The course examines learning theories and their application to language learning with an emphasis on the student as both teacher and learner. Special emphasis is given to talking to learn and writing to learn.
3 hr./wk.
Integrating the expressive arts into all areas of the curriculum. Focus on creative expression as an effective modality for teaching. Strategies that allow teachers to model creativity for their students in a supportive learning environment. Students should come prepared for moderate physical activity.
Includes 10 hours of fieldwork at the 1-3 or 4-6 grade levels. 3 hr./wk.
This course will offer a practical overview of the fundamentals of teaching and learning in early childhood contexts. Linking research and theory about how young children develop and learn, the course will present insights about how to create developmentally appropriate/culturally responsive learning environments, curriculum, instruction, assessment strategies, and teaching attitudes that support young children's optimal development through the collection of direct evidence of children's behaviors and work and how to use these data to inform and guide teaching. Ongoing studies of children will be required throughout the course.
10-15 hours of fieldwork. 3 hr./wk.
Through supervised field-based investigations of the Teaching of English to Speakers of Other Languages (TESOL) in grades pre-K through 12, teacher candidates will investigate how theoretical and empirical foundations of the teaching of English as a second language (ESL) are implemented in actual classrooms, linking theory and practice. The course will involve focused classroom observations and the creation of lesson plans and units of study as teacher candidates apply and adapt methodologies and assist the cooperating ESL teacher in instruction. Students will spend 7 weeks in grade pre-K through 6 and 7 weeks in grades 7-12 (3-4 hours per week). The course will meet in a weekly seminar. Required of all students in the graduate initial certification program in TESOL.
Includes 45 hrs in-school experience and bi-weekly seminar.
Workshop to assist teachers in bilingual education in solving, through action research, problems they encounter in their teaching and in the development and use of materials.
EDUC 7500G or present full-time service as a teacher. This course must be taken before EDUC 2200I.
3 hr./wk.
Students will complete their student teaching in grades PreK-6 and attend a weekly seminar. Permission of the program director required.
10-25 hr./wk. (150 total)
Students will complete their student teaching in grades 7-12 and attend a weekly seminar. Permission of the program head is required.
10-25 hrs./wk. (150 total)
This course is designed to help those entering the field of arts education who are focused on teaching artistry, arts administration or have a focus on arts administration. The course will prepare candidates to identify their respective career paths and prepare them for that journey. In addition, we will reflect on teaching experiences by providing a forum for sharing best practices and experiences, reflection, and for mentorship. Includes 30 hours of fieldwork.
3 hr./wk.
Seminar provides student teachers an opportunity to meet, reflect and generate ideas for their current P-6 student teaching placements. Weekly discussions focus on preparing student teachers for the job search as well as for a career in education.
1 hr./wk.
Seminar provides student teachers an opportunity to meet, reflect, and generate ideas for their current 7-12 student teaching placements. Weekly discussions focus on preparing student teachers for the job search as well as for a career in education.
1 hr./wk.
Critical examination of principles underlying curriculum development and program planning for young children. How to prepare the environment, integrate the day, differentiate instruction for students with varying needs, discipline effectively, and use technology. To be taken with or after student teaching. Required for initial certification. Ancillary requirement for professional certificate (on advisement).
10-15 hours of fieldwork. 3 hr./wk.
This course explores the processes of teaching and learning as they occur for young children in non-school settings in culturally diverse contexts. The course will lead participants through a series of visits to institutions that facilitate children's learning (such as libraries, museums, hospital settings, playgrounds, cultural education programs, etc.). Candidates will compare these to comparable institutions in their own or other countries.
3 hr./wk.
The identification and study of classroom and school problems educators encounter in their teaching, including effective instruction for children with a range of special needs. Serves as an introduction to action research and as preparation for the research sequence of courses the student will complete at the final stage of the program. Required for professional certification in Early Childhood.
A minimum of 18 credits or special permission of advisor.
3 hr./wk.
Full time supervised student teaching for 20 - 50 days in one developmental level of early childhood (as part of 70 days total in student/supervised teaching). Accompanying weekly seminar integrates the teaching experience with course work. Required for those in the initial certification program. To be completed at the end of the program sequence.
Advance approval necessary.
3 hr./wk.
Full time supervised student teaching for 20 - 50 days in a second developmental level of early childhood (as part of 70 days total in student/supervised teaching). Accompanying weekly seminar integrates the teaching experience with course work. Required for those in the initial certification program. To be completed at the end of the program sequence.
Advance approval necessary.
3 hr./wk.
Full time supervised student teaching for a semester in their own classroom for those who teach full-time. Accompanying weekly seminar integrates the teaching experience with course work. Option for those in the initial certification program. To be completed at the end of the program sequence.
Advance approval necessary.
3 hr./wk.
Supervised student teaching for 100 hours in pre-K, or grades 1-2 and a weekly seminar. Includes special seminars on school violence prevention and intervention, safety education and fire and arson prevention. Required of students in the Teaching Fellows program that provides supervision of student teaching.
Advance approval required.
Supervised teaching for one semester in the student's own classroom in pre-K, K, or grades 1-2 (the level being different from that in EDUC 0304G) and a weekly seminar. Required of students in the Teaching Fellows program that provides supervision of teaching.
Advance approval required.
Supervised Teaching is an opportunity to further develop the essential skills, dispositions, and self-reflection necessary to be an effective and successful early childhood special education educator. Seminar discussions will offer the opportunity to integrate theory learned in coursework with experiences teaching in the field. Candidates have the opportunity to choose a concentration in Early Intervention service (Birth-3), Special Education Itinerant Teacher service preschool age (3-5) or school age early childhood (K-2).
Completion of 12 credits in the Advanced Certificate in Early Childhood Special Education Program; advisor approval
3 hrs./wk.
This course will cover human and creative development from early childhood to adulthood with an emphasis on development in the arts (PreK-12). We will focus on major themes and theories and consider multiple art modalities while reflecting on inclusion of diverse learning styles and cultural narratives. We will explore how to differentiate material and activities as well as how to scaffold experiences to make sure that they are developmentally appropriate and accessible for students. In thinking about working in schools and alternative learning spaces- we will explore how the existing standards for the arts are related to student development. Students will be expected to look closely at the stages of development through reflective notes and presentation of case studies. Includes 15 hours of fieldwork.
3 hrs./wk.
This course explores how teachers can help students develop literacy skills in order to better articulate ideas and create a base for further learning in a broad range of subjects. The course will also discuss strategies to support English Language Learners (ELL). The main concepts, structures, and conventions of the field of literacy and language acquisition through drama will also be investigated.
3 hr./wk.
The identification and study of classroom and school problems educators encounter in their teaching, including effective instruction for children with a range of special needs. Serves as an introduction to action research and as preparation for the research sequence of courses the student will complete at the final stage of the program. Required for professional certification in Childhood Education.
A minimum of 18 credits or special permission of advisor.
3 hr./wk.
The course will explore the history and purpose of arts education in urban contexts and how arts education has been impacted and implemented. Through critical analysis the course will explore how the dynamics of in-and out-of-school learning structures relate to larger social, cultural, economic, political and historical forces. This course will investigate the ways that social class, race, gender, community, ability, ethnicity, immigration, and sexuality intersect and impact educational experiences and the roles of arts education in that process. The course is taught by using arts integration techniques to further model using the arts as a tool to teach. This course will also explore current educational policies and their impact on arts education at the international, federal, state, and city level, and how the arts can be solution-oriented in the school reform movement in urban settings. Includes 15 hours of fieldwork.
3 hr./wk.
Supervised teaching full time for seven weeks in grades 1-3 and weekly seminar. Required of all students in the initial certification program in childhood education who are not currently holding a full-time teaching position.
Advance approval required. 21 cr. of initial certification courses and CST examination (Advanced Certificate students: See advisor or program head for necessary prerequisites);
This intensive introductory course provides practical information and experiences for teaching ESOL, including an overview of current language acquisition theories, NYS learning standards, and culturally relevant pedagogy. Participants use their fieldwork placements in combination with class readings and discussions as the basis for course assignments and teaching preparation. Practice teaching is an integral part of this course.
EDCE 7401A.
Instructional assignment in ESL summer school program.
3 hr./wk.
Supervised teaching full time for seven weeks in grades 4-6 and weekly seminar. Required of all students in the graduate initial certification program in childhood education who are not currently holding a full-time teaching position.
Advance approval required. 21 cr. of initial certification courses and CST examination. Advanced Certificate students: See advisor or program head for necessary prerequisites.
Supervised teaching for one semester in the students' own classroom in grades 1-3 or 4-6 and weekly seminar. Required of all students in the initial certification program who are presently teaching full time.
21 cr. of initial certification courses and CST examination. Advance approval required.
EDCE 1900Q.
Supervised student teaching for 120 hours at the grade level (1-3 or 4-6) that the student did not complete in Supervised Teaching I, and weekly seminar.
21 cr. of initial certification courses and CST examination. Advance approval required.
Supervised student teaching for 100 hours at grade level (1-3 or 4-6) and weekly seminar. Includes special seminars on school violence prevention and intervention, safety education, and fire and arson prevention. Required of students in the Teaching Fellows program and similar programs that provide supervision of student teaching.
Advance approval required.
Supervised student teaching for one semester in the student's own classroom in grades 1 to 3 or 4 to 6 (the level being different from that in EDUC 0405G) and weekly seminar. Required of students in the Teaching Fellows program and similar programs that provide supervision of student teaching.
Advance approval required.
(Prereq. for Graduate Program in Literacy Acquisition and Development) Emergent to fluent literacy acquisition for students with diverse cultural and linguistic backgrounds and students with special needs; assessment of semantic, syntactic, phonic, and phonemic awareness; strategies for children having difficulties in acquisition of speaking, listening, reading, and writing competencies; organizing shared, guided, and independent reading and writing instruction; use of technology.
15 hours of fieldwork in exemplary setting. 3 hr./wk.
This course will offer students an opportunity to explore a current topic in Educational Theatre in depth over a weekend of intensive study. The topic will vary each semester.
1 hr./wk.;
This weekly seminar addresses applications of the principles of teaching to all aspects of the curriculum; understandings and skills to plan a coherent and integrated curriculum; assessment systems that inform teaching and support student learning; developing classroom structures, routings, teaching strategies, and skills that build community and maintain discipline with a range of learners. Special emphasis is given to match instructional approaches with the needs and interests of diverse learners as well as how to build a respectful and productive classroom environment and effective home-school relations.
100 hours of fieldwork.
2 hr./wk.
The student teaching experience is designed to provide prospective childhood teachers with opportunities to teach and critically analyze teaching practices in monolingual and bilingual classrooms. Students will: develop and improve teaching practices and organizational skills; practice the use two languages to meet the academic, cognitive and emotional needs of all students; practice formal and informal assessment techniques; examine special features of classroom management in the bilingual classroom; develop awareness of the many ways in which the classroom, home and community environment are supportive of the learner. 300 hrs.
Candidates will spend 15 weeks of supervised student teaching in grades Pre-K through 12, apportioned between elementary (P-6) and secondary (P-12) classroom settings. The supervised student teaching experience is designed to provide prospective English as a Second Language (ESL) teachers with opportunities to teach and critically analyze teaching practices in classroom for English language learners. Candidates will: develop and improve teaching strategies and organizational skills to meet the needs of all students; practice formal and informal assessment techniques; examine special features of classroom management; and develop awareness of learning environments, including home and community. Required of all students in the graduate initial certification program in TESOL.
This weekly seminar addresses applications of the principles of teaching to all aspects of the curriculum: understandings and skills to plan a coherent and integrated curriculum; assessment systems that inform teaching and support student learning; developing classroom structures, routines, teaching strategies, and skills that build community and maintain discipline with a range of learners. Special emphasis is given to match instructional approaches with the needs and interests of diverse learners as well as how to build a respectful and productive classroom environment and effective home-school relations.
This course will address children's literature, resources, content area literacies, texts, instructional texts, instructional strategies, differentiated instruction, and activities. We will also cover multiple literacies, multiple sign systems, and multimodal responses. Thus, this class will also consider literacies beyond school literacies and modalities beyond print modalities, and will expose people to a broad range of media technology that complement the developmental spectrum. Readings in this course will inform about literacy development for learners of diverse cultural and linguistic backgrounds as well as the students with special needs. Strategies for helping and assessing learners informally and formally with reading, listening, viewing, writing, and speaking will be discussed and developed. Practical applications of theoretical underpinnings of literacy development will be contextualized through organizing reading assignments, hands-on class activities, written assignments, and projects. The texts and discussions will explore the current philosophies of literacy instruction.
Includes 10 hours of fieldwork. 3 hr./wk.
This course is an opportunity for new candidates in the program to collaborate artistically with veteran candidates. All candidates will facilitate their peers in an artistic experience as they reconnect to their artistry.
15 hr./wk.
(Prereq. for Graduate Program in Literacy Acquisition and Development) Balanced literacy instruction for fluent readers and writers from a diversity of cultural and linguistic backgrounds and needs; becoming experienced in a variety of genres; literacy assessment, instructional implications, and curriculum design for inferential/deep structure comprehension; content area literacies; word work; selection of appropriate materials; use of technology.
Includes 15 hours of fieldwork in exemplary setting. 3 hr./wk.
This course explores how drama can provide a format for young people to discuss conflict resolution, peer pressure, bullying and other issues that affect them. The course will enable candidates to discover how to create a safe environment and empower children to develop problem solving skills and assume personal responsibility as well as understand perspective on a situation. This course includes creating lesson plans (learning experiences) and generating strategies to use in the classroom to navigate through these topics.
This course is an opportunity for seasoned candidates in the program to collaborate artistically with new candidates. All candidates will facilitate their peers in an artistic experience as they reconnect to their artistry.
1 hr./wk.
This course will explore literacy practices in the different content areas, and support teachers in developing instructional strategies and learning activities for literacy learning across the curriculum. Special areas of concentration will be: crafting a culturally responsive curriculum; content area literacies; interdisciplinary and cross curricular connections; different dimensions of reading comprehension with different text types and disciplinary contexts; writing to learn strategies; the use of popular and multimodal texts to support academic literacies; and an analysis of the Regents exams. There will be a special emphasis on specific strategies to support literacy learning and growth, particularly learners of diverse cultural and linguistic backgrounds as well as the students with special needs. Candidates will explore how different identities around age, gender, class, race, language, ethnicity, physical ability, sexual orientation, etc. are constructed through different literacy practices and cultural lenses.
Includes 10 hours of fieldwork. 3 hr./wk.
This course explores how drama and theatre facilitate learning in educational, cultural, and community settings. Includes an examination of key aspects of the field's historical development through the work of prominent leaders, the relationships between theories of dramatic art and general education principles and the main concepts, pedagogies, and conventions of the field of Educational Theatre.
3 hr./wk.
Students will be assigned to a school and will spend half a semester teaching in a regular class and half a semester student teaching in a special class for exceptional bilingual children.
4 hr./wk.
This course explores dramatic texts from the historical and dramaturgical perspective. Different genres, styles and movements will be investigated, offering different perspectives and a comprehensive view of the role of theatre history in educational theatre. Beginning with the origins of theatre in ritual and play in ancient cultures, Roman and Byzantine theatre, western theatre from the Middle Ages to modernity, theatre of Asia, Africa, and Latin America, as well as dramatic theory and criticism. Contemporary plays will also be studied. This course offers students the tools to analyze text, theatrical periods, and geographic and cultural areas. Dramaturgical studies will be investigated, as well as practical implementation of how to teach theatre history in the classroom.
3 hr./wk.
Designed to help candidates explore the current research in literacy learning and teaching, this course combines theory and practice in an effort to integrate what we do in the classroom with what we understand about research, literacy, teaching, and learning. Candidates explore major literacy theorists, a range of theoretical frameworks, and a variety of research contexts and learn to locate, critique, annotate, and synthesize research. In raising and addressing issues and themes relevant to literacy and literacy research, the course emphasizes the range of literacy research, its purposes, rationales, significance, and implications.
Includes 8 hours of fieldwork in certificate area. 3 hr./wk.
The first of a four semester course sequence designed to support candidates in conceptualizing a research project around literacy learning and teaching. In this first course, the focus is on the teacher as researcher and writer who discovers different ways of looking at literacy learning, formulates significant research questions, and pursues a line of inquiry. Candidates will investigate the ways in which their cultural backgrounds are connected to their research questions. Candidates will learn a variety of data collection tools for conducting teacher research and engage hands-on research techniques to further these theoretical understandings.
Includes 8 hours of fieldwork. 2 hr./wk.
The second of a four semester course designed to support candidates in conceptualizing a research project around literacy learning and teaching. In this second semester, the focus is on the teacher as researcher and writer who develops expertise in a certain area of the literature, discovers the silences and gaps in the present literature, and who chooses a theoretical framework. Candidates will develop further skills in critiquing and analyzing research and will design a literature review in which they bring together major voices, concepts, and contributions in their chosen literacy area.
EDCE 0801C.
Includes 8 hours of fieldwork. 2 hr./wk.
The third of a four semester course designed to support candidates in conceptualizing a research project around literacy learning and teaching. In this semester the focus is on the teacher as researcher and writer who develops expertise in choosing research methods, creating a specific research design, and implementing this research design. Candidates will develop further skills in articulating the construction, purposes, rationales, and specific formats of a variety of research methods. Candidates will design a methodology chapter where they bring all of these knowledges and skills together. Candidates will begin to implement data collection and learn some techniques for data analysis.
Includes 8 hours of fieldwork. 2 hr./wk.
This course is the final of four research seminars. Work will focus on the completion, publication, and public presentation of research findings. Students will view their work in the context of the professional literacy organizations and journals and prepare to present their question, research design for collecting data, conclusions, and new emerging questions in a public forum for all students in the Graduate Literacy Acquisition and Development Program.
1 hr./wk.
This course explores how the creation of original material fosters empowerment through participation and discovery. Inherent in the aesthetic approach to devising theatre is the development of personal understanding, decision-making, and collaborative tools, thus fostering communication skills and social exchange. The main concepts, structures and conventions of devising theatre will be investigated. Guidelines for devising and structuring drama/theatre programs and curricula will be explored.
3 hr./wk.