point for designing teaching methods and materials.
EDU 611 TEACHING LITERACY IN THE PRIMARY GRADES
3, 3/0
Implications of research in early literacy; factors influencing early success in reading and writing; process vs. product instruction; emergent literacy instruction; building a support system; focusing on print; developing decoding and comprehensive strategies; appreciating effects of special needs and individualizing instruction for such needs; planning, organizing, and managing a program; assessing growth and needs.
EDU 612 DEVELOPING LITERACY THROUGH LITERATURE
3, 3/0
Implications of research and practice in the areas of correlating reading/writing instruction with children's literature; choosing appropriate methodology; familiarity with genre and instructional elements; multiple word identification, comprehension, and writing strategies; integrating literature across the curriculum; organizing and managing a program; assessing growth and needs; involving parents.
EDU 613 ASSESSMENT OF ENGLISH LANGUAGE ARTS FOR THE CLASSROOM TEACHER
3, 3/0
Prerequisite(s): EDU 513 plus one of the following: EDU 535, EDU 546, or any
additional graduate-level course with reading or language arts content
A diagnostic-prescriptive approach to developmental reading: analysis of reading success and causes of reading failure; strategies for identifying disabled, average, and gifted readers and students who require a modified reading program; materials and teaching skills for working with each of these classes of readers to individualize reading instruction; standardized,informal, and criterion-referencedtests; utilization of case studies and reports provided by supportive personnel; procedures for student referral; preparation of case summaries;reporting to parents.
EDU 615 APPLYING PSYCHOLOGY TO THE TEACHING OF READING
3, 3/0
Prerequisite(s): EDU 513
Theories of learning and psycholinguistics as they apply to the teaching of reading: theories of language and language acquisition; learning theories related to learning to read, especially as related to readiness; attention, retention, and extinction; transfer and practice; personality factors that affect reading.
EDU 616 INTEGRATING THEORY AND PRACTICE IN PROGRAMS FOR INFANTS AND TODDLERS
3, 3/0
Prerequisite(s): Admission to program and EDU 543
Research basis of early childhood education. Students integrate theory and practice to design programs and activities appropriate for infants and toddlers and implement these activities during a field placement (20 hours). Special attention given to the assessment of young children.
EDU 620 TEACHING AND LEARNING IN DIVERSE ELEMENTARY SCHOOL CLASSROOMS
3, 3/0
Prerequisite(s): EDU 501
Culturally sensitive pedagogy and research relative to effective teaching and learning for diverse student populations: collaborating with parents; developing a community of learners; consideration of culture, power, and clan; cooperative learning in culturally diverse classrooms; contextual teaching and learning.
EDU 626 INTEGRATING THE CONTENT AREAS IN THE TEACHING OF YOUNG CHILDREN
3, 3/0
Prerequisite: EDU 543.
Current theory and practice of instruction across the curriculum, emphasizing constructivist methods. Focuses on teaching young children Pre-K through second grade, adhering to the principles of developmentally appropriate practices. Field experience required.
EDU CONFLICT RESOLUTION AND PEACEABLE SCHOOLS
3, 3/0
Conflict resolution in the public school context: foundations of peacemaking; emotional intelligence; teaching tolerance; cooperative learning. Presents a model for incorporating peaceable schools curricula into existing school programs.
EDU 642 READING ASSESSMENT AND EVALUATION
3, 3/0
Prerequisite(s): EDU 513 or equivalent and instructor permission. Must have completed at least 15 credit hours in program
Causes and correlates of reading difficulty; principles of diagnosis; diagnostic techniques and instruments; diagnostic teaching; communicating with children, parents, and professionals. The first course in the clinical and remedial sequence for students in the reading teacher certification program. Fall only.
EDU 643 TEACHING STRATEGIES FOR CHILDREN WITH READING DIFFICULTIES
3, 3/0
Prerequisite(s): EDU 642 and instructor permission .
Planning and implementing instructional programs for children with reading difficulties: principles of remedial reading; methods and materials for remedial instruction; working with parents of children with reading problems; effective report writing. Under clinical supervision, students have an opportunity to apply appropriate teaching techniques with children referred to the Reading Center and write a summary report for the child's school and parents. Spring only.
EDU 645 TEACHING STRATEGIES FOR ADOLESCENTS WITH READING DIFFICULTIES
3, 3/0
Prerequisite(s): EDU 642 and instructor permission
Planning and implementing instructional programs for adolescents with reading and writing difficulties: principles of diagnostic teaching; methods and materials for remedial instruction; working with parents and colleagues; effective report writing. Students apply teaching techniques with adolescents exhibiting reading and/or writing difficulties and write a report for the children's school and parents. Spring only.
EDU 647 PRACTICUM IN READING
6, 6/0 Prerequisite(s): EDU 643 or EDU 645 and instructor permission, normally one semester prior to registration. Must have completed 27 credit hours in program.
Integration of theoretical and practical aspects of the reading program in a supervised clinical setting. Students function as members of the Literacy Center staff and are required to develop, implement, and evaluate diagnostic and remedial reading programs for children referred to the Reading Center. Written reports are prepared for the parents and schools of the children serviced in the Literacy Center. Summer only.
EDU 649 ADVANCED PRACTICUM IN READING
3, 3/0 Prerequisite(s): EDU 647 and instructor permission
Further opportunity to integrate theoretical and practical aspects of the reading/writing program in a supervised clinical setting. Students extend their clinical experience to pupils at a different age level, either younger or older, than those students encountered in EDU 647. Students develop, implement, and evaluate diagnostic and remedial reading/writing programs for pupils referred to the Literacy Center.
EDU 655
TEACHING OF READING: GRADUATE SEMINAR
3, 3/0
Prerequisites: EDU 647and instructor permission.
Literacy specialist majors identify important aspects in the field that they feel need further critical review and deliberative discussion. Topics selected are those most consistently marked for conflict, flux, and contradiction. Working cooperatively, students and instructor jointly identify course topics, review
current research and literature, and exchange findings through a variety of techniques involving formal and informal presentations, debates, exchange, and use of local and regional resources. Fall only.
EDU 670 PRINCIPLES OF CURRICULUM DESIGN
3, 3/0
Basic principles of curriculum design: sources of curricula and factors that influence curricular decisions; curricular thinking of experts in the field; multiple dimensions in curriculum decision making.
EDU 671 CONSTRUCTING SCIENCE UNDERSTANDING IN AN ELEMENTARY CLASSROOM
3, 3/0
Construction of science ideas in informal and formal social settings; demonstration and evaluation of exemplary science teaching methods; research focusing on elementary students' formal and naive science understanding.
EDU 672 THE MICROCOMPUTER IN THE INSTRUCTIONAL PROGRAM
3, 3/0
Application and integration of microcomputers in the instructional program; proficiency in the educational uses of microcomputers; tool-based software use; software evaluation; curricular integration; educational skill; process enhancement through microcomputers; communication tools; professional development; the Internet and electronic mail; issues and ethics surrounding technology in schools; lesson and unit design incorporating computer applications; technology for students with disabilities.
EDU 682 ENHANCING AND INTEGRATING ELEMENTARY SOCIAL STUDIES, SCIENCE, AND MATHEMATICS
6, 6/0
Designed for those seeking certification in childhood education. Research and field experience investigating the connections between theory and practice in selecting, organizing, and presenting elementary school science, mathematics, and social studies material and evaluating pupil progress. Students exhibit the characteristics of reflective practitioners and teachers as researchers.
EDU 690 MASTER'S PROJECT
3, 3/0
Prerequisites: EDU 501, EDF 689, and minimum 24 hours of graduate-level coursework.
Builds on foundations constructed in EDF 689 and EDU 501. Production of a curriculum or research-based project in a topic of special interest to the student; project must be approved by the instructor prior to execution. The final product must follow APA guidelines in its written form. Oral presentation required.
EDU 734 SUPERVISION OF READING INSTRUCTION
3, 3/0
Prerequisite(s): EDU 647 and formal application submitted to the Literary Center director
Students are designated Literary Center supervisors and function as staff members of the Literary Center, supervising reading teachers as they plan and implement reading programs for pupils with mild to severe reading problems. Students work with resident reading faculty and with students taking EDU 642 or EDU 645, reviewing and evaluating case studies, plans for remediation, and final reports to schools and parents. Designed for advanced graduate students specializing in clinic and remedial reading.