Education (EDUC)

Associate Professor Gloria Wolpert

Chair of the Department

201. Principles and Practices of Education. Current issues in education; the process of becoming an educator; historical and philosophical foundations of education; legal and ethical responsibilities of educators, parents, and community; the organization and financing of schools; implications of the multicultural nature of schools; the role of technology in the teaching and learning process; the state of education in the United States and the world. 15 clock hours in field experiences are required as follows: childhood and dual 15 hours at any level; adolescent 15 hours in either 7-9 or 10-12 (must be the alternative choice for EDUC 202). 2006-2008. (Cr.3)

Open only to students matriculated in this school, or those who have formally declared a minor in Education.

202. Psychology of Education. Current issues in education; major theories and research in learning and cognition related to children and adolescents; the impact of multiple intelligences; culture, gender, and socioeconomic status on learners; the evolution and research foundation of special education; the uses of technology in the learning process in the teaching-learning and research process; the application of research to the analysis of pedagogical practices and learning, 15 clock hours in field experiences at the middle or adolescent level, coordinated with EDUC 201. 2006-2008. (Cr.3)

Open only to students matriculated in this school, or those who have formally declared a minor in Education.

205. Theory and Practice. Professional examination of the decision to become a teacher; characteristics of effective teachers and the development of a sense of community and respect for one another. Theoretical and technical dimensions of teaching and learning; the complexity of the educational environment; and issues in education. 12 clock hours required in field to include observation of teachers and diverse learners in a variety of contexts (6 hours in grades 1-3 and 6 hours in grades 4-6). Spring 2007. (Cr.3)

Open only to students matriculated in this school.

214. Education of the Young Child. Overview of child development from birth through age eight, with an emphasis on standards, major theories, techniques, methods and materials that are appropriate for use with this population. 30 field hours required. (Cr.3)

Open to all students eligible to take it as an elective.

301. Nature and Needs of Students with Disabilities. Overview of historical, social and legal foundations of special education. The etiology and characteristics of the mentally retarded, emotionally disturbed, physically disabled, blind, deaf, learning disabled and gifted students; use of assistive technology; emphasis on curriculum, educational and vocational programs; placement alternatives for the disabled; exploration of community services which support the student and family. 20 clock hours of field experience required. Childhood and Dual complete 10 hours in grades 1-3 and 10 hours in grades 4-6. Adolescent completes 20 hours in a middle school, grades 7-9. 2006-2008. (Cr.3)

Open to all students.

303. Child and Adolescent Development. Exploration of child and adolescent development including physical, cognitive, and psychosocial, with an emphasis on the major theories and research related to understanding normal development, individual differences and assessment of those differences. Behavior problems that impact development (e.g., drug abuse, child abuse) are emphasized. 2006-2008. (Cr.3)

Open only to students matriculated in this school, or those who have formally declared a minor in Education.

318. Curriculum and Pedagogy in the Elementary Classroom. Development and application of skills and strategies associated with the art and science of teaching are introduced through an examination of the Standards and of the relationship between annual, unit and lesson planning. Clinical simulations, including videotaping presentations will be used to develop skill in planning, presenting and assessing lessons and in self reflection. 2006-2008. Prerequisite: EDUC 205. (Cr.3)

Open only to students matriculated in this school.

343. Teacher and Student Learning Styles. Analysis and interpretation of learning styles. Psychological, cultural, multi-cultural, and disabling influences on learning style are studied together with appropriate pedagogical strategies. 2006-2008. (Cr.3)

344, 345, 346. Supervised Fieldwork. Permission of Chair of Education and Dean is required. 2006-2008. (Cr.1-3)

347, 348, 349. Supervised Research. Permission of Chair of Education and Dean is required. 2006-2008. (Cr.1-3)

350, 351, 352. Independent Study in Education. An opportunity for students to strengthen specific competencies within the prescribed course of study or to develop additional competencies. Students work under the supervision of a member of the department. Permission of the Chair of Education and the Dean is required. 2006-2008. (Cr.1-3)

353. Integrated Learning: Grades 1-3. The developmentally appropriate, integrated curriculum for grades 1-3 is examined. This includes the content areas of language arts, social studies, science, mathematics, art and music. The course focuses on methods and materials; appropriate practices; strategies for dealing with children with special needs; techniques for assessing teaching and learning effectiveness; and the use of technology and computers to enhance learning and instruction. 30 hours in a 1-3 classroom is required. Fall 2007. Prerequisite: EDUC 318 (Corequisite for transfer students). (Cr.3)

Open only to students matriculated in this school.

354. Integrated Learning: Grades 4-6. The developmentally appropriate, integrated curriculum for Grades 4-6 is examined. This includes the content areas of language arts, social studies, science, mathematics, art and music. The course focuses on methods and materials; appropriate practices; strategies for dealing with children with special needs; techniques for assessing teaching and learning effectiveness; and the use of technology and computers to enhance learning and instruction. 30 hours in a 4-6 classroom is required. Field placement must be in a middle school for adolescent education majors seeking certification downward. Spring 2007. Prerequisite: EDUC 318 (Corequisite for transfer students). (Cr.3)

Open only to students matriculated in this school.

355. Assessment of Learning and Behavior. Study of standardized, formal, informal, ongoing, and alternative measures used in the assessment of at risk and disabled populations with emphasis on the areas of reading in the content area of social studies. Ways to report and use assessment information is reflected through instructional planning in inclusive and special education classrooms along with strategies to communicate assessment information to parents. 15 hours field work required in a special education setting. 2006-2008. (Cr.3)

Open only to students matriculated in the school of Education.

356. Remediation of Learning Problems. Management of assessment and instructional skills and competencies needed to provide effective remediation based on information gathered through assessment of students in inclusive special education settings, individually or in groups. Emphasis is on methods and strategies for standards based instruction with emphasis in the areas of mathematics, science, and the arts. 15 hours field required in a special education setting. 2006-2008. (Cr.3)

Open only to students matriculated in this school.

357. Curriculum Adaptation. Provides students with the opportunity to use information gathered through assessment, adapt instruction and identify appropriate pedagogical strategies for the special education and at-risk students in inclusive and self-contained classrooms. Emphasis is on NYS standards for content and universal design to accommodate diverse learning styles, individually and in group settings, and the use of technology to enhance learning. 2006-2008. (Cr.3)

Open only to students matriculated in this school.

360. Language and Literacy. Introduction to language acquisition and literacy development by native English speakers and students who are English language learners. Techniques for developing listening, speaking, reading and writing skills. 10 hours field required. 2006-2008. (Cr.3)

375. Theoretical Foundation of Teaching and Learning in the Middle School. Physical, cognitive, social and emotional development of the middle school adolescent. Examination of philosophical and psychological grounding of Middle School. Application of diverse instructional strategies including integrated curriculum, interdisciplinary teaching, and teaming of students and teachers. 30 hours field required. 2006-2008. (Cr.3)

Open only to students matriculated in this school.

376. Curriculum and Methods of Teaching English Grades 7-12. Curriculum, methods and materials for integration and multidisciplinary approaches for teaching English and Language Arts-reading, listening, speaking and writing; application of learning theory and the use of developmentally appropriate practices; strategies for dealing with special needs; assessing teaching and learning effectiveness. Students will develop lessons for grades 7-12. 30 hours field experience required, 15 in a middle school and 15 in a secondary school. Prerequisite: 6 credits in required education courses; Min GPA 2.50 in academic concentration and in education courses. Required for childhood education majors seeking upward certification grades 7-9. All 30 field hours must be completed in a middle school setting for an upward extension. 2006-2008. (Cr.3)

Open only to students matriculated in this school.

377. Curriculum and Methods of Teaching Social Studies Grades 7-12. Curriculum, methods and materials for integration and multidisciplinary approaches for teaching social studies; application of learning theory and the use of developmentally appropriate practices; strategies for dealing with special needs; assessing teaching and learning effectiveness. Students will develop lessons for grades 7-12. 30 hours field experience required, 15 in a middle school and 15 in a secondary school. Prerequisites: 6 credits is required in education courses; Min GPA 2.50 in academic concentration and in education courses. Required for childhood education majors seeking upward certification for grades 7-9. All 30 field hours must be completed in a middle school setting for an upward extension. 2006-2008. (Cr.3)

Open only to students matriculated in this school.

378. Curriculum and Methods of Teaching Mathematics Grades 7-12. Curriculum, methods and materials for integration and multidisciplinary approaches for teaching mathematics; application of learning theory and the use of developmentally appropriate practices; strategies for dealing with special needs; assessing teaching and learning effectiveness. Students will develop lessons for grades 7-12. 30 hours field experience required, 15 in a middle school and 15 in a secondary school. Prerequisites: 6 credits in required education courses; Min GPA 2.50 in academic concentration and in education courses. Required for childhood education majors seeking upward certification for grades 7-9. All 30 field hours must be completed in a middle school setting for an upward extension. 2006-2008. (Cr.3)

Open only to students matriculated in this school.

379. Curriculum and Methods of Teaching Foreign Language Grades 7-12. Curriculum, methods and materials for integration and multidisciplinary approaches for teaching foreign languages-French and Spanish; application of learning theory and the use of developmentally appropriate practices; strategies dealing with special needs; assessing teaching and learning effectiveness. Students will develop lessons for grades 7-12. 30 hours field experience required, 15 in a middle school and 15 in a secondary school. Prerequisites: 6 credits in required education courses; Min GPA 2.50 in academic concentration and in education courses. Required for childhood education majors seeking upward certification for grades 7-9. All 30 field hours must be completed in a middle school setting for an upward extension. 2006-2008. (Cr.3)

Open only to students matriculated in this school.

380. Curriculum and Methods of Teaching Science Grades 7-12. Curriculum, methods and materials for integration and multidisciplinary approaches for teaching science-biology, chemistry, earth science, general science, and physics; application of learning theory and the use of developmentally appropriate practices; strategies for dealing with special needs; assessing teaching and learning effectiveness. Students will develop lessons for grades 7-12. 30 hours field experience required, 15 in a middle school and 15 in a secondary school. Prerequisite: 6 credits in required education courses; Min GPA 2.50 in academic concentration and in education courses. Required for childhood education majors seeking upward certification for grades 7-9. All 30 field hours must be completed in a middle school setting for an upward extension. 2006-2008. (Cr.3)

Open only to students matriculated in this school.

400. Special Topics in Education. An intensive study of a topic relevant to curriculum and pedagogy. The subject to be studied will vary from semester to semester. A student may elect this course as often as twice for college credit, presuming a different topic each time. 2006-2008. (Cr.3)

401. Principles and Practices of Reading in Elementary School. Principles of development and learning underlying reading instruction as part of the total communication process (listening, speaking, reading and writing). Methods for diverse learners (regular, disabled and gifted) from grades 1-6; materials, testing procedures and computer applications. 20 hours field experience required: 10 in grades 1-3, 10 in grades 4-6. 2006-2008. (Cr.3)

Open to all students.

402. Reading in the Content Area. Teaching for comprehension in the content areas through reading and writing. Emphasis placed on methods of teaching vocabulary, comprehension, study skills, and writing. Assessment of individual differences of general and special needs students as a basis for providing appropriate instruction. 10 hours in field required. 2006-2008. (Cr.3)

Open to all students.

406. Human Relations in the Educational Process. A study of the problems and potential of communication in the American pluralistic society and the implication for education: stereotyping, prejudice, drug and child abuse, disabled people, minority group culture and values. The role of personality, social perception, stress, group dynamics in human relations will be discussed. Different approaches to resolving tensions will be examined. Efforts to develop human relations values in educators by small group experiences, sensitivity and skills development. Identification and reporting suspected child abuse. 2006-2008. (Cr.3)

Open only to students matriculated in this school, or those who have formally declared a minor in Education.

408. Management of Behavior and Learning for At-Risk and Disabled. Study of biological, behavioral, psychosocial, humanistic and cognitive approaches to classroom management and instruction; emphasis on the application of strategies and methods for students with behavior and learning problems in the mainstream and special education setting; methods of developing social skills. Services in the school and community that strengthen partnerships with families are examined. Field observation required. 2006-2008. (Cr.3)

Open only to students matriculated in this school, or those who have formally declared a minor in Education.

418. Seminar, Observation & Student Teaching in Elementary School, Grades 1-3. (Cr.3)

438. Seminar, Observation & Student Teaching in Elementary School, Grades 4-6. (Cr.3)

Participants in EDUC 418 and EDUC 438 gain general experiences and meet specific requirements to acquire proficiency in teaching at the 1-3 and 4-6 grade levels. Seminar sessions include discussions of building community in classrooms; understanding the characteristics of children, including children with disabilities; content across the curriculum; professional responsibilities; and the use of technology in elementary classrooms. The student teacher works formally and informally with the cooperating teacher at a local school and undergoes regular assessment and experiences in various ways. Applicants for this course may have no more than one course left to complete in their academic concentration and must have satisfactory scholastic background (min. Cum GPA 2.50 in concentration and education courses and overall) and meet the physical, mental, speech, language and other standards established for the profession. Applicants will be expected to show evidence of active participation in professional experiences. Students must file an application with the Chair of Education during their junior year. Prerequisites: EDUC 353 and EDUC 354 with a minimum grade of “C”. Senior status required. Approval of Chair of Education. Minimum of 20 full days at grades 1-3 and 20 full days at grades 4-6. 2006-2008.

Open only to students matriculated in this school.

444. Seminar, Observation and Student Teaching in Special Education Grades 1-3. (Cr.3)

445. Seminar, Observation and Student Teaching in Special Education Grades 4-6. (Cr.3)

Participants in EDUC 444 and 446 teach under the supervision of field associates and faculty in special education or inclusive settings. Experiences are designed to help students acquire proficiencies in teaching at the 1-3 and 4-6 grade levels. Seminar sessions include discussions of meeting the needs of students with disabilities; classroom management; teaching and assessing learning in all content areas across the curriculum; developing relationships that support student learning; and the use of technology in special education settings. The student teacher works formally and informally with the cooperating teacher at a local school and undergoes regular assessment and experiences in various ways. Applicants for this course may have no more than one course left to complete in their academic concentration and must have satisfactory scholastic backgrounds (min. Cum GPA 2.50 in concentration and education courses and overall) and meet the physical, mental, speech, language and other standards established for the profession. Applicants will be expected to show evidence of active participation in professional experiences. Prerequisites: EDUC 353 and EDUC 354 with a minimum grade of “C”. Senior status required. Approval of Chair of Education. Minimum of 20 full days at grades 1-3 and at grades 4-6. 2006-2008.

Open only to students matriculated in Education.

453. Seminar, Observation and Student Teaching Grades 7-9. (Cr.3)

454. Seminar, Observation and Student Teaching Grades 10-12. (Cr.3)

Participants in EDUC 453 and EDUC 454 gain general experiences and meet specific requirements to acquire proficiency in teaching at the 7-9 and 10-12 grade levels. The student teacher works formally and informally with the cooperating teacher at a local school and undergoes regular assessment and evaluation. Knowledge gained in prior course work is applied to planning learning experiences, teaching and assessing the secondary school student. Student teachers attend weekly seminars in which they discuss effective communications; classroom management; knowledge of content; professional responsibilities; and meeting the needs of adolescent students with disabilities. Applicants for these courses may not have more than one course left to complete in their academic concentration and must have satisfactory scholastic background (min. cum GPA 2.50 in concentration and education courses and overall) and meet the physical, mental, speech, and language standards established for the profession. Applicants will be expected to show evidence of active participation in professional experiences. Students must file an application with the Chair of Education during their junior year. Prerequisites: 15 credits of education including methods, with a minimum grade of “C”, senior status. 2006-2008.

Open only to students matriculated in Education.