EDSE - Leadership and Special Education Course Descriptions

EDSE 1100E Methods of Teaching English in Secondary Schools

This course explores the pedagogical theories, teaching practices, and curricular trends confronting English teachers in order to provide an understanding of the complex interactions between reading, writing, listening, and speaking. The acquisition of methodological knowledge and the development of self-awareness are primary goals. How teaching methods affect what really happens in the classroom.

Credits

4

Offered

Fall only

Contact Hours

Includes 30 hours of fieldwork. 3 hr./wk.

EDSE 1101E English Methods (Teaching Fellows)

The purpose of this course is to introduce you to a variety of approaches, routines, materials, and issues that concern English teachers in secondary school settings, and to help you develop a set of lessons, assessments, and materials to use during your first few weeks of teaching. The course will provide time for you to practice and experiment with methods introduced in class readings and discussions. This course will also provide a controlled and supportive environment for trying out strategies and techniques that may be somewhat different from your previous experiences in English classrooms. At the same time, you will be asked to share what you observe in your morning in-school sessions of the everyday realities of teaching and learning in authentic classroom settings. These observations will further inform your emerging conception of effective approaches and practices in the field of English education.

Credits

3

Contact Hours

3 hr./wk.

EDSE 1104E Methods of Teaching Spanish in Secondary Schools

This course is intended to provide prospective teachers of Spanish and/or other foreign languages with the background and strategies needed to teach Spanish at the secondary level. It is designed specifically for candidates without initial certification. Major topics include: second language acquisition and language development in adolescents; comprehension-based teaching strategies; standards-based planning and instruction; content-based instruction; and teaching and assessing listening, speaking, reading, and writing skills as well as cultural competency.

Credits

4

Contact Hours

Includes 30 hours of fieldwork. 3 hr./wk.

EDSE 1200E Reading and Writing across the Curriculum

Explore how reading and writing can be modes of learning across the curriculum. Current research and theory will be discussed and methods of using reading and writing to learn will be developed. Not open to students who have completed EDSE 41200.

Credits

3

Contact Hours

Includes 10 hours of fieldwork. 3 hr./wk.

EDSE 1201E Middle School Literacy

This course will support candidates to learn how to: identify strengths of literacy learners in content classrooms; individualize instruction based on these assessments; and assess textual difficulty and guide students to develop reading and writing strategies and study skills.

Credits

4

Contact Hours

Includes 20 hours of fieldwork. 4 hr./wk.

EDSE 1202E Teaching Reading in the Secondary School English Classroom

This course is designed to prepare graduate secondary English Language Arts candidates with theoretical and practical guidance for teaching reading and literature. There will be an overview of reading processes (including those of English language learners), the fundamentals of reading instruction, factors that influence the ability to read text effectively, strategies and materials for identifying and reducing reading problems, school resources, and different programs for proficient and struggling readers, including Ramp Up and SSR. During the semester ELA candidates will describe, compare, and contrast theories, models, approaches, and methods of teaching reading. The emphasis of our inquiry will be on the teaching of critical reading skills in various genres of literature, including contemporary adolescent literature. Candidates will discuss and investigate the different types of readings, assessments, reading skills, reading instruction, learning strategies, and possible motivations for reading. Throughout the course candidates will read, share, discuss, adopt multiple perspectives, and critique a wide range of literature taught in the secondary English classroom, as well as investigate the needs of diverse student populations, including ELLs and students with special needs.

Credits

3

Offered

Spring only

Contact Hours

Includes 10 hours of fieldwork. 3 hr./wk.

EDSE 1203E Mid Schl Literacy Tf

Mid Schl Literacy Tf

Credits

3

Contact Hours

3 hr./wk.

EDSE 1204E The Teaching of Reading and Writing across the Curriculum in Spanish in Secondary Schools

The course is designed to explore methods for the teaching of reading and writing in Spanish to non-native speakers of the language and how these skills relate to listening and speaking across the curriculum. Prospective or current teachers will be provided knowledge of theory and best practices related to literacy in Spanish. They will also develop instructional materials and their own "voices" as writers.

Credits

3

Contact Hours

Includes 20 hours of fieldwork. 3 hr./wk.

EDSE 1300E Assessment and Testing for the Language Arts

This course is designed to introduce you to the fundamental principles of English Language Arts assessment and testing. It is both theoretical and practical in nature. The course will cover types of assessments, planning instruction and assessment, diversity and gender, formal and informal assessment, construction, administration, and grading.

Credits

3

Contact Hours

3 hr./wk.

EDSE 1304E The Teaching of Spanish to Heritage Language Learners in Secondary Schools

Current theories and methods of teaching Spanish to heritage language learners. Emphasis is placed on the teaching of multi-modal literacies and oral communication patterns, and sociolinguistic competency.

Credits

3

Contact Hours

Includes 20 hours of fieldwork. 2.5 hr./wk.

EDSE 1500E Teaching Writing in Secondary Schools

Students taking this course will write as a way to engage in the best practices of writing instruction while reflecting on this practice by examining the theoretical lens that informs its use.

Credits

3

Offered

Fall only

Contact Hours

Includes 10 hours of fieldwork. 3 hr./wk.

EDSE 2100E Teaching Social Studies in Secondary Schools

Lesson planning, classroom management, co-operative learning, questioning, assessment, reading, writing, and note taking in social studies are emphasized. Students study the secondary school curriculum, uses of technology, differentiated instruction for students with special needs, and the needs of English language learners.

Credits

4

Contact Hours

Includes 30 hours of fieldwork. 3 hr./wk.

EDSE 2200E Study and Teaching of History

Designed for teachers of advanced placement courses in secondary schools. Examination of relevant source materials and examples of historical scholarship.

Credits

3

Contact Hours

3 hr./wk.

EDSE 2201E Teaching of American History

The purpose of this course is to prepare pre-service teachers to increase their knowledge of American History, to demonstrate best practices in the teaching of American history at the secondary level, to improve teacher's use of primary sources and to integrate the arts in the teaching of American History. This course explores American history, beginning with the settlement of the Puritans and ending with contemporary American society. The underlying framework for the course is to foster teaching American history in ways that will both engage and excite students as well as expand social studies teachers' knowledge of American history. Effective instructional strategies for teaching American history will be examined and developed. Students will examine New York State standards for American History as well as the standards for our specialty interest association, the National Council for Social Studies.

Credits

3

Contact Hours

3 hr./wk.

EDSE 2300E Development of the Secondary School: Philosophy, Urban Issues and Curriculum Development in Secondary Schools

Examination of selected social studies projects and application of their methods and materials to students' present teaching situations.

Credits

4

Prerequisites

Open only to matriculants or by special permission.

Contact Hours

Includes 30 hours of fieldwork. 3 hr./wk.

EDSE 2700E Middle and Secondary School Mathematics: Teaching Developmentally

This course is designed to help teachers better understand the types of mathematical misconceptions students may have developed by the time they reach middle and high school. It will identify a variety of research-based strategies for developing a better understanding of the mathematical procedures and concepts related to those misconceptions. In addition, students will learn to differentiate instruction to help all learners meet and exceed appropriate New York State Learning Standards.

Credits

3

Contact Hours

3 hr./wk.

EDSE 3100E Methods of Teaching Science

Topics include: designing effective learning experiences, cooperative learning, questioning, enrichment, motivation, assessment, problem solving, an overview of the middle and secondary school curriculum in science, the use of technology in the teaching and learning of science, teaching methodology for students with special needs and students learning English as a second language. Includes 30 hours of fieldwork in a variety of educational settings.

Credits

4

Contact Hours

45 hr./wk.

EDSE 3101E Teaching Science in Middle Schools

Lesson planning, classroom management, cooperative learning, questioning, remediation, enrichment, motivation, homework, testing and assessment, reading, writing in science. Problem solving, the middle school curriculum, technology, methodology for students with special needs, learning English as a second language, literacy in the science classroom.

Credits

4

Contact Hours

Includes 30 hours of fieldwork. 3 hr./wk.

EDSE 3102E Teaching Science in Middle Schools (Teaching Fellows)

Participants in this course will explore perspectives, philosophies, theories, methods, and materials for teaching middle school science (grades 6-8). The course addresses four strands of professional practice that a teacher, to be successful, must not only master separately, but also learn to weave together seamlessly.

Credits

3

Corequisites

EDSE 3105E.

Contact Hours

3 hr./wk.

EDSE 3105E Adolescent Learning of Science

This course provides an opportunity for students enrolled in EDSE 3100E to link to and extend their fieldwork experiences as participant/observers and to connect these experiences to current research into the theories and practices of student learning. Students will conduct a lesson in their field placements as part of their fieldwork for EDSE 3100E and this class. This lesson will be videotaped and critiqued during the seminar, providing an opportunity for the students to address adolescent learning theory in the context of actual classroom practice. Weekly topics include: cognitive science, student understanding, models of teaching, social construction of knowledge, investigating student ideas, and multiple representations of ideas.

Credits

1

Contact Hours

1 hr./wk.

EDSE 3900I Curriculum and Instruction in Science Education

A course designed to discuss present curriculum trends in science education from a local, state-wide, and national level with emphasis on the National Standards in Science and the process of selecting and evaluating curricular materials in science.

Credits

4

Contact Hours

Includes 30 hours of fieldwork. 3 hr./wk.

EDSE 3901I Curriculum and Instruction in Science Education (Teaching Fellows)

A course designed to discuss present curriculum trends in science education from a local, state-wide, and national level with emphasis on the National Standards in Science and the process of selecting and evaluating curricular materials in science.

Credits

3

Contact Hours

3 hr./wk.

EDSE 4100E Curriculum and Assessment in Art Education

This course introduces the historical, cultural, and social foundations of art education. Discussions about the nature of learning in the arts prepare students to develop their own arts curricula and embedded assessment strategies.

Credits

4

Contact Hours

Includes 30 hours of fieldwork. 3 hr./wk.

EDSE 4101E Curriculum and Assessment in Art Education

Forty-five hours of fieldwork related to the study of teaching art in the classroom with particular emphasis on standard-bases curriculum design. Pass/Fail only.

Credits

1

Corequisites

EDSE 4100E.

Contact Hours

1 hr./wk.

EDSE 4200E Identity, Community and Culture in Art Education

This arts-integrated course explores the role of identity, culture, and community in multiple arts settings with an emphasis on identity development, community building, and culturally relevant pedagogy.

Credits

3

Contact Hours

3 hr./wk., plus 10 hr. fieldwork.

EDSE 4300F Materials and Methods in Art Education

This studio-focused class introduces students to strategies for teaching creativity in multiple settings. Students merge explorations of contemporary art practices with educational theory to develop lessons in the arts.

Credits

4

Contact Hours

Includes 30 hours of fieldwork. 3 hr./wk.

EDSE 6100E Teaching Mathematics in Middle and Secondary Schools

Lesson planning, classroom management, cooperative learning, questioning, remediation, enrichment, motivation, homework, testing and assessment, reading, writing, and note taking in mathematics. Problem solving, the middle and secondary school curriculum, technology, methodology for students with special needs, learning English as a second language, literacy in the mathematics classroom.

Credits

4

Contact Hours

Includes 30 hours of fieldwork. 3 hr./wk.

EDSE 6101E Teaching Mathematics in New York City

This course focuses on the Beginning level of practice and knowledge as defined by The New Teacher Center at UCSC's Continuum of Teacher Development. Topics include planning and instruction for diverse classrooms, using NYCDOE curricula, aligning instruction and assessment with learning standards, promoting school community relationships in urban settings, classroom management, and understanding the culture of urban schools. Students will learn how to teach mathematics and prepare their students to meet New York State Learning Standards for Mathematics. Students will participate in a field experience as part of the course.

Credits

3

Contact Hours

3 hr./wk.

EDSE 6102E Teaching & Learning Secondary School Mathematics

This capstone methods course will help teachers use their flexible and comprehensive knowledge of mathematics, their understanding of adolescent learning and development, and their ability to plan and implement instructional units to maximize the learning of all students. Candidates will focus on research-based instructional strategies found to support mathematics achievement of students in diverse urban secondary school classrooms. They will learn to create instructional environments where all students will develop confidence in their ability to do mathematics and are challenged to think critically about the discipline. In addition candidates will identify a problem of interest and draft a literature review that will serve as a basis for their action research project. This project will be completed during the following semester.

Credits

3

Prerequisites

EDSE 6401E. on approval of instructor.

Contact Hours

3 hr./wk.

EDSE 6103E Teaching & Learning Middle School Mathematics

This capstone methods course will help teachers use their flexible and comprehensive knowledge of mathematics, their understanding of adolescent learning and development, and their ability to plan and implement instructional units to maximize the learning of all students. Candidates will focus on research-based instructional strategies found to support mathematics achievement of students in diverse urban middle school classrooms. They will learn to create instructional environments where all students will develop confidence in their ability to do mathematics and are challenged to think critically about the discipline. In addition candidates will review the literature related to teaching mathematics at the middle school level. They will identify a problem of interest and draft a literature review that will serve as a basis for their action research project. This project will be completed during the following semester.

Credits

3

Prerequisites

EDSE 6401E.

Contact Hours

3 hr./wk.

EDSE 6200E Teaching Problem-Solving Strategies in Mathematics

This course is designed to expose and train mathematics teachers to a wide range of problem-solving strategies applicable to all parts of the secondary school curriculum. The goal of the course is to enable teachers to integrate this knowledge into the existing mathematics classroom.

Credits

3

Contact Hours

3 hr./wk.

EDSE 6300E Enriching the Teaching of Secondary School Mathematics

How the teaching of secondary school mathematics can be enriched by presenting non-traditional topics. Methods of implementation as well as source material to be provided.

Credits

3

Contact Hours

3 hr./wk.

EDSE 6400D Educational Applications of Group Dynamics

Concepts and methods of group dynamics and social group work, and their application to school situations; use of group processes in meeting children's needs for activity, socialization, and emotional security; diagnostic and therapeutic implications.

Credits

3

Contact Hours

3 hr./wk.

EDSE 6400E Curriculum, Instruction, and Assessment in Middle and Secondary School Mathematics

Theory of curriculum development; alternatives in teaching laboratory programmed instruction; multimedia materials and procedures; learning theories designed to help the teacher develop criteria and knowledge for implementing curriculum in schools.

Credits

4

Contact Hours

Includes 30 hours of fieldwork. 3 hr./wk.

EDSE 6401E Curriculum, Instruction, and Assessment in Mathematics Education

In this course candidates will design, implement, and reflect on instructional units that are aligned with long-term and short-term goals. They will use multiple sources of information to assess student learning, including data provided by NYC DOE assessment databases; involve and guide students in assessing their own learning; and use the results of assessment to inform instruction. Candidates will learn how to develop a classroom culture where mathematical learning and assessment are woven into the fabric of the classroom in a manner that supports the learning of all students. The course will require candidates to complete classroom-based activities.

Credits

3

Prerequisites

EDSE 0504A.

Contact Hours

3 hr./wk.

EDSE 6600E Strategies for Using Computers in the Mathematics Classroom

Curriculum strategies and materials for introducing computer programming in the secondary school curriculum. Activities involve various levels of skills and techniques to solve mathematics problems using the computer.

Credits

3

Contact Hours

3 hr./wk.

EDSE 6800E Teaching Mathematics Using Graphing Utilities

This course is designed to familiarize students with the latest in graphing calculator technology and software, which can be used to improve the understanding of mathematical concepts. Applications of this technology for all secondary school levels will be explored. The goal of the course is to enable students to better understand mathematical concepts with the aid of the newest technology.

Credits

3

Contact Hours

3 hr./wk.

EDSE 6804E Spanish Grammar and its Pedagogy

Designed to provide an intensive review of key aspects of Spanish grammar. Emphasis is placed on the role grammar plays in oral and written communication. The course also provides strategies for the teaching and assessment of grammatical knowledge in the target language.

Credits

3

Contact Hours

3 hr./wk.

EDSE 6900E The Teaching of Calculus

The aim of this course is to provide in-service and prospective mathematics teachers with deeper insight into elementary differential and integral calculus concepts. Since the use of graphing calculators is a vital part of the Advanced Placement program, how to use them to teach calculus is emphasized.

Credits

3

Contact Hours

3 hr./wk.

EDSE 7001I Introduction to Educational Research in Secondary Schools

The purpose of this course is to give you an overview of educational research models, and for you to begin designing a research project that you will conduct in the spring. We will look at models of quantitative and qualitative research, literature reviews, and descriptions of methodology, and discuss ethical issues involved in conducting educational research. By the end of the course, you will have completed: 1) A problem statement or research question, with context; 2) a literature review; 3) a methodology; and 4) a plan for completing the project next semester.

Credits

2

Contact Hours

2 hr./wk.

EDSE 7101I Independent Study in Secondary School Research

In this course, a continuation of EDSE 7001I, you will carry out and write up the classroom inquiry project you designed last semester. You will continue working in the inquiry groups organized last semester; monthly conferences with the course instructor are also required. The class will meet only three times during the semester, and will end with a mini-conference, at which you will present the findings of your project.

Credits

2

Prerequisites

EDSE 7001I.

Contact Hours

2 hr./wk.

EDSE 7200I Master's Project

The objective of this course is to have students do a critical analysis of their evolving understanding of learning and teaching, and how these views influence what occurs in their own classrooms. This critical analysis will be the basis for their own extended written piece, which will serve as the culminating experience of the program.

Credits

3

Contact Hours

3 hr./wk.

EDSE 7201I Action Research in Mathematics Education

This course will provide guidance and support for students as they complete an action research project in their classrooms. Candidates must have an approved project and have completed a literature review prior to starting this course.

Credits

3

Prerequisites

EDSE 6102E or EDSE 6103E.

Contact Hours

3 hr./wk.

EDSE 7202I Master's Project in Science Education

The objective of this course is to have science education students do a critical analysis of their evolving understanding of learning and teaching of science and how these views influence what occurs in their own classrooms. This critical analysis will be the basis for their own extended written piece, which will serve as the culminating experience of the program.

Credits

3

Prerequisites

Permission of science education advisor required.

Contact Hours

3 hr./wk.

EDSE 7300E Curriculum Development in Secondary School English

The variables, both societal and institutional, influencing the practice of high school English curriculum design. Topics include the psychology of writing, adolescent psychology and youth culture, popular culture, state mandates, the literary cannon and the debates it raises. Students' final project is a self-designed high school English curriculum informed by the semester's inquiry.

Credits

4

Offered

Spring only

Contact Hours

Includes 30 hours of fieldwork. 3 hr./wk.

EDSE 7301E Curriculum Development in Secondary School English (Teaching Fellows)

This course surveys the critical trends in English curriculum and instruction and the role of planning in the practice of teaching secondary school English in order to provide a supportive and exploratory environment to further our understanding of the complex interactions between reading, writing, listening, speaking, and viewing taking place in high school English classrooms. The acquisition of knowledge in the field of English curriculum, the development of planning skills, and the development of reflective practice in these areas are our goals. Designed specifically for English Teaching Fellows who have completed one year of teaching, the course draws on the candidates' classroom experiences to help them design a curriculum project for their second year of teaching.

Credits

3

Contact Hours

3 hr./wk.

EDSE 7304E Curriculum Development in Secondary Spanish

This course explores the variables, both societal and institutional, influencing the practice of high school foreign language curriculum design. An overview of how language instruction has evolved will be studied. Topics include the alignment of standards and instructional goals, ACTFL's Standards for Foreign Language Learning, contextualized instruction, and how to design and implement a curriculum based on linguistic functions. Students' final project is a self-designed high school Spanish curriculum informed by the semester's inquiry.

Credits

4

Contact Hours

Includes 30 hours of fieldwork. 3 hr./wk.

EDSE 7502A Adolescent Learning in the Urban Context (Teaching Fellows)

This course is intended to help Teaching Fellows learn and apply modern theories of and research on developmental, educational, and cognitive psychology to their classroom instruction. Special emphasis is on theories that are relevant to adolescents, i.e., students in middle, intermediate, and high schools in the urban setting. It is also intended to help candidates a) become reflective practitioners who teach for and with metacognition; b) utilize the diversity in the classroom; c) create a caring community, and d) develop leadership skills.

Credits

3

Contact Hours

3 hr./wk.

EDSE 7503A Introduction to Teaching Humanities in Urban Secondary Schools

This course is co-designed by both the instructor and the participants. We will use problem-based learning to identify, research, and solve the issues which arise in your classrooms. The topics we will address include: assessing student learning and needs; classroom management; fostering a learning community; differentiating instruction; incorporating metacognition and the Principles of Learning; and setting long and short term goals.

Credits

3

Contact Hours

3 hr./wk.

EDSE 7600A Issues for Secondary School Teachers: Second Language Acquisition and Literacy

This graduate level course is a core requirement of all secondary education candidates, providing you opportunities to consider essential issues in literacy development and second language acquisition, and to deliberate about tensions within each area. The course is designed to provide a general introduction to these areas, focusing on issues of particular concern to middle and secondary school teachers, from which you will begin to consider how to differentiate your instruction for a diverse population of students. In turn, the course design is intended to help you create the kinds of classrooms our students deserve, using methods to deliver instruction that are aligned to the needs of these learners.

Credits

2

Contact Hours

Includes 10 hours of fieldwork. 2 hr./wk.

EDSE 7600G Student Teaching in Middle and Secondary Education

Students will be assigned, under supervision, to a middle and/or secondary school as student teachers for a minimum of 300 hours. These hours subject to regulations currently in force in the school system. Open only to matriculants. Advanced approval by program director required.

Credits

4

Prerequisites

Open only to matriculants. Advance approval by program director required.

EDSE 7602G Supervised Teaching at the Middle and Secondary Level

Teacher candidates will teach in a supervised setting in middle and secondary schools. Candidates will be mentored by School of Education faculty and New York City teacher mentors. This course is designed to provide teacher candidates who are teaching as part of the New York City Teaching Fellows Program a supervised teaching designation on their transcript.

Credits

0

EDSE 7603G Seminar on Student Teaching in Secondary Schools

This course provides an opportunity for graduate Secondary Education candidates to reflect about their student teaching experiences and a forum to discuss relevant issues in education. Weekly topics include: Literacy; Planning for Instruction, Differentiated Instruction and UDL; Classroom Management; Grading and Assessment (including assessment of teaching); and Home-School-Community Connections. Candidates will compile a portfolio that documents their growth as a teacher.

Credits

2

Contact Hours

1 hr./wk.

EDSE 7800G Student Teaching in Arts Education

Students teaching at the pre-K to 6 and 7 to 12 levels with a minimum of 30 days, 150 hours, in each setting. These hours are subject to regulations currently in force in the school system. Open only to matriculants. Advance approval by program director required.

Credits

4

Corequisites

EDSE 7603G and EDUC 1900G

Contact Hours

300 hours per semester