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.
2 hr./wk.
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.
2 hr./wk.
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.
3 hr./wk.
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.
3 hr./wk.
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.
Permission of science education advisor required.
3 hr./wk.
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.
Spring only
Includes 30 hours of fieldwork. 3 hr./wk.
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.
3 hr./wk.
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.
Includes 30 hours of fieldwork. 3 hr./wk.
This course explores the societal and institutional variables influencing the practice of world language curriculum design. Topics include the alignment of standards and instructional goals, contextualized instruction, and how to design and implement a curriculum based on linguistic functions. Students’ final project is a self-designed unit plan informed by inquiry. Includes 30 hours of fieldwork.
3 hr./wk.
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.
3 hr./wk.
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.
3 hr./wk.
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.
Includes 10 hours of fieldwork. 2 hr./wk.
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.
Open only to matriculants. Advance approval by program director required.
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.
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.
1 hr./wk.
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.
300 hours per semester