PRACTICUM IN CHILDHOOD EDUCATION
This course is a student teaching experience in the childhood grades (grades 1-6) at the graduate level. Supervised teaching experience five full days a week for approximately seven consecutive weeks. Effective demonstration of content knowledge, pedagogical preparation, instructional delivery, classroom management, knowledge of student development, collaboration with school professionals, and reflectivity of practice required.
SEMINAR FOR THE REFLECTIVE TEACHER
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
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.
PRACTICUM IN EARLY CHILDHOOD EDUCATION
Prerequisite: Admission to CET program.
This course is a student teaching experience in the early childhood grades (grades K-3) at the graduate level. Supervised teaching experience five full days a week for approximately seven consecutive weeks. Effective demonstration of content knowledge, pedagogical preparation, instructional delivery, classroom management, knowledge of student development, collaboration with school professionals, and reflectivity of practice required.
METHODS OF TEACHING ENGLISH/LANGUAGE ARTS
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.
SURVEY OF BASIC CONCEPTS OF ELEMENTARY READING INSTRUCTION
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 528 FAMILIES AND EARLY CHILDHOOD PROGRAMS
Emphasis on building partnerships with families in the changing context of society. Examination of 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.
THE HOLISTIC CURRICULUM: TEACHING TO BOTH SIDES OF THE BRAIN
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.
TEACHING WRITING: B-12
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. Focus 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.
CURRICULUM FOR THE YOUNG CHILD
Introduction to the profession of early childhood education. Identification and examination of appropriate curriculum, environments, materials, teaching strategies, and assessments for working with young children preschool through third grade.
THEORY, RESEARCH AND PRACTICE IN ENGLISH LANGUAGE ARTS INSTRUCTION
Major aspects of the elementary language arts program: working with children; knowledge of research literature.
THE ELEMENTARY SCHOOL CURRICULUM
Review of learning processes and purposes of the elementary school; curriculum development; types of curriculum organization; instructional strategies; materials; community resources; individual differences.
TEACHING INDIVIDUALS WITH EXCEPTIONALITIES IN THE REGULAR CLASSROOM
Human behavior and development during infancy and early childhood periods; educational implications for early childhood educators and childhood development specialists.
LITERACY SKILLS AND THE ADULT LEARNER
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.
Consult the Graduate Catalog for a description of how independent study can be initiated by a student, and for the requirements and regulations.
LITERACY INSTRUCTION FOR LINGUISTICALLY DIVERSE STUDENTS
Prerequisite: EDU 513 or equivalent.
Supporting literacy instruction for linguistically diverse learners: literacy learning and culture; dialects and second-language development; a model for effective instruction based on best-practices research for application in mainstream classrooms.
LITERACY INSTRUCTION IN THE UPPER GRADES
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.
TEACHING LITERACY IN THE PRIMARY GRADES
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.
DEVELOPING LITERACY THROUGH LITERATURE
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.
ASSESSMENT OF ENGLISH LANGUAGE ARTS FOR THE CLASSROOM TEACHER
Prerequisites: 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.
APPLYING PSYCHOLOGY TO THE TEACHING OF READING
Prerequisite: EDU 513 or equivalent.
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.
INTEGRATING THEORY AND PRACTICE IN PROGRAMS FOR INFANTS AND TODDLERS
Prerequisite(s): Admission to program and EDU 543.
Theoretical basis of early care and education for infants and toddlers. Examination of key issues in establishing appropriate care and learning environments, research-based caregiving strategies, appropriate curriculum and assessments, and cultural issues affecting group care. Clinical fieldwork required.
PRACTICUM IN GIFTED, TALENTED, AND CREATIVE EDUCATION
Prerequisites: CRS/EDU 509, CRS/EDU 626, CRS 559.
Seminar experience and supervised practice of a minimum of 50 hours in gifted, talented, and creative education in a gifted-education setting with guidance from a gifted specialist. Students implement appropriate learning opportunities, collaborate with other professionals, and examine how the gifted education complements the total school program.
TEACHING AND LEARNING IN DIVERSE ELEMENTARY SCHOOL CLASSROOMS
Prerequisite: 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.
CURRICULUM DEVELOPMENT IN GIFTED, TALENTED AND CREATIVE EDUCATION
Prerequisites: CRS/EDU/EXE 509.
Appropriate curriculum, materials, instructional methods, and evaluation strategies for the development of creativity and the education of individuals who demonstrate gifted behavior and talents. Examines the instructional and curricular models, differentiated teaching/learning and creative/critical thinking strategies, and collaboration with the school community.
INTEGRATING THE CONTENT AREAS IN THE TEACHING OF YOUNG CHILDREN
Prerequisite: EDU 543.
Appropriate content in the teaching of science, mathematics, social studies, and the creative arts. Theory and practice of inquiry-based instruction, emphasizing the project approach. Focus on teaching young children pre-K through third grade. Fieldwork required in a pre-K, kindergarten, first grade or second grade classroom.
CONFLICT RESOLUTION AND PEACEABLE SCHOOLS
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
Prerequisites: 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.
TEACHING STRATEGIES FOR CHILDREN WITH READING DIFFICULTIES
Prerequisite: EDU 642.
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 apply appropriate teaching techniques with student referred to the Literacy Center and write a summary report for the student's school and parents. Spring only.
Prerequisite: EDU 642. Co-requisite: EDU 643.
Instruction and experience in the various facets of being a literacy teacher, including literacy coaching, program evaluation, professional development, and data compilation and analysis for the purpose of providing appropriate literacy instruction for students from birth to grade 12.
PRACTICUM IN READING
Prerequisites: EDU 643 and summer registration for EDU 650 and EDU 655.
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 Literacy Center. Written reports are prepared for the parents and schools of the children serviced in the Literacy Center. Summer only.
LITERACY THEORY AND RESEARCH
Prerequisite: EDU 643. Co-requisites: EDU 547 and EDU 655.
Overview of literacy-related theories and models and their impact on practice and research. Discussion of recent research and seminal pieces in the field of literacy. Introduction to research designs and methods related to literacy education. Prepares literacy specialist candidates to analyze, evaluate, and critique research.
THEORY, RESEARCH AND PRACTICE IN MATHEMATICS INSTRUCTION
Prerequisite: EDU 501.
Modes of instruction; development of diagnostic skills; needs of slow and rapid learners; selection and use of appropriate teaching methods in elementary school mathematics programs.
THEORY, RESEARCH AND PRACTICE IN SOCIAL STUDIES INSTRUCTION
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.
TEACHING OF READING: GRADUATE SEMINAR
Prerequisites: EDU 647 and instructor permission.
Literacy specialist majors identify important aspects in the field that they feel need further critical review and deliberative discussion. Students and instructor jointly identify course topics, review current research and literature, conduct action research and exchange findings through a variety of formal and informal presentations. Fall only.
PRINCIPLES OF CURRICULUM DESIGN
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.
THEORY, RESEARCH AND PRACTICE IN SCIENCE INSTRUCTION
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.
THE ADVANCED EDUCATIONAL TECHNOLOGY FOR K-6 CLASSROOMS
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.
ENHANCING AND INTEGRATING ELEMENTARY SOCIAL STUDIES, SCIENCE AND MATHEMATICS
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 and mathematics materials and evaluating pupil progress. Students exhibit the characteristics of reflective practitioners.
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.
SUPERVISION OF READING INSTRUCTION
Prerequisites: 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 literacy teachers as they plan and implement reading programs for pupils with mild to severe reading problems. Students work with resident literacy 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.
Cultural foundations of education; application of relevant findings of the social sciences to problems and issues of education in culturally plural (multiethnic) settings.
PUBLIC SCHOOL LAW
Foundations of public school law; legal problems arising out of the operation of the public school system; New York State educational law; selected cases from state and federal courts; common law principles.
PRINCIPLES OF CREATIVE PROBLEM SOLVING
Research and development in the study of creative problem solving; practical application in a variety of contexts and disciplines. Students work alone and in subgroups on projects of direct concern to their educational or leadership efforts.
METHODS, THEORIES, AND MODELS OF CREATIVE LEARNING
Theory and research on the discipline of creative studies: developing awareness and understanding of basic principles and select definitions, models, and theories; practical application to a variety of contexts. Group interaction, discussion, and project work.
ADMINISTRATION OF SPECIAL EDUCATION PROGRAMS
Aspects of educational leadership necessary to formulate, organize, implement, and evaluate high-quality public school programs and services for students with special needs.
Educational relevance of involving the greater community (parents, neighborhoods, businesses, etc) to enhance and support student achievement; organizational relationships between schools within and outside school districts; power; multicultural awareness; major opinion leaders; vision and mission articulation; interpersonal skills. Students construct a data-based school community relations plan.
Principles of school administration and leadership; the changing role of site leadership as it relates to the dominant themes of leadership, change, shared decision making, school characteristics, standards-based education, and student achievement.
ADMINISTRATION OF PROGRAMS FOR THE YOUNG CHILD
Role of the administrator in developing an educational environment for young children: organization, management, equipment, parent involvement, and curriculum appropriate to the developmental needs of the young and his or her family.
METHODS OF ADULT EDUCATION
Principles, practices, evaluation, and practical application of adult learning across the full spectrum of settings in which adult education is conducted.
SCHOOL BUSINESS MANAGEMENT AND FINANCE
School district business management functions and financing: accounting, reporting, and auditing; program budgeting systems; investments and debt service; purchasing, inventory, and insurance; sources of income; Civil Service law and personnel; collective negotiations; auxiliary services.
Educational leader's role in the design, implementation, and evaluation of curriculum, focusing on the principles of curriculum leadership; needs assessment, school improvement, curriculum alignment, and evaluation; leadership roles in curricular decision making are examined in relationship to current research.
SUPERVISION OF TEACHING
Principles of supervision: classroom observation; evaluating teaching; effect of teachers' purposes and research on choice of subject matter and teaching procedures; teacher-pupil relationships; group and individual conferences; induction of new teachers; intervisitation; demonstration teaching; teachers' meetings; bulletins; workshops; evaluation of programs.
CONFLICT RESOLUTION AND PEACEABLE SCHOOLS
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.
SPECIAL EDUCATION LAW
3, 3/0; Offered by contract only.
Laws, regulations, policy, and court cases influencing special education; due process and equal protection guarantees; Individual Education Plan (IEP) development; Individuals with Disabilities Education Act (IDEA); Section 504 of the Rehabilitation Act of 1973.
EDL 683/CRS 610
FACILITATION OF GROUP PROBLEM SOLVING
Prerequisite: EDL/CRS 559.
Investigation of problems in cultivating creative behavior; advanced supervised practice in utilization of effective methods/techniques for nurturing creative problem solving; difficulties encountered by facilitation in a variety of group settings; skills that enable leraners to develop into leaders.
SEMINAR IN INNER-CITY EDUCATION
3, 3/0; Offered by contract only.
Nature and scope of education in the inner city: social research informing public policy on education of minorities; culture of minority children and the inner-city school; roles of the teacher and the administrator; curriculum development and the needs of inner-city students; quest for educational equity; community/parent involvement.
EDUCATIONAL LEADERSHIP FIELD EXPERIENCES
A sequence of three 1-credit courses (upon entry into the EDL program, students are required to register for EDL 702 for three terms) designed to engage students in field experiences from the time they enter the EDL/C.A.S. program. Common core field experiences, Saturday sessions, student teacher supervision, and special involvement days. Students receive a grade upon completion of each field experience.
EDUCATIONAL LEADERSHIP INTERNSHIP
An ongoing experience in three different pre-K-12 or community education locations with three different field supervisors. Internship/field experiences commonly begin in the student's school/district and include two summer experiences: one in a central office, the other in a school when students are in session (e.g., summer school). Students are encouraged to complete one internship in an urban school district and at least one internship in a nonurban setting. Fall or spring terms do not have stated hour requirements. The entire internship, field experiences (EDL 702), and common core experiences should total 1,300 hours. Students enroll in EDL 703 at the end of their program, preferable after 24 credit hours have been completed. Students are encouraged to begin field and internship experiences upon admission to the program. Confer with the program adviser for details.
SEMINAR IN EDUCATIONAL CHANGE
Issues in pre-K-12 educational leadership, change, and policy; functions of theories, practices, and philosophies in problem solving, decision making, group collaboration, and facilitation. Site-based action research project required.
SCHOOL DISTRICT INTERNSHIP
Prerequisite: EDL 703 or instructor permission.
Ongoing experience in a school district level (central office) location with a field supervisor. Candidates are encouraged to complete experiences in an urban school district as well as a nonurban setting. All activities are logged and matched to standards for school district leaders. Entire school district internship should total 500 hours.
PROBLEMS IN LEADERSHIP
Problems and solutions in educational leadership, organizational change, human resource development, and school-community relations.
COMPUTER APPLICATIONS IN EDUCATION ADMINISTRATION
Recent advances in cybernetic systems as effective tools to improve instruction, organization, and administration of education. Laboratory experiences emphasize effective use of data-processing systems rather than technical aspects of programming.
PERSONNEL ADMINISTRATION IN SCHOOLS
3, 3/0; Offered by contract only.
Concepts of human resource administration and problems related to personnel programs, policies, and procedures; related goals of organization and management to goals and welfare of staff members.
EDL 735/EDU 646
ADMINISTRATORS AND THE READING PROGRAM
Role of the educational leader in the development and implementation of total school reading programs: elements needed in effective reading programs; evaluation of reading programs and reading instruction; relationship of the administrator to reading personnel; role of reading personnel; staff development as part of reading programs; the reading program and public relations; research related to reading program development and instruction. Designed for practicing school administrators and supervisors, and for students enrolled in the C.A.S. educational leadership program.