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Course Directory
Current Graduate School courses.
Showing 280 courses.
A
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A Developmental Interaction Approach To Teach Geography In Upper-elementary Grades [1.0]
This course will focus on the role of language and experience in learning geography, and how geography and map skills support social studies. Through active learning experiences, students will come to a deeper understanding of the underlying geographic concepts and vocabulary that are central to the course. Specific reference will be made to how the active and concrete teaching techniques used in the course, many of which were first developed by Lucy Sprague Mitchell, can foster learning among a wide range of learners. Dialogues that incorporate the vocabulary of geography will occur as students actively engage in terrain building and ...
- Code:
- EDUC866
- Credits:
- [1.0]
-
Adult Development Implications For Educational Leadership [3.0]
In this seminar, students examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development.
This Semester:- Code:
- LEAD503
- Credits:
- [3.0]
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Adults Development Organization Foundations Of Educational Administration [6.0]
This course explores the nature of the adult as learner and theories and processes of administrative and organizational development. Selected theories of administration and recent administrative practices are analyzed with respect to creating learning environments that are responsive to the multicultural constituencies of schools.
- Code:
- LEAD500
- Credits:
- [6.0]
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Advocacy & Collaboration In School & Community [1.0]
The course emphasizes professional ethics and advocacy related to the education of children with autism and other severe and multiple disabilities in the context of both school and community. Participants will learn strategies to facilitate development of collaborative relationships within the classroom, with related service personnel, and with others in the school and community. The course emphasizes the importance of understanding and supporting the needs of children from diverse cultural and linguistics backgrounds with autism and developmental disabilities and their families in obtaining needed programs and services in the community. Particular attention will be given to supporting children and families ...
- Code:
- EDUC812
- Credits:
- [1.0]
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American Sign Language: Module One [1.0]
This course offers an introductory, immersion approach to American Sign Language in communication with deaf persons. ASL may also be explored as an alternative means of communication within hearing children with language disorders who may be delayed in acquiring spoken English. Sessions will focus on aspects of deaf culture and the vitality and rich potential of American Sign Language communication. ASL Lab practice opportunities will be built into the schedule.
- Code:
- LANG760
- Credits:
- [1.0]
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American Sign Language: Module Three [1.0]
This course is the third and most advanced module of the American Sign Language Series. Sessions led by an educator who is herself deaf continue the immersion approach to American Sign Language. This course builds on the skills and abilities developed in the first two modules, further extending knowledge of the language, its culture, grammatical principles, and skill in communication. Prerequisite: EDUC 761 or permission of the instructor.
- Code:
- LANG762
- Credits:
- [1.0]
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American Sign Language: Module Two [1.0]
This course offers immersion approach to American Sign Language in communication with deaf persons. This course builds on American Sign Language: Module One and is designed to provide students with an essential fundamental knowledge of the language, its culture and its grammatical principles. Prerequisite: EDUC 760 or permission of the instructor.
- Code:
- LANG761
- Credits:
- [1.0]
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Arts Workshop For Teachers (grades N-6) [2.0]
This studio course stresses the relationship of expression in arts and crafts to aspects of teaching and learning in other areas. Students develop approaches for discovering the use and origins of materials as well as their role in the curriculum. The course helps teachers to develop a basic art program in their classrooms. Studio experiences include painting, collage, clay work, print making and such crafts as puppet making, dyeing, and weaving. Reading and class discussions deal with the development of art curricula using child development as a base. Students study children's art through slides and children's actual work.
This Semester:- Code:
- EDUC590
- Credits:
- [2.0]
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Assessment In Bilingual Special Education [1.0]
This course will introduce and explore informal and formal assessment practices for children who are English Language Learners. Students will learn about various ways of observing, collecting, documenting, and analyzing children's work and learning experiences as part of the informal assessment process. Students will also become familiar with formal assessment procedures and terminology, standardized testing, and strategies for test selection, to ensure results that are valid and unbiased. Student will be given practical experience in the preparation and administration of different forms of assessment, including the construction of simple performance assessments. Careful attention will be given to careful interpretation and ...
- Code:
- EDUC602
- Credits:
- [1.0]
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Assistive & Instructional Tech For Children With Autism & Dev Disorders [2.0]
This course will focus on assistive technology devices and instructional technology relevant to the instruction of children with autism and developmental disabilities (e.g., Augmentative communication devices, Board-maker software, Picture Exchange Communication and use of computer-based instruction and software in content and skill areas (e.g. reading and writing) as well as assistive devices related to mobility and activities of daily living. The course also incorporates discussion of typical and atypical language development and communicative characteristics and needs of children with autism and developmental disabilities. The course incorporates both high and low-technology options for enhancing language, academic and functional skills.
This Semester:- Code:
- EDUC811
- Credits:
- [2.0]
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Assistive Technology In Early Childhood Classroom: Developing Visual Tools & Strategies Bdmker [1.0]
This course is designed to prepare graduate students to respond to the needs of diverse learners in early childhood classrooms by using technology to create visual tools that promote communication, improve classroom organization and management, and expand literacy opportunities. Many children with developmental disabilities experience difficulty attending to and understanding auditory input, yet have relative strengths in visual skills. Graduate students will have hands-on experiences using the computer to create a variety of visual tools that they can incorporate into their teaching practices to support all children. Students will work independently and collaboratively using Boardmaker (tm), a simple drawing program ...
- Code:
- EDUC603
- Credits:
- [1.0]
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Autism Spectrum Disorders & Developmental Disabilities [2.0]
The primary focus of the course is developmental characteristics of learners with Autism Spectrum Disorders and other severe or multiple disabilities. Content of the course includes evidence-based principals and theories relevant laws and policies and current issues that influence professional practice including developmental cognitive, affective and behavioral characteristics, including approaches to assessment, instructional planning, implementation and evaluation of children with severe or multiple disabilities in the context of diverse cultural, ethnic and linguistic students and families and inclusive school settings.
- Code:
- EDUC810
- Credits:
- [2.0]
B
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Block Building & Dramatic Play [1.0]
The first session examines the function of blocks in the classroom and how block building fits into the nursery through primary school program. The second session is a block workshop. Later sessions include discussion of blocks in relation to the child's development, the role of the teacher in facilitation of dramatic play, the use of supplementary materials, fantasy and reality in dramatic play, and the creation of a nonsexist learning area.
- Code:
- EDUC606
- Credits:
- [1.0]
C
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Child Development [3.0]
In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socio-economic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant ...
This Semester:- Code:
- EDUC500
- Credits:
- [3.0]
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Child Development And Variations With A Focus On Middle Childhood (grades 5 - 9) [3.0]
This course focuses on understanding, teaching and meeting the needs of children in upper elementary grades and the middle school years. The interaction of physical growth and social, emotional and cognitive development will be an organizing focus in the course. Different developmental theories will be examined and related to graduate students' own backgrounds and current teaching situations. A range of learning and behavioral variations will be explored in the context of family, school lives, and community. Issues related to race, class, gender, sexuality, power, ability and disability will be recurring themes. Specific topics will include emerging concepts of self and ...
This Semester:- Code:
- EDUC501
- Credits:
- [3.0]
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Childhood Education & Teaching Literacy Supervised Fieldwork Student Teaching/ Advisement [6.0]
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strenghts and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course. Pre- or corequisite: EDUC 860.
This Semester:- Code:
- EDUC942
- Credits:
- [6.0]
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Childhood General Education Supervised Fieldwork Student Teaching/ Advisement [6.0]
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
This Semester:- Code:
- EDUC956
- Credits:
- [6.0]
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Childhood Museum Education Supervised Fieldwork/student Teaching/museum Internship [6.0]
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
This Semester:- Code:
- EDUC980
- Credits:
- [6.0]
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Childhood Special And General Education Supervised Fieldwork Student Teaching/ Advisement [6.0]
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
This Semester:- Code:
- EDUC964
- Credits:
- [6.0]
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Childhood Special Education Supervised Fieldwork Student Teaching/ Advisement [6.0]
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strenghts and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
This Semester:- Code:
- EDUC971
- Credits:
- [6.0]
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Child Life In The Health Care Setting:a Family-centered Care Approach [3.0]
When facing acute and chronic illness, today's infants, children and adolescents pose a unique challenge to health care professionals. This course provides an overview of the theory, practice, and programming of the child life profession, with an emphasis on family-centered care. This course is designed for, but not limited to, students interested in a career as a child life specialist. A developmental perspective is used to examine the child's perception and understanding of hospitalization and related health care experiences within the context of a diverse culture. Through carefully sequenced didactic and clinical components, case studies, small group discussions, guest speakers, ...
This Semester:- Code:
- EDUC821
- Credits:
- [3.0]
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Child Life Program Development And Administration [3.0]
This course will introduce students to the skills needed to develop, direct, and manage child life programs in health care settings. Emphasis will be placed on developing a philosophy of leadership that fosters team collaboration and staff participation. Program planning will be addressed within the context of child development and child life principles. Topics covered will include staff development and supervision, continuous quality improvement, proposal writing, program development, and departmental management skills. Prerequisites: EDUC 822 and EDUC 950.
- Code:
- LEAD825
- Credits:
- [3.0]
-
Children's Literature For Grades 3-6 [1.0]
This course serves as an introduction to some of the important ideas involved in selecting and using literature appropriate to children in grades 3-8. The function and meaning of "story" and/or "narrative" in oral tradition and written literature are organizing concepts in this course. Students will participate in discussion and workshop activities and use their own responses, criteria from the field of literary criticism, and principles of child development to discuss ways of deepening children's connections with literature. Prerequisite: EDUC 564.
- Code:
- EDUC865
- Credits:
- [1.0]
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Children's Literature In A Balanced Reading Program (focus On Grades 3-8) [3.0]
The concept of "story" in oral tradition and written literature is the focus of this course. Through storytelling, discussion, and workshop activities, students use their own responses, criteria from the field of literary criticism, and principles of child and adolescent development to analyze and evaluate the literary and curricular merits of childhood and middle childhood fictional materials. Some organizing concepts are the importance of the oral tradition to literary development; the nature of literary structure; the recognition of style in literature; the presence of archetypal themes across cultures; and the uniqueness and purpose of literary language, including its relevance to ...
This Semester:- Code:
- EDUC565
- Credits:
- [3.0]
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Children With Special Health Care Needs: In The Hospital, At Home, And In School [3.0]
This course will explore the personal, educational, social and familial dimensions of childhood health conditions, including a focus on the educational law and how it applies to children with special health care needs. Children with severe and chronic illness often spend more time in school and at home than in the hospital. We will address the impact of these transitions on cognitive, social, and emotional development through the use of vignettes. This course will address the ways in which workers in the health care, school and community settings can help the children, their families, and their peers adapt successfully to ...
- Code:
- EDUC822
- Credits:
- [3.0]
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Classroom Management And Discipline In A Supportive Environment [1.0]
This course will examine the day-to-day aspects of classroom management. It will address, among other things, such concerns as setting up the physical environment, planning for the first day, establishing routines, rules, transitions, approaches to assessment, and systems of record keeping. It will include discussions of various approaches to discipline and use of participants' classroom observation and experiences as resources for discussion around this issue. It will also consider how to include families and other adults in the classroom in working with children who may have behavioral issues.
- Code:
- EDUC609
- Credits:
- [1.0]
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Clinical Experiences And Supervised Fieldwork I & Ii Children In Health Care Settings [6.0]
Fieldwork in an appropriate setting with supervision and advisement. Students participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice.
This Semester:- Code:
- EDUC950
- Credits:
- [6.0]
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Collaboration & Differentiation In The Instruction Of Students W/ Learning Problems [3.0]
This advanced course combines theory and practice through supervised, intensive work with groups and individual children from diverse cultural and linguistic backgrounds who have learning problems. The course will also provide opportunities to develop and apply strategies for collaboration through family outreach and team teaching. Emphasis is on the integration of knowledge of child development, developmental variations and cultural and linguistic diversity as a basis for the assessment, planning and implementation of differentiated instruction. Students who fulfilled their Supervised Fieldwork Experience as a student teacher must take this course. Those students who already hold general education certification and who fulfilled ...
This Semester:- Code:
- EDUC863
- Credits:
- [3.0]
-
Collaborative Student Faculty InquiryThis Semester:
- With Prof. Roberta Altman,
- With Prof. Nancy Gropper,
- With Prof. Minna L. Immerman,
- With Prof. ,
- With Prof.
- Code:
- IMP2
- Credits:
- [0.0]
-
Communications Disorders In School-age Children [2.0]
This course is designed to deepen graduate students' understanding of language development, diversity and disorders, and to examine aspects of atypical language acquisition and development in monolingual and multilingual children. Using current brain research, this course will explore neurological development and its relationship to language functioning. Participants will explore the impact of language delay and disorder on academic performance and social and emotional interactions. In addition, students will learn to use the information gathered from formal and informal assessments to develop instruction that enhances learners' strengths and supports their needs. Throughout the course, students will consider how collaborations with other ...
This Semester:- Code:
- EDUC807
- Credits:
- [2.0]
-
Community-based Action Research: Theory & Inquiry Methods For Community Educators [3.0]
This course, with its central focus on community-based action research, is designed for educators in social agencies, afterschool, and other out-of-school and informal learning initiatives. The central aim is to deepen and extend participants' understanding of their own and others' worksites as they jointly seek ways to improve community-education practices. Inquiry projects conducted over time in these educators' community sites will be discussed in class, affording shared opportunities to learn from and with one another in the broader terrain of out-of-school learning. Drawing on multiple data sources and ongoing analysis at their worksites, critical readings, class discussions, relevant videos, and ...
This Semester:- Code:
- EDUC581
- Credits:
- [3.0]
-
Community-based Leadership Seminar Series [1.0]
This series of four seminars provides an overview of the field of community-based learning and includes moderated discussions with experiences leaders from a wide variety of local organizations. Through panel discussions, readings, and participants' own investigations, each seminar addresses an essential question: What is a community? How are people in communities connected? How does change take place in communities? And, how do community-based organizations catalyze, harness, and/or support change?
- Code:
- LEAD515
- Credits:
- [1.0]
-
Community-based Leadership Supervised Fieldwork/advisement [3.0]
The supervised fieldwork experience, which integrates theory and practice, combines field placements, conference group meetings, and individual advisement. Working with a Bank Street advisor and a site mentor, candidates increasingly take on leadership responsibilities at a primary internship site -- typically a community-based organization with an educational mission. This may be the site where the candidate is currently employed. By taking on a range of leadership roles and responsibilities, the candidate gains new insight into the organization's mission/vision, theory of change, educational approach and strategies, outreach initiatives, governance, operations, development efforts, and resource management. Candidates also spend time at one ...
This Semester:- Code:
- LEAD985
- Credits:
- [3.0]
-
Comparative Migration Experience And Cultural Perspectives Of Immigrant Groups [1.0]
Designed to make students more aware of and sensitive to ethnic groups in the United States, this course focuses on the history and culture of the people from the areas of the world most represented in our schools. This course will provide our students with a multicultural perspective in education. The course discusses the topic of immigration and its impact on the education of culturally diverse children in urban settings and their future employment opportunities as well as the ways in which immigrant groups are perceived in our society. Participants will survey the student population in schools located where there ...
- Code:
- EDUC600
- Credits:
- [1.0]
-
Current Topics In Readin/writing Difficulties In Multicultural Classrooms Approaches To Decodin [2.0]
This is an advanced course for students interested in expanding their knowledge of current issues in the field of reading. Prerequisite: EDUC 860.
This Semester:- Code:
- EDUC868
- Credits:
- [2.0]
-
Curric In Early Chldhd Ed:develo Learning Environs/exp For Childr Of Diverse Backgrounds/abilities [3.0]
This course assists students in setting a framework for developing curriculum in early childhood settings that will encompass multiple learning situations and broad variations in students' needs. The curricular framework emerges from principles of child development, with a focus on cultural and linguistic diversity, content area knowledge, and awareness of one's own values. Using social studies as the core of an integrated curriculum, students will explore the opportunities offered by curricular areas and materials, and will examine the questions and issues that arise in creating social and learning environments. Students use the curricular framework to make decisions as they plan, ...
This Semester:- Code:
- EDUC514
- Credits:
- [3.0]
-
Curriculum Development And Sheltered Instruction In Dual Language/bilingual Classrooms [3.0]
This course is designed to acquaint teachers with current curriculum mandates and methods of implementation in a Dual Language classroom. Emphasis will be placed on social studies as the core in a dual language setting, including language planning and models of authentic assessment. Participants will have the opportunity to plan and develop curricula based on principles of child development, content knowledge and the culture and values of the community of teachers and learners. Students will develop curricula both in English and in the native language. Attention will be given to the classroom environment, the selection of materials, literature, art and ...
This Semester:- Code:
- EDUC515
- Credits:
- [3.0]
-
Curriculum Development For Mathematics Leaders [3.0]
This course focuses on curriculum design using students' research of both the current and historic work of others, and the student's class presentations and experience. Students choose modules of mathematics teaching that they wish to pursue; e.g., The Integration of Mathematics, Science, and Technology; Probability; Intuitive Geometry; Applications of Mathematics to the Arts. Aspects of the course include demonstration, discussion; and practice of teaching methods and materials; research of both current and historical practices; and designing, testing, and evaluating curriculum. An integral part of the course is the students' presentations of their research and curricula. For Mathematics Leadership students only.
- Code:
- LEAD514
- Credits:
- [3.0]
-
Curriculum Development Through Social Studies (elementary & Middle School) [3.0]
Students work on individual and group assignments to produce thematic curricula in social studies for middle grades children. Specific attention is paid to working with children of diverse cultural backgrounds, learning styles and abilities, and language abilities. Students study the content, structure, and methods of responsive social studies curricula within the context of the developing adolescent. Workshop style sessions include such topics as mapping, trips, and the use of artifacts; the infusion of technology and the arts; authentic assessment; the role of state standards; and curriculum integration.
This Semester:- Code:
- EDUC511
- Credits:
- [3.0]
-
Curriculum In Early Childhood Education (grades N-3) [3.0]
This course assists students in setting a framework for planning and developing curriculum based on the principles of growth and development, areas of knowledge, and their own values. Using this framework for decision making, students examine issues and questions that emerge when creating the physical and social learning environment. Opportunities offered by particular materials, activities, and disciplines are explored. Emphasis is given to social studies, viewed as the core of an integrated curriculum. It is also the catalyst for cultivation of democratic values and practices and the principal means by which the curriculum is connected to the diversity of the ...
This Semester:- Code:
- EDUC510
- Credits:
- [3.0]
-
Curriculum & Instruction Supervised Fieldwork/ Student Teaching/ Advisement [6.0]
Fieldwork in an appropriate setting with supervision and advisement. Students participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice.
This Semester:- Code:
- EDUC946
- Credits:
- [6.0]
D
-
Designing & Managing Classroom Environment For Children & Youth W/spec Needs (grades K And Up) [3.0]
This course is designed to help teachers create classroom environments that will meet the needs of all children, including those with learning and/or behavioral problems. Addressing the concerns of both general and special education teachers, it incorporates presentations, role-playing, discussions, analyses of filmstrips and videotapes and informal diagnostic procedures. Teachers examine the complexities of their day-to-day responsibilities and concerns, including classroom management, styles of discipline, and the interplay between curricula, rules, routines, expectations, and children's behavior.
This Semester:- Code:
- EDUC605
- Credits:
- [3.0]
-
Developmental Systems I: Connect Research In Early Devel To Pract In Early Childhood Education [2.0]
This course is designed to deepen a student's understanding of the processes of development and developmental variations in infancy and early childhood. By considering current research from neuroscience, psychology, and the social sciences, students will develop an appreciation of the complex interactions between early brain development and the social environment. Students will identify forces that impact typical development and the range and variety of developmental pathways within different cultural and environmental contexts. Students will develop their understanding of the characteristics, etiology, and developmental variations of specific disabilities that occur in young children, and the implications of these differences for development ...
This Semester:- Code:
- EDUC892
- Credits:
- [2.0]
-
Developmental Systems Ii: Approaches To Early Childhood Assessment [2.0]
This course introduces and explores informal and formal assessment practices for young children. Students will learn about various ways of observing, collecting, documenting, and analyzing children's work and learning experiences in a variety of settings. Students will also become familiar with formal and informal assessment procedures and terminology, standardized testing, and strategies for test selection to ensure results that are valid and unbiased. Students will also examine legal, ethical, culturally responsive, and professional considerations of assessment. Students will be given practical experience in the preparation and administration of different forms of assessment, including the construction of simple performance assessments. Critical ...
- Code:
- EDUC893
- Credits:
- [2.0]
-
Developmental Variations [2.0]
This course is designed to increase participants' awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from diverse and historical points of view. Federal categories of disabilities will be covered, with an emphasis on developmental expectations,educational progress and effective interventions. The course will prepare candidates to collaborate and co-teach with peers as they identify, plan for, and remediate based on the individual needs of children who represent broad spectrums of learning styles and abilities within the contexts of school, family, and community. The course will incorporate all aspects of the special education process and state ...
This Semester:- Code:
- EDUC803
- Credits:
- [2.0]
-
Developmental Variations Ii: Emotional And Behavioral Issues [2.0]
This course focuses on understanding, teaching, and meeting the needs of adolescents with severe learning and behavioral disorders in upper elementary and secondary school settings. Familiarity with basic adolescent developmental framework is applied to the assessment and understanding of individual students within the contexts of their schools, families and communities. The course is practically focused and includes discussions of managing specific classroom incidents, resolving conflict, focusing curriculum, fostering adolescent growth and learning, and considering and involving families. Live Space Intervention, based on the work or Redl, Long, and others, is considered in depth. Case material and guest speakers present in ...
- Code:
- EDUC805
- Credits:
- [2.0]
-
Development Of Educational Policy [1.0]
This course is designed to provide students with an understanding of policy making at the local, state, and federal levels. Current issues and trends in education as they pertain to policy making are addressed. Students examine the forces that influence policy formulation and implementation at these three levels.
This Semester:- Code:
- LEAD604
- Credits:
- [1.0]
-
Diagnosis Of Learning Problems And Intervention Techniques For The Mathematics Educator [2.0]
This course has been designed to convey the process of clinical teaching. Through focus on an individual child, students will be concerned with the practical and theoretical aspects of learning style, language as a learning tool, perceptual abilities and disabilities, dyscalculia, and specific arithmetic disability. Students will learn to analyze children's strengths and weaknesses and to describe and clearly communicate specific recommendations for the child's parents and classroom teacher.
- Code:
- EDUC542
- Credits:
- [2.0]
-
Directed Essay
- Code:
- DE 500
- Credits:
- [0.0]
-
Drawing Concepts [5.0]
Approximately one half of our class will be utilized drawing from the figure, costumed and nude. A variety of pose lengths will be explored, stressing the entire figure and the ability to see the entire picture plane. In addition, we will draw furniture, cityscapes, still-lifes, and interiors to experience and examine how 3-D space is delineated and represented on a 2-D surface. Art historical approaches, pre- Renaissance, a bit of perspective, and modern examples will be looked at to see how drawing describes and defines the picture plane. Everything we look at in this class, we will draw. We will ...
- Code:
- PARS7780
- Credits:
- [5.0]
-
Dual Lang/bilingual Middle Sch Education Supervised Fieldwork Student Teaching/ Advisement [6.0]
Fieldwork in an appropriate setting with supervision and advisement. Students in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice.
This Semester:- Code:
- EDUC962
- Credits:
- [6.0]
-
Dual Language/bilingual Childhood Education Supervised Fieldwork/ Student Teaching [6.0]
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
This Semester:- Code:
- EDUC961
- Credits:
- [6.0]
-
Dual Language/bilingual Childhoo Special Education Supervised Fieldwork/student Teaching/advis [6.0]
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
This Semester:- Code:
- EDUC974
- Credits:
- [6.0]
-
Dual Language/bilingual Childhoo Special & Gen Educ Supervised Fieldwork /student Teaching [6.0]
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
This Semester:- Code:
- EDUC967
- Credits:
- [6.0]
-
Dual Language/bilingual Early Childhd Spec Education Supervise Fieldwork/student Teaching/advis [6.0]
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
This Semester:- Code:
- EDUC973
- Credits:
- [6.0]
-
Dual Language/bilingual Early Childhood Education Supervised Fieldwork/student Teaching [6.0]
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
This Semester:- Code:
- EDUC960
- Credits:
- [6.0]
-
Dual Language/ Bilingual Early Childhood Special & Gen Educatio Supervised Fieldwork/stud Teachi [6.0]
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
This Semester:- Code:
- EDUC966
- Credits:
- [6.0]
-
Dual Language/bilingual Middle School Spec Education Supervised Fieldwork/student Teaching/advis [6.0]
Fieldwork in an appropriate setting with supervision and advisement. Students in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice.
This Semester:- Code:
- EDUC975
- Credits:
- [6.0]
-
Dual Language/bilingual Middle School Spec & Gen Educ Supervise Fieldwork/student Teaching [6.0]
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strenghts and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
This Semester:- Code:
- EDUC968
- Credits:
- [6.0]
E
-
Early Childhood And Childhood Supervised Fieldwork/student Teaching/advisement [6.0]
- Code:
- EDUC983
- Credits:
- [6.0]
-
Early Childhood & Childhood Education Supervised Fieldwork Student Teaching/ Advisement [6.0]
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
This Semester:- Code:
- EDUC958
- Credits:
- [6.0]
-
Early Childhood Education Supervised Fieldwork Student Teaching/ Advisement [6.0]
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
This Semester:- Code:
- EDUC955
- Credits:
- [6.0]
-
Early Childhood Leadership Policy Internship [3.0]
As a necessary companion experience to LEAD 832, students are placed in internships in institutions, agencies, and organizations which affect childcare policy on the state and federal levels, either indirectly through advocacy or directly through implementation. Corequisite: LEAD 832. For Early Childhood Leadership students only.
- Code:
- LEAD833
- Credits:
- [3.0]
-
Early Childhood Leadership Practicum In Clinical Supervision [3.0]
This practicum provides an opportunity to explore further the model of clinical supervision through careful evaluation of an ongoing supervisory relationship. Prerequisite: LEAD 615. For Early Childhood Leadership students only.
This Semester:- Code:
- LEAD830
- Credits:
- [3.0]
-
Early Childhood Leadership Practicum In Organizational Development [3.0]
This practicum continues the work begun in LEAD 830. Each student implements his or her plan for change while continuing to document and evaluate the process of change. Prerequisite LEAD 535. For Early Childhood Leadership students only.
- Code:
- LEAD831
- Credits:
- [3.0]
-
Early Childhood Leadership Supervised Fieldwork/ Advisement [4.0]
Students explore a variety of theories and methods of analysis as applied to organizations and their members. Each student prepares an in-depth analysis of his or her work setting focusing on organizational structure and behavior. For Early Childhood Leadership students only.
This Semester:- Code:
- LEAD930
- Credits:
- [4.0]
-
Early Childhood Practicum I: Observing A Child Through Family Cultural Contexts [2.0]
Early Childhood Practicum I and II is a year-long course that provides graduate students in the Special and General Early Childhood Education programs the opportunity to integrate theoretical knowledge with guided practical experience as they work individually with a child and the child's family. Early Childhood Practicum I addresses two areas of study that are fundamental for early childhood professionals: 1) observation as the basis of early childhood assessment and 2) culturally responsive, family-based practice. The overarching goal of the course is that students become reflective teacher/practitioners, developing a deeper awareness of themselves and of the life experience of the ...
This Semester:- Code:
- EDUC894
- Credits:
- [2.0]
-
Early Childhood Special Education Supervised Fieldwork Student Teaching/ Advisement [6.0]
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
This Semester:- Code:
- EDUC970
- Credits:
- [6.0]
-
Early Childhood Special & Genera Education Supervised Fieldwork Student Teaching/ Advisement [6.0]
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
This Semester:- Code:
- EDUC963
- Credits:
- [6.0]
-
Early Child/practic Ii: Collabor W/families& Colleag About Cycle Of Assessment Plannin&instructio [2.0]
This course completes a yearlong sequence of work with a child and the child's family. The focus in the second semester is two-fold: 1) developing a responsive collaboration with the family about the child's learning and development and 2) analyzing the graduate student's own interactions and instructional strategies with the child. Through conversations with the family, students will learn about the family's view of the child. Students will engage in a variety of informal assessment practices designed for the needs of their study child. Based on their growing understanding of the child and the child's interests and developmental needs, students ...
- Code:
- EDUC895
- Credits:
- [2.0]
-
Early Language & Literacy In Sociocultural Cntxts: Supportng Devel & Adapting For Disability [2.0]
This course examines communication, language, and literacy as they emerge in infancy through early childhood (birth-8). Special attention will be given to the integrated nature of learning in these early years, encompassing social, physical, emotional, and cognitive growth. Language socialization, communicative competence, and literacy are seen as expressions of sociocultural learning. The students will learn about similarities and variations in the linguistic and discourse traditions of different cultural groups, as well as the developmental pathway for children learning two or more languages. Throughout the course students will be introduced to communication disorders and other disabilities of the early years that ...
This Semester:- Code:
- EDUC869
- Credits:
- [2.0]
-
Earth: Inside And Out [3.0]This Semester:
- Code:
- SCIE501
- Credits:
- [3.0]
-
Educating Infants And Toddlers: Environments [3.0]
In this course students examine, define, and expand the varied meanings of the environment as it applies to the early care and education of children under three and their families. The integrating principles are socioeconomic influences as well as developmental principles. Typical infants and toddlers as well as those with special needs are considered in planning environments. Issues surrounding diversity and anti-bias care are addressed throughout in order to increase the awareness and sensitivity of caregivers. Students gain experience in designing, setting up, and maintaining nurturing environments. Principles of design and material selection are grounded in developmental theory about the ...
- Code:
- EDUC519
- Credits:
- [3.0]
-
Educating Infants And Toddlers: Programs And Activities And Emergent Literacy [3.0]
This course offers students the opportunity to choose and examine critically the parameters of a program for typically developing infants and toddlers as well as those with special needs. In addition, each student will read about and critique an exemplary program. In order to concretize real-life issues, the course will include a presentation of current local programs, including early intervention programs that serve diverse populations. Students will explore varied aspects of the infant/toddler program such as language and books, music, art, blocks, sand, waterplay, and cooking. A special session on understanding the early intervention law is included. A major focus ...
This Semester:- Code:
- EDUC520
- Credits:
- [3.0]
-
Educational Technologies For Mathematics Leaders
This course introduces tool software such as spreadsheets, graphing programs, and geometric and algebraic manipulators, which have multiple uses in teaching and learning mathematics. It also examines uses of emerging technologies that impact mathematics education, such as the interface of video and computers.
- Code:
- MATH540
- Credits:
- [0.0]
-
Education Of Children W/ Autism Spectrum Disorders: Assessment & Educational Intervention [1.0]
This short course will help graduate students consider the significance of educational intervention as the primary effective treatment of children with autism spectrum disorders. This course will help graduate students recognize and develop a broad understanding of the unique pattern of characteristics of learning and development attributed to people with autism, while encouraging participants to consider the importance of providing young children who are on the autistic spectrum with an educational program that is responsive to each child's personal pattern of relative strengths and vulnerabilities. Graduate students will be asked to consider some of the issues raised by a variety ...
- Code:
- EDUC629
- Credits:
- [1.0]
-
Education Policy, Advocacy And Law [3.0]
Current administrative thought is examined in the context of its historical, economic, philosophical, and sociocultural political bases. Selected theories of administration and recent administrative practices are analyzed with respect to creating learning environments that are responsive to the multicultural constituencies of schools.
- Code:
- LEAD530
- Credits:
- [3.0]
-
Effective Management In An Educational Context [3.0]
This course, designed for students in educational leadership programs, examines various management topics applicable to school and district leadership. Some of the topics discussed are globalization, marketing, labor relations, coaching, power, influence, communication, and other practical skills. It aims to give students an understanding of these topics, provide opportunities to practice relevant skills, and develop habits of good leadership and management. Students will be exposed to the theories and practices proposed by well-known authors in the field of leadership and management. Students will have opportunities to practice what they learn in class through realistic assignments and classroom activities. These will ...
- Code:
- LEAD875
- Credits:
- [3.0]
-
Electronic Portfolio
- Code:
- EP 500
- Credits:
- [0.0]
-
Emergent Literacy And Selecting Literature For Young Children [1.0]
This course focuses on the role of literature in the life of the developing child as it facilitates and provides an entry into literacy. Students gain an understanding of the relationships between aspects of young children's language and what they relish in stories: repetition, rhythm, rhyme, and concrete and sensorial language. Using multicultural and nonsexist perspectives, students evolve criteria for judging and selecting literature to use with children from ages three through eight. Effective uses of literature for young children are examined, including reading aloud; telling stories; and using literature to extend the curriculum in social studies or sciences. Prerequisite: ...
- Code:
- EDUC864
- Credits:
- [1.0]
-
Exhibition Development And Evaluation [2.0]
This course focuses on the development of interpretive exhibitions, with emphasis on participatory exhibitions for children and families. The exhibition is viewed and analyzed as a learning environment that conveys cultural values. Students study the process of creating an exhibition from inception to installation and examine the roles of educator, designer, curator, and evaluator in a team approach to exhibition development with focus on the role of the educator. Through class sessions and assignments, students meet with exhibition designers, observe visitor behavior, critique and evaluate exhibitions, and engage in problem-solving activities related to exhibition development. Throughout the course, students work ...
- Code:
- EDUC614
- Credits:
- [2.0]
-
Exhibition Development For Museum Leaders [2.0]
The course offers insight into exhibitions as learning environments, with an emphasis on how to create meaningful experiences for intergenerational audiences. Coursework includes readings in the growing field of museum learning and analysis of different models of development and design, including the team approach. For Museum Leadership students only.
- Code:
- LEAD511
- Credits:
- [2.0]
-
Explorations Of Nature [2.0]
This course is designed to provide students with an introduction to the scientific exploration of the natural world through a review of the fundamental discoveries and principles of Physical Sciences, Life Sciences, and Earth and Space Sciences. The course is organized around common principles of scientific inquiry such as observation and experiment. As we discuss various concepts in the physical and life sciences, we will frame our work by issues such as what types of questions can be answered through scientific investigation, how such an investigation is designed, and the insights and limitations offered by experimental data. Once students understand ...
- Code:
- SCIE510
- Credits:
- [2.0]
-
Extended Field Experiences With Diverse Learners
Taken during the Supervised Fieldwork/ Student Teaching/Advisement year.
- Code:
- EDUC990
- Credits:
- [0.0]
F
-
Family Child Teacher Interaction In Diverse And Inclusive Educational Settings [2.0]
Students examine the role of the teacher in the classroom in order to develop insight into their own professional and personal styles. The culture of the school and its influence on teachers and families is explored. The course also examines the implications of working with a multicultural community and differing family structures. Students develop skills and procedures in parent conferencing, as well as an understanding of the concerns of parents of children with special needs. The regulations and implications of the Individuals with Disabilities Education Act (IDEA) are also studied. The course includes the recognition of indications of child abuse ...
This Semester:- Code:
- EDUC604
- Credits:
- [2.0]
-
Fiction Workshop & Final Project Tutorial [5.0]
This course has two parts: a six-session Fiction Workshop and a six-session Final Project Tutorial. A different instructor will teach each workshop. The Fiction Workshop explores the process by which life is transformed into fiction. It examines the craft of fiction through close reading of selected stories and participants' own writing. The course considers the question of authorial intentionality and explores a variety of narrative strategies. The Final Project Tutorial challenges students to develop further one piece of writing done during the three years of the program, or assemble several pieces of work into a coherent whole. For Leadership in ...
- Code:
- SRLW7782
- Credits:
- [5.0]
-
Finance And Fundraising For Educational Leaders [1.0]
This course provides teachers and administrators with the basic information and techniques necessary for obtaining grants. Processes for conceptualization and development of programs, identification of funding sources and resources and the development of strong proposals related to the programmatic needs of the institution are examined and discussed. Students participate in actual proposal writing and review sessions.
- Code:
- LEAD620
- Credits:
- [1.0]
-
Fiscal Management For Educational Leaders [1.0]
This introductory course in basic budgeting and expense management will focus on selected topics that help students better understand budget planning processes and preparation, the local impact of the federal education budget, and how budgets may be viewed as a statement of educational priorities. Course activities include practice in preparing operational budgets for a particular school and analyzing a system-wide budget for educational implications.
- Code:
- LEAD621
- Credits:
- [1.0]
-
Folklore In Education [1.0]
An introduction to folklore as a professional resource and field of study with theoretical and practical applications in schools, museums, Child Life, and community programs (K-8). Multilingual children's games, fold narratives and material lore from a range of cultural traditions will be presented in relationship to literacy and language development, curriculum integration, family-school partnerships and cultural competence. Print and media resources, as well as information on local, regional and international folklore organizations are included to enable further research. This course is also relevant to students and practitioners in special education, ESL/bilingual education, educational leadership, and dual-degree social work programs. For ...
- Code:
- EDUC574
- Credits:
- [1.0]
-
Formal Testing:observation And Assessment [3.0]
The main goal of this course is to familiarize teachers with the process of formal educational and psycho-educational assessment of children with reading, language, and learning difficulties. Students will develop an understanding of the appropriate use, value and limitations of monolingual and bilingual formal tests, and they will learn to evaluate testing instruments and interpret different types of scores. Students will broaden their abilities to incorporate information from diagnostic reports into their teaching. Legal and ethical considerations and the history of intelligence testing will be explored. Controversies surrounding formal testing, including questions related to multicultural assessment, will be addressed throughout ...
This Semester:- Code:
- EDUC862
- Credits:
- [3.0]
-
Foundations And Practice Of Dual Language/bilingual Education [1.0]
This course presents the basic principles and theories of bilingual education, its history in the United States and around the world, and the variety of bilingual programs available, with special emphasis on dual language education. This course will also examine the sociolinguistic and psycholinguistic aspects of bilingualism. As part of this course, guests from dual language schools will be invited to the class so that students can interview the key stakeholders: teachers, students, administration personnel, and parents. This experience will make evident the essential elements that a dual language school needs to have in place to be successful in its ...
This Semester:- Code:
- EDUC537
- Credits:
- [1.0]
-
Foundations Of Ed. Leadership: Culture & Society [1.0]
This course explores the social norms, values, and practices that affect schooling in the United States today. Students will develop an expanded analytical perspective and be able to relate this perspective to contemporary issues in school reform and cultural analysis. For Early Childhood Leadership and Leadership in the Arts students only.
- Code:
- LEAD536
- Credits:
- [1.0]
-
Foundations Of Ed. Leadership: Organizational Development [1.0]
This course examines theory, research, and practice concerning organizational development. The course will provide opportunities for students to integrate theory and research with administrative practice through the use of such methods as simulation experiences, readings, observations, and interviews. For Early Childhood Leadership and Leadership in the Arts students only.
- Code:
- LEAD535
- Credits:
- [1.0]
-
Foundations Of Educational Leadership: Adult Development [1.0]
This course surveys the nature of the adult learner, examining patterns of development and the influences upon their development. As students study materials and share their experiences, they acquire theoretical tools that will aid in their organizational interactions with adults and increase their understanding of their own development. For Early Childhood Leadership and Leadership in the Arts students only.
- Code:
- LEAD534
- Credits:
- [1.0]
-
Foundations Of Educational Leadership: Ethics & Philosophy [1.0]
This course examines a range of educational philosophies as the foundation for understanding the attitudes, behaviors, and vision of leaders. The relationship between philosophical frameworks and effective leadership styles is analyzed for implications for schools as pluralistic, democratic environments. For Early Childhood Leadership and Leadership in the Arts students only.
This Semester:- Code:
- LEAD532
- Credits:
- [1.0]
-
Foundations Of Educational Leadership: Law, History And Economics [1.0]
Current administrative thought and practice are examined in the context of their historical and economic roots. The trends, themes, assumptions, and prominent leaders of the various periods of United States educational history are discussed. The course also focuses on the various ways the economic themes of liberty, equality, and efficiency were treated in these historical periods. An understanding of these historical and economic roots supports the development of appropriate administrative strategies to make schools more responsive learning environments. For Early Childhood Leadership and Leadership in the Arts students only.
- Code:
- LEAD533
- Credits:
- [1.0]
-
Foundations Of Modern Education [3.0]
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street's history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. The course is designed to help teachers to expand and deepen their understanding of the social, political, and economic forces that influence the work of educators and children and their families.
This Semester:- Code:
- EDUC530
- Credits:
- [3.0]
-
Foundations: The Influence Of Culture And Politics On Literacy Theory And Practice [2.0]
This course examines the ways in which historical, philosophical, cultural, and political trends have impacted research and pedagogy in the field of literacy (reading, writing, and language arts). Students explore how literacy theory and practice have been influenced by changing visions of teaching and learning; standards and assessment; the roles of special education and the education of English language learners; the appropriate nature of home, school, and community relationships; and the needs of the workforce. Students will be expected to use various forms of media and transitional research to deepen their understanding of these issues and become more critical readers ...
This Semester:- Code:
- EDUC536
- Credits:
- [2.0]
-
Future School Leaders Academy Supervised Fieldwork/advisement [1.5]
This course, for Future School Leaders Academy students, is designed to meet New York State certification requirements for building and district leadership internship experiences. Students develop Internship Program Plans each semester, linked to each semester's theme and national leadership preparation standards. Students are supervised on-site by their internship supervisor/mentor and advisor; they also participate in learning walks to other schools each semester. Three times a semester, students meet with their advisors in conference groups. Students document and reflect on their leadership development experiences by preparing a comprehensive portfolio, presented at the end of the two-year program.
This Semester:- Code:
- LEAD906
- Credits:
- [1.5]
G
-
Geography In The Social Studies Curriculum: Upper Elementary And Middle-school Years [3.0]
This course presents upper-elementary and junior high school teachers with a framework for incorporating geographic knowledge and thinking into the social studies curriculum. The interrelationship of physical geography and human culture is stressed, with a major portion of the course devoted to the study of a particular civilization (e.g., the Incas) as a model. Other topics include map making and map reading, trips, developing students' research skills, games and simulations, earth science and earth history, and current events. Through the course, the cognitive and social development of the child, the philosophic principles of progressive education and their implications for social ...
- Code:
- EDUC517
- Credits:
- [3.0]
-
Group Processes For Child Life Students [1.0]
The purpose of this course is to increase students' appreciation of, knowledge about, and skill in using groupwork as a psychosocial modality. This course introduces child life specialists to the theoretical concepts and fundamental skills that form the foundations of 'groupwork' as an academic field and a psychosocial practice. Prerequisite: EDUC 500.
- Code:
- EDUC820
- Credits:
- [1.0]
-
Group Processes In The Middle School [1.0]
Using this class as an experiential demonstration model, participants will explore the functioning of small and large groups in middle school classrooms. We will also examine the role of cooperative learning on individuals and individuals on the group, group formation and stages, group roles, patterns of interaction, and the role of the teacher as a group leader. In-depth discussion of a series of case studies involving middle school students provides additional insight into the complexity of group work. Additional readings explore theory and practical application. Course assignments integrate computer technology and involve both individual and small group tasks.
- Code:
- EDUC607
- Credits:
- [1.0]
H
-
Healthcare Environments [1.0]
In this course, students will be introduced to the hospital experience. They will become familiar with the professionals who make up a multidisciplinary healthcare team and will learn of the various types of pediatric units. Students will also learn about the importance of effective and positive communication. Internship meetings will be set up during the last session. For Child Life students only.
- Code:
- EDUC620
- Credits:
- [1.0]
-
Human Development Ii: Adolescents And Adults As Visitors And Volunteers [3.0]
This course assists museum educators in understanding adolescents and adults from two perspectives¢as core audiences for their institutions and also as volunteers and salaried staff. Readings in adolescent development are supplemented by work with organizations experienced in working effectively with young people. Course work on the characteristics of the adult learner includes strategies for creating a sustainable volunteer program. For Museum Leadership students only.
- Code:
- LEAD502
- Credits:
- [3.0]
-
Human Development I: Programming For Young Audiences [4.0]
In this course students will examine the interactions among the cognitive, social, emotional, linguistic and physical development of children with a particular focus on the elementary school years. They will explore core developmental theories and relate them to how young children function in museums and other out-of-school settings. Course work includes visits to museums and experiences with storytelling and other age-appropriate educational and programmatic strategies. For Museum Leadership students only.
- Code:
- LEAD501
- Credits:
- [4.0]
I
-
Independent StudyThis Semester:
- Code:
- IS 500
- Credits:
- [0.0]
-
Individual Study [3.0]
This course provides an opportunity to investigate an educational problem, area or interest under the supervision of a faculty member. Permission of the student's advisor is required.
This Semester:- Code:
- EDUC650
- Credits:
- [3.0]
-
Individual Study
- Code:
- MATH650
- Credits:
- [0.0]
-
Individual Study [2.0]
This course provides an opportunity to investigate a problem or area of interest related to leadership in mathematics education under the supervision of a faculty member. Permission of the student's advisor is required.
- Code:
- LEAD650
- Credits:
- [2.0]
-
Infancy Institute; Infants, Toddlers, Families: Supporting Their Growth [1.0]
This three-day Institute, held during the month of June, consists of workshops, guest presentations, and site visits. Topics vary each summer.
- Code:
- EDUC612
- Credits:
- [1.0]
-
Infant & Family Develop & Early Interv & Early Childhd Spec Ed Superv Fieldwk Stud Teach/advise [6.0]
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strenghts and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
This Semester:- Code:
- EDUC953
- Credits:
- [6.0]
-
Infant & Family Development & Early Intervention Supervised Fieldwork Stud Teach/advisement [1.0]
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
This Semester:- Code:
- EDUC954
- Credits:
- [1.0]
-
Insights From Occupational Therapy:understanding Children's Sensory-motor Development [1.0]
This course will introduce students to several neurobiological frames of reference, including sensory integration. Emphasis will be on learning principles that can guide daily care and intervention for young children. The course will, in five sessions, go from neurobiological theory, to processing theory, to sensory integration theory, to analysis of behavior and activity, to practical applications of the above. It will include concepts of sensory tolerance, self-regulation, behavioral organization and motor planning. Students will be assisted in developing skills in task and behavioral analysis to support young children's neurobiological development. Pre- or Co-requisite: EDUC 892.
This Semester:- Code:
- EDUC880
- Credits:
- [1.0]
-
Integrated Environment Of The Hudson River [3.0]
Hudson Watch Institute encourages hands-on scientific discovery and cultivates a pedagogy of inquiry science. Participants engage in field investigations of the watershed of a tributary of the Hudson River, as a model of the scientific enterprise. In the past, participants have investigated topography, stream chemistry, stream biota, mushrooms, mammal tracking, and decomposition. Participants evaluate the processes that engage them as learners, reflect on the implications for curriculum, and prepare a unit of study. They also consider how to introduce hands-on scientific and environmental investigations, making use of cooperative learning groups and incorporating assessment strategies.
- Code:
- EDUC552
- Credits:
- [3.0]
-
Integrated Mathematics I [4.0]
This course (along with MATH 542 and MATH 543) involves students in the process of integrating mathematics. This process enables teachers to deepen their understanding of the relationship among the various mathematical disciplines, thereby making this insight available for children and other teachers. Using concrete materials and examples, the following basic topics are dealt with: elementary number theory, algebra, groups, and transformational geometry.
- Code:
- MATH541
- Credits:
- [4.0]
-
Integrated Mathematics Ii [4.0]
This course deals with a variety of functions and their graphs, including the use of graphs in discrete mathematics, and examines the concepts of continuity and limits. The course includes combinatorics, probability, statistics, and non-Euclidean geometry.
- Code:
- MATH542
- Credits:
- [4.0]
-
Integrated Mathematics Iii [4.0]
This course continues the work with graphing begun in MATH 542. It uses the material in MATH 541 and MATH 542 to consider topics in analysis and discrete mathematics, and contrasts these ways of approaching mathematics and the applications of each.
- Code:
- MATH543
- Credits:
- [4.0]
-
Integrating Technology Into The Curriculum To Support Student Learning And Inquiry [1.0]
This course focuses on integrating technology into the curriculum to create access to learning for students with different strengths and challenges. Two questions are explored in depth: What technologies should we use to support student inquiry? When should we use these tools and with which students? Structured as a mini-curriculum designed to provide a model and engage participants in an authentic, project-based learning experience, the course uses both technology and non-technology tools. Students will use print materials and Internet resources, consult with experts, document and explore using digital images, and create a multi-media presentation to communicate what they have learned. ...
This Semester:- Code:
- EDUC525
- Credits:
- [1.0]
-
Integrative Seminar In High Needs Educational Settings: Extended Field Experiences [1.0]
This course provides working teachers, interns and assistant teachers with the opportunity to meet the New York State regulations for certification after they have completed supervised fieldwork in one or more grade levels. Depending on the age band level of their certification, teacher candidates must also work directly with children with disabilities and English language learners in another grade level in an urban public school setting. Candidates practice skills for interacting with parents or caregivers and students in high needs schools. Through this course, students will be placed in appropriate educational settings and participate in a series of seminars around ...
- Code:
- EDUC991
- Credits:
- [1.0]
-
Introduction To Child Life Documentation [1.0]
The introduction to Child Life Documentation course is designed to prepare students for various types of clinical writing and documentation pertaining to Child Life services. The five-session course will provide students with the opportunity to learn and develop new skills in medical chart writing, progress notes, students journals, and case studies. Students will be instructed to apply Child Life theory in all writing assignments to further advance professional growth as developing practioners. Course benefits and outcomes will provide students with an introductory preparation experience for clinical writing documentation before entering a supervised internship placement.
- Code:
- EDUC621
- Credits:
- [1.0]
-
Introduction To Computers And Other Technologies For Educators I [1.0]
This first module will encompass the software tools and resources that support the work of the school leader. For Principals Institute/Teacher Leader/BETLA students only.
- Code:
- LEAD525
- Credits:
- [1.0]
-
Introduction To Computers And Other Technologies For Educators Ii [1.0]
This second module includes data analysis, online decision making and communication. For Principals Institute/Teacher Leader/BETLA students only.
- Code:
- LEAD526
- Credits:
- [1.0]
-
Introduction To Computers And Other Technologies For Educators Iii [1.0]
This module comprises those issues that are important to the uses of technology for instruction. These involve planning, the selection and use of software, and funding for technology. For Principals Institute/Teacher Leader/BETLA students only.
- Code:
- LEAD527
- Credits:
- [1.0]
-
Introduction To Leadership Supervised Fieldwork/advisement [1.0]
Students in the first semester of the Principals Institute will engage in preliminary leadership experiences in their own schools and/or offsite. These activities are predominantly observational and intended to shed light on core concepts from texts and discussions, and provide initial exposure to the Big Picture and understanding of the school as a vital organization. The key areas are vision and mission, culture and climate, leadership, diversity, data and planning, curriculum and instruction, and collaborations. Students develop wide lenses for observation during this period, become cognizant of personal bias filters, and begin to think as responsible leaders. It is expected ...
- Code:
- LEAD902
- Credits:
- [1.0]
-
Introduction To Research And Evaluation Practice In Museum Education [2.0]
This course responds to increased emphasis in the museum field on researching the visitor experience. The course prepares museum educators to understand and use educational research to strengthen interpretive programming and the visitor experience. Students are introduced to appropriate research tools through readings, discussions, and critical inquiry into the research process. Working in small groups, students conduct a small research study in a museum or school environment. For matriculated Museum Education students or by permission of the program director.
This Semester:- Code:
- EDUC616
- Credits:
- [2.0]
-
Introduction To The Middle School [2.0]
Students will develop familiarity with the history, philosophy, structure, and practice of middle schools. The growth of the middle school movement will be traced to its progressive roots. The course examines middle schools as sites of complex and changing cultures, which are shaped by students' socio-cultural backgrounds and chronological-behavioral stages, as well as current trends and approached to middle school education. Changing cultures and contexts of middle schools will serve as the basis for an exploration into creating schools that are safe for children's learning and social-emotional development through analysis of the Peaceable Schools community building/conflict resolution model.
This Semester:- Code:
- EDUC534
- Credits:
- [2.0]
-
Issues In Physical Development Of The Early Adolescent [1.0]
The changes in physical growth and development leading up to and including the early adolescent years are the focus of this course. Students will also examine attitudes toward sexuality, cultural differences, and the impact these changes have on the child's school functioning. Movement, exercise, sports, and games will be looked at for their appropriateness for this age group.
- Code:
- EDUC506
- Credits:
- [1.0]
L
-
Language Acquisition & Learning In A Linguistically Diverse Society [2.0]
Based on the belief that language is an essential foundation for the learning that takes place in formal and informal education, this course will look at the typical stages of language acquisition in monolingual and multilingual children. Participants will examine the various theories about language acquisition and diversity, and about the role that caregivers and teachers play in the child's development of language. In addition, they will analyze the political, educational, social, and emotional aspects that determine the stratification of languages and dialects. A significant part of the course will deal with the ways in which students learn English as ...
This Semester:- Code:
- EDUC505
- Credits:
- [2.0]
-
Language, Literature, And Emergent Literacy (focus On Grades N-3) [3.0]
This course examines the role of literature in the life of the developing child. Students gain an understanding of monolingual and bilingual language development and the relationship between aspects of young children's language and what they relish in stories. Students examine ways to cultivate children's ability to express experiences, ideas, and feelings in poetry, illustrated stories, nonfiction accounts and in oral discussion. Using developmental, multicultural, nonsexist, and aesthetic perspectives, students develop criteria for selecting fiction, non-fiction, poetry and folklore for children of specific ages. Ways to use literature effectively are examined, leading to the students' understanding the functions of a ...
This Semester:- Code:
- EDUC564
- Credits:
- [3.0]
-
Law For School Leaders [3.0]
The aim of this course is to familiarize both practicing and prospective administrators, supervisors, and school leadership personnel with the basic legal principles governing the structure and operation of school settings and the legal problems encountered in the day-to-day operation of schools. The broad general principles of school governance as determined by statute and case law are emphasized.
- Code:
- LEAD630
- Credits:
- [3.0]
-
Leadership Communications Seminar [1.0]
In this course, students explore and practice the writing and speaking skills that will enhance their effectiveness as leaders. Skills covered include communicating effectively with parents, staff, and community organizations; writing vision and mission statements; writing memos; and communicating with central and district administrations. For Principals Institute/Teacher Leader/BETLA students only.
- Code:
- LEAD600
- Credits:
- [1.0]
-
Leadership For Educational Change Supervised Fieldwork/ Advisement [6.0]
Students exercise and/or practice leadership in their own school settings or in supervised placements with expert leaders, with considerable onsite support from both their Bank Street advisor and their site supervisor. Promoting collaboration among colleagues, supporting effective curriculum and instructional practice, and fostering constructive school change are emphasized in the internship. Students work closely with their advisor and conference group peers in integrating theory and practice.
This Semester:- Code:
- LEAD900
- Credits:
- [6.0]
-
Leadership In Curriculum And Instruction [3.0]
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development. At the same time, in keeping with the realities faced by today's school building leaders, it focuses intensively on the knowledge and tools needed to be discerning consumers and negotiators of curriculum. Finally, the course explores leadership in curriculum and instruction as a means of inspiring, guiding and effecting school change.
This Semester:- Code:
- LEAD510
- Credits:
- [3.0]
-
Leadership In Museum Education Online Discussion GroupThis Semester:
- Code:
- LEAD855
- Credits:
- [0.0]
-
Leadership In The Arts Practicum In Clinical Supervision [3.0]
This practicum provides an opportunity to explore further the model of clinical supervision through careful evaluation of an ongoing supervisory relationship. Prerequisite: LEAD 615. For Early Childhood Leadership and Leadership in the Arts students only.
This Semester:- Code:
- LEAD810
- Credits:
- [3.0]
-
Leadership In The Arts Supervsied Fieldwork/advisement [3.0]
Fieldwork in an appropriate setting with supervision and advisement. For Leadership in the Arts students only.
This Semester:- Code:
- LEAD910
- Credits:
- [3.0]
-
Leadership Supervised Fieldwork/ Advisement [2.0]
Students in advisement participate in small-group conferences with their advisors twice a month. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. For BETLA students only.
This Semester:- Code:
- LEAD905
- Credits:
- [2.0]
-
Leadership Supervised Fieldwork/ Advisement [2.0]
The supervised internship takes place during the second semester of the Principals Institute program and is designed to integrate theory with practice. This course combines field placement and continued advisement. The overall aim is the intern?s personal transformation from teacher to leader. Students are given substantial schoolbased responsibilities that increase over time in amount and complexity and involve direct interaction and involvement with staff, students, parents, and community leaders. At the forefront are transformative skills such as how to sustain change, develop positive school culture, and enlist collaboration. The supervised internship presents opportunities to observe and practice communication and group ...
- Code:
- LEAD903
- Credits:
- [2.0]
-
Leadership Supervised Fieldwork/ Advisement/ Summer Internship [1.0]
This course, for Principals Institute students, is designed to meet New York State certification requirements that students serve in a different educational level or in a site with varied student demographics from the normal work site. Students, with the support of the advisors, will select appropriate sites to meet this requirement. In this course, the student will submit a prÈcis for the anticipated summer internship. Students will concentrate on unexplored areas from their spring internship and participate in this summer experience as an apprentice to the summer school building leader. Students will document the competencies for independent leadership facilitated by ...
- Code:
- LEAD904
- Credits:
- [1.0]
-
Leading A Community-based Initiative [3.0]
This course is intended primarily for graduate students in Bank Street's Leadership in Community-Based Learning program. It addresses key issues in leading community-based organizations and initiatives, both conceptual and practical. It places emphasis on the well-being of children, adolescents, and adults, and focuses on the impact of community-level factors on learning and development and on the relationship between schools and community organizations. The course covers many aspects of effective organizational leadership, such as governance, strategic planning and fiscal management, and then widens the lens to consider system-building efforts that go beyond the scope of a single organization.
This Semester:- Code:
- LEAD518
- Credits:
- [3.0]
-
Leading A School District I [1.0]
This course focuses on the key constituencies in a district and the different relationships that exist among them. It includes understanding the district's vision, how it was developed, and how it is sustained. The course also examines a district's demographic and achievement data.
This Semester:- Code:
- LEAD861
- Credits:
- [1.0]
-
Leading A School District Ii [1.0]
This course looks at the varied roles and responsibilities of the superintendent/district leader and ties them to the challenges of creating and sustaining dynamic, humane, effective learning communities. It emphasizes the ways that district leaders' decisions - in such spheres as instructional policy, planning, fiscal and human resources, facilities, legal and equity issues, accountability, and external relationships - affect schools' capacity to engage students and strengthen achievement.
This Semester:- Code:
- LEAD862
- Credits:
- [1.0]
-
Leading A School District Iii [1.0]
This course focuses on how human and financial resources are allocated in a district to support the instructional program and the goals of the superintendent and school board.
This Semester:- Code:
- LEAD863
- Credits:
- [1.0]
-
Leading A School District Iv [1.0]
This course focuses on examining a district's budget from multiple points of view: theoretical, conceptual, and practical. Participants will become familiar with all phases of the budget process, from its inception to its implementation throughout a district. Content will be closely aligned, whenever possible, with the "real world" budgets currently in place in districts.
- Code:
- LEAD864
- Credits:
- [1.0]
-
Linguistics: Implications For Teachers [1.0]
The purpose of this course is to present the theoretical foundations of language and its implications for the classroom. It is an introduction to the systematic study of language and the way language works. The focus is on five basic linguistic areas: phonetics and phonology (sounds and sound patterning), morphology (form of words), syntax (arrangement of words), and semantics (meaning), with special emphasis on the English language, and pragmatics (the use of language). By breaking language into its components, the processes that take place in language acquisition and language learning will become clearer. Concrete examples will portray what linguists and ...
This Semester:- Code:
- EDUC561
- Credits:
- [1.0]
-
Literacy And Leadership [3.0]
This course is designed to support teachers' and administrators' understanding of literacy development as a holistic process. It explores the kinds of instructional strategies and policies that support this process with diverse and inclusive populations of students throughout the grades. A critical dimension of the course will be to identify ways in which teachers can play leadership roles in assessing, designing, implementing, and promoting effective literacy instruction throughout a school. The format of the course includes class and small-group discussions, short lectures, viewing of videotapes depicting "exemplary" literacy practices, and examination of curriculum and assessment materials. All participants will be ...
- Code:
- LEAD560
- Credits:
- [3.0]
-
Loss In Children's Lives: Implications For Schools, Hospitals, And Home [3.0]
A developmental perspective is utilized to examine the child's perception and understanding of levels of loss outside the walls of a health care setting. Topics to be addressed include separation and divorce, adoption, foster care, hospitalization and/or death of a parent, and domestic and media-induced violence. The essential roles of the child life specialist, health care provider and family members will be discussed, underscoring the trans-disciplinary collaboration that must exist between these caregivers. Prerequisite: EDUC 500.
- Code:
- EDUC828
- Credits:
- [3.0]
M
-
Mathematics For Teachers In Diverse And Inclusve Educational Settings (grades N-6) [2.0]
This course provides the student with an overview of mathematics learning for children from nursery school through grade six. Theories of development are used as a basis for designing age appropriate curriculum. Students experience approaches and methods for teaching concepts and skills through the use of materials and tools such as Cuisenaire Rods, Dienes Blocks, Unifix Cubes, calculators and computers. Emphasis is on developing concepts by discovery, by observing patterns and relationships, and through supporting spatial, numerical and logical reasoning. Students examine the multiple factors that contribute to an individual's level of comfort in learning math: degree of conceptual understanding, ...
This Semester:- Code:
- EDUC540
- Credits:
- [2.0]
-
Mathematics For Teachers In Diverse & Inclusive Ed'l Settngs (focus On Upper-elem & Midl Sc)* [2.0]
In this course, students examine ways to take 9- to 13-year-old children from using concrete materials to the abstract thinking necessary for higher forms of math. Using the perspective of developmental theory and recent research in the area of brain development, students gain new understanding of learning strategies and specific techniques to balance a middle-years math program among manipulative material (including the calculator and the computer), conceptual thinking, and basic skills. Students explore the range of alternative strategies used by children (including the learning disabled) that reflect differing learning styles and compensation for learning disabilities. Formal and informal diagnostic tools ...
- Code:
- EDUC541
- Credits:
- [2.0]
-
Mathematics Supervised Fieldwork Advisement [3.0]
Fieldwork in an appropriate setting with supervision and advisement. For Mathematics Leadership students only.
- Code:
- LEAD940
- Credits:
- [3.0]
-
Math Leadership Portfolio
- Code:
- MAPF500
- Credits:
- [0.0]
-
Medical Aspects Of Illness: A Child Life Perspective [3.0]
This course provides students with an understanding of the pathological of a wide range of medical conditions that most frequently affect children and youth. Fundamental to understanding disability and illness is the necessity of having knowledge about the physical, neurological, and chemical roots of medical conditions that are alternately congenital, acquired, or genetic in their origin. Students will be introduced to research findings and standard practices of medical interventions and preparations for conditions highlighted in the course. Prerequisite: EDUC 500.
This Semester:- Code:
- EDUC826
- Credits:
- [3.0]
-
Mentored Directed EssayThis Semester:
- Code:
- IMP3
- Credits:
- [0.0]
-
Middle School Education Supervised Fieldwork Student Teaching/ Advisement [6.0]
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
This Semester:- Code:
- EDUC957
- Credits:
- [6.0]
-
Middle School Museum Education Supervsed Fieldwork/student Teaching/museum Internship [6.0]
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
This Semester:- Code:
- EDUC981
- Credits:
- [6.0]
-
Middle School Special Education Supervised Fieldwork Student Teaching/ Advisement [6.0]
Fieldwork in an appropriate setting with supervision and advisement. Students in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice.
This Semester:- Code:
- EDUC972
- Credits:
- [6.0]
-
Middle School Special & General Education Supervised Fieldwork Student Teaching/ Advisement [6.0]
Fieldwork in an appropriate setting with supervision and advisement. Students in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice.
This Semester:- Code:
- EDUC965
- Credits:
- [6.0]
-
Museum Education Supervised Fieldwork/ Student Teaching/ Museum Internship/ Advisement [6.0]
Fieldwork in an appropriate setting with supervision and advisement. Students in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice.
This Semester:- Code:
- EDUC982
- Credits:
- [6.0]
-
Museum Leadership Institute I [2.0]
Along with LEAD851, this intensive one-week institute during each academic year of the program includes class sessions on conceptions of leadership and analysis of contemporary issues in museum education through site visits to the participants' institutions. For Museum Leadership students only.
- Code:
- LEAD850
- Credits:
- [2.0]
-
Museum Leadership Institute Ii [2.0]
Along with LEAD850, this intensive one-week institute during each academic year of the program includes class sessions on conceptions of leadership and analysis of contemporary issues in museum education through site visits to the participants' institutions. For Museum Leadership students only.
- Code:
- LEAD851
- Credits:
- [2.0]
-
Museum Leadership Portfolio
- Code:
- MLPF500
- Credits:
- [0.0]
-
Museum Leadership Seminar Ii: Current Ideas In Interpretation And Education [1.0]
This seminar is usually taken in the second semester of the first year of study. This is an experiential course that typically takes place outside of the classroom, in NYC cultural institutions. The particular experiences reflect the most innovative offerings and approaches, as well as students' interests and preferences. Most recently, the course has incorporated workshops and performances at the Lincoln Center Institute for the Arts in Education and the Metropolitan Museum of Art. For Museum Leadership students only.
- Code:
- LEAD952
- Credits:
- [1.0]
-
Museum Leadership Seminar Iii History And Philosophy Of American Museums [1.0]
This seminar looks at the history of museums and other cultural organizations, including the ideas of early innovators such as John Cotton Dana, and contemporary commentators such as Stephen Weil and many others. For Museum Leadership students only.
This Semester:- Code:
- LEAD953
- Credits:
- [1.0]
-
Museum Leadership Seminar I: Theories And Issues In Museum Learning [1.0]
This initial leadership seminar provides an overview of the key themes of the program's first year. It asks students to draw upon both current research in the field and their own experiences as museum visitors in order to construct and articulate their own philosophies of museum learning. In the process, students examine their own assumptions about learning and teaching. The insights offered in this course are intended provide a conceptual framework for students' program participation and ongoing professional growth. For Museum Leadership students only.
- Code:
- LEAD951
- Credits:
- [1.0]
-
Museum Leadership Seminar Iv: Selected Topics In Community, Culture And Policy [1.0]
This seminar uses case studies and other materials to analyze current trends in the field, in particular issues related to community, civic engagement, and diversity. It looks at the national and local policy contexts in which these trends emerge. For Museum Leadership students only.
- Code:
- LEAD954
- Credits:
- [1.0]
-
Museum Leadership Supervised Fieldwork/advisement [2.0]
Fieldwork in an appropriate setting with supervision and advisement. For Museum Leadership students only.
This Semester:- Code:
- LEAD950
- Credits:
- [2.0]
-
Museum Management Iii: Professional Development [1.0]
This course covers many of the human resource challenges faced by museum leaders, such as recruitment and hiring, ongoing professional development, team building, conflict resolution, and internal communications. It will also address theories of leadership and approaches to developing a personal leadership style. For Museum Leadership students only.
- Code:
- LEAD618
- Credits:
- [1.0]
-
Museum Management Ii: Marketing And Audience Developme [1.0]
This course provides an overview of audience development through the lens of marketing. Students learn to recognize common misconceptions about marketing and to understand and apply strategic concepts in marketing for non-profits. They receive an overview of the marketing planning process and an introduction to the essentials of a marketing plan. These insights are then applied to their own institutions. For Museum Leadership students only.
- Code:
- LEAD617
- Credits:
- [1.0]
-
Museum Management I: Organizational Development [2.0]
Students look at the interrelationship of a museum's mission, strategic planning, and the responsibilities of the board of directors. They learn about the fundamentals of non-profit management and examine their own institutions in light of best practice. Readings include case studies in institutional change. For Museum Leadership students only.
This Semester:- Code:
- LEAD616
- Credits:
- [2.0]
-
Museum Management Iv: Fundraising & Proposal Developme [2.0]
Through readings, group discussion, case study analysis and topical presentations, students explore the theory and practical applications needed to develop a solid financial base for non-profit arts and cultural institutions. Coursework includes developing a realistic grant proposal (including budget) and research into funding possibilities and guidelines. For Museum Leadership students only.
- Code:
- LEAD619
- Credits:
- [2.0]
-
Museum Management V: Shaping A Vision [2.0]
This course examines the challenges contemporary museums face in striving to grow and maintain attendance, meet the expectations of funders, and serve the pressing needs of diverse communities. Students will analyze where their own institutions are situated within the current cultural landscape and acquire some tools and concepts for taking them in new directions. For Museum Leadership students only.
This Semester:- Code:
- LEAD622
- Credits:
- [2.0]
-
Museum Programming For Diverse Audiences [1.0]
This course offers the contextual and developmental perspectives needed to engage diverse visitors and learners, including (but not limited to) those with special needs and those whose first language is not English. It explores strategies leaders can use to ensure that every aspect of the museum's environment and programming support the needs and learning styles and needs of each visitor. For Museum Leadership students only.
- Code:
- LEAD513
- Credits:
- [1.0]
-
Music & Movement: Multicultl And Developmental Approaches In Diverse&inclusive Settings N-6* [2.0]
This course is designed to introduce key elements of music and movement, such as rhythm, melody, and spatial awareness, in a context of learning theory; cross-cultural perspectives; and widely used methodologies including Dalcroze, Orff/Kodaly, and Laban. Students learn to make and use musical instruments; explore use of materials such as hoops and climbing equipment; and learn to integrate skills and repertoire with ongoing classroom curriculum. Songs, rhythms, poetry and games from a range of folk traditions are included to address children's diverse cultural and linguistic backgrounds. Applications and strategies for children with special needs are incorporated through readings, discussion and ...
This Semester:- Code:
- EDUC591
- Credits:
- [2.0]
N
-
Native Language Literacy For Spanish-speaking Children [2.0]
Through this course students explore the acquisition of literacy skills in the child's first language, in this case, Spanish. The course will focus on four areas: oral language development through storytelling, songs, poems, games, etc.; literacy development; the use of literature and of teacher- and student-made materials; and grammar and spelling. Students will analyze ways of using children's literature and children's writing in a reading program and will explore ways to teach reading and writing in the content areas. Participants will also assess commercially available materials for teaching reading and writing in Spanish, as well as original and translated Spanish ...
- Code:
- EDUC560
- Credits:
- [2.0]
-
New York State InternshipThis Semester:
- With Prof. Pamela M. Jones,
- With Prof. Marvin T. Cohen,
- With Prof. Sue Carbary,
- With Prof. Alanna Navitski,
- With Prof. Mollie Welsh Kruger
- Code:
- INCE994
- Credits:
- [0.0]
-
New York State Internship
- Code:
- INCE 994
- Credits:
- [0.0]
-
New York State Internship Concurrent With Sfwa
- Code:
- INCE995
- Credits:
- [0.0]
-
New York State Internship Concurrent With Sfwa
- Code:
- INCE 995
- Credits:
- [0.0]
O
-
Online Development
- Code:
- TEST950
- Credits:
- [0.0]
-
Organizational Development: Implications For Educational Leadership [3.0]
This course examines theory, research, and practice related to organizational development. It covers a wide range of issues related to capacity-building, school vision and culture, and problem solving, and focuses on the relationship between school management and instructional leadership. Students have opportunities to integrate theory and research with administrative practice through readings, small-group work, simulation experiences, observations, interviews, protocols, and case studies.
This Semester:- Code:
- LEAD537
- Credits:
- [3.0]
-
Organizational Theory [2.0]
Today's organizations require more from their leaders and members than hard work and attention to the bottom line. A key challenge is to communicate well in the context of valued priorities, teams, culturally diverse settings, and multiple constituencies. The course helps students to see the "big picture" through readings in organizational theory and change. It also focuses on the skills needed to articulate, analyze, and work collaboratively to solve problems. For Museum Leadership students only.
This Semester:- Code:
- LEAD623
- Credits:
- [2.0]
P
-
Painting And Theory [5.0]
This course is designed to inform and raise visual acuity and to develop studentsí ability to demonstrate this variety of comprehension in painting. Attention to individual development is provided in a context that is balanced by attention to aesthetic quality, art history, and the notion of standards. Work in this course is made in acrylic and oil, with an important emphasis on the use of oil paint. This studio course also addresses issues of art education and teaching. For Leadership in the Arts (with Parsons The New School for Design) students only.
- Code:
- PARS7782
- Credits:
- [5.0]
-
Planning & Managing Learning Environments For Students W Autism & Developmental Disorders [3.0]
This course focuses on planning and managing learning environments for individuals with severe or multiple disabilities, including post-school expectations, opportunities, and planning. Application of scientifically-based approaches and promising practices is incorporated through required field experience with a focus on structured teaching, incidental teaching, and augmentative alternative communication. In addition, students will investigate how opportunities to learn through music, art, assistive technology, and content-area curriculum provide opportunities to build on individual interests, preferences, and diverse cultural and linguistic backgrounds, and to access the general education curriculum as articulated through New York State Learning Standards in content areas. For Autism Spectrum Annotation ...
- Code:
- EDUC813
- Credits:
- [3.0]
-
Play Techniques For Early Childhood Settings [1.0]
Students explore the use of play in therapy with children of different ages and degrees of pathology, clarifying the role of the therapist in collaboration with the teacher. Students consider the different meanings of play, including play as communication, as a means of mastery, and as a symbolic process. Students analyze play sequences and their implications for understanding interpsychic processes. Prerequisite: EDUC 803.
This Semester:- Code:
- EDUC823
- Credits:
- [1.0]
-
Poetry Workshop & Creative Nonfiction Workshop [5.0]
This course has two parts: a six-session poetry workshop and a six-session workshop in creative nonfiction. A different instructor will teach each workshop. Through selected readings and participantsí own writing, the Poetry Workshop considers the writing and reading of poetry as a way to access the deepest levels of what it means to be human and examines the technical particulars of how this is achieved. The Creative Nonfiction Workshop explores the nature and significance of ìfact,î the importance of style in nonfiction literature, and the writerís competing obligations to art and to the people he or she writes about. During ...
- Code:
- SRLW7781
- Credits:
- [5.0]
-
Policy Issues In The Design Of Children's Services [1.0]
This seminar is designed for childcare advocates who wish to play a more effective role in the formation of policies regarding childcare services. Conceptions of social policy and the policy formation process are explored in order to provide a context for the consideration of specific policy issues. The current status of and projected changes in the American family structure are examined in relation to fundamental family needs for childcare. Students engage in the critical examination of current knowledge regarding American childcare. Corequisite: LEAD 833.
- Code:
- LEAD832
- Credits:
- [1.0]
-
PortfolioThis Semester:
- Code:
- PF 500
- Credits:
- [0.0]
-
Practicum In Assessment & Curric Planning For Children W Autism & Developmental Disorders [3.0]
Coursework and related fieldwork focus on strength-based assessment, diagnosis, and evaluation of students with severe or multiple disabilities related to the teaching-learning process, with particular attention to the ways in which primary language, cultural background, and family relationships interact with the child's cognitive and social abilities, interests, and long-term planning options for independent living in an inclusive environment. Evidence-based assessment will lead to design of curriculum and planning of instructional strategies designed to enhance communication, academic, social, and independent living skills consistent with New York State Learning standards in a fieldbased practicum component. Strategies drawn from evidence-based research include applied ...
- Code:
- EDUC814
- Credits:
- [3.0]
-
Practicum In Clinical Supervision [3.0]
- Code:
- SAVA631
- Credits:
- [3.0]
-
Practicum In Clinical Supvsn [3.0]
- Code:
- SAEC631
- Credits:
- [3.0]
-
Practicum In Developmental Assessment Of Infants & Toddlers [3.0]
This Practicum prepares students to assess and support families with very young children across a wide developmental range, including those with developmental delays. Taking a relationship-based developmental approach to the observation and assessment of infant/toddler behavior, students will use the assessment process to provide a close look at development within each of the developmental domains. Students will be trained in a collaborative approach with families, learning to support families throughout the assessment process, focusing on the strengths and challenges to the child°¡s development. Students come to understand the young child within the sociocultural context of his/her family. Families with a ...
- Code:
- EDUC891
- Credits:
- [3.0]
-
Practicum In Leadership I [3.0]
- Code:
- MASA631
- Credits:
- [3.0]
-
Practicum In Leadership Ii [3.0]
- Code:
- MASA632
- Credits:
- [3.0]
-
Practicum In Mathematics Leadership I [3.0]
This seminar consists of a small group of students who meet with a member of the faculty. The focus is on students' current fieldwork and the related leadership issues. Students are responsible for assigned readings, papers, and discussions dealing with staff development, adult development, the school change process, and the role of the leader in designing curriculum. For Mathematics Leadership students only.
This Semester:- Code:
- LEAD840
- Credits:
- [3.0]
-
Practicum In Mathematics Leadership Ii [3.0]
This seminar consists of a small group of students who meet with a member of the faculty. The focus is on students' current fieldwork and the related leadership issues. Students are responsible for assigned readings, papers, and discussions dealing with staff development, adult development, the school change process, and the role of the leader in designing curriculum. For Mathematics Leadership students only.
This Semester:- Code:
- LEAD841
- Credits:
- [3.0]
-
Practicum In Mathematics Leadership Iii
This seminar consists of a small group of students who meet with a member of the faculty. The focus is on students' current fieldwork and the related leadership issues. Students are responsible for assigned readings, papers, and discussions dealing with staff development, adult development, the school change process, and the role of the leader in designing curriculum. For Mathematics Leadership students only.
- Code:
- LEAD842
- Credits:
- [0.0]
-
Practicum In Teaching Science I [3.0]
This Kerlin Science Institute course is the first of a three-part practicum in teaching science, which builds on the content knowledge developed in NSCI 500, Topics in Science. Teachers are coached to introduce and improve their science teaching. Seminar sessions cultivate an "extended inquiries" model of teaching science that encourages learners to construct meaning of phenomena. Prerequisite: NSCI 500. For Kerlin Science Institute fellows only.
This Semester:- Code:
- EDUC850
- Credits:
- [3.0]
-
Practicum In Teaching Science Ii [3.0]
This Kerlin Science Institute course is the second of a three-part practicum in teaching science. Teachers are coached to introduce and improve their science teaching. Seminar sessions cultivate an "extended inquiries" model of teaching science that encourages learners to construct meaning of phenomena. Prerequisite: NSCI 500 and EDUC 850. For Kerlin Science Institute fellows only.
- Code:
- EDUC851
- Credits:
- [3.0]
-
Practicum In Teaching Science Iii [1.0]
This Kerlin Science Institute course is the third of a three-part practicum in teaching science. Teachers are coached to introduce and improve their science teaching. Seminar sessions cultivate an "extended inquiries" model of teaching science that encourages learners to construct meaning of phenomena. Prerequisite: NSCI 500, EDUC 850 and EDUC 851. For Kerlin Science Institute fellows only.
- Code:
- EDUC852
- Credits:
- [1.0]
-
Practicum In Urban School Leadership [1.0]
Principals Institute interns continue to engage in focused leadership experiences in their own schools and/or other sites, with an emphasis on research-based strategies for turning around low-performing urban schools. Interns will refine their on-going leadership work based on the ISLLC Standards and the New York City School Leadership Competencies and will participate in monthly conference group sessions with their advisors. At the end of this course, each candidate presents a comprehensive portfolio of his/her internship experiences. This portfolio meets the program's Integrative Master's Project requirement.
This Semester:- Code:
- LEAD913
- Credits:
- [1.0]
-
Pract In Organizational Devlpmt [3.0]
- Code:
- SAEC643
- Credits:
- [3.0]
-
Principals Institute Supervised Fieldwork/advisement [2.0]
This course is designed to meet New York State certification requirements for School Building Leadership (SBL) internship experiences. By combining a field placement and ongoing advisement, the course integrates theory and practice. The internship is aligned with national ISLLC Standards and the New York City School Leadership Competencies, with an emphasis on instructional leadership. Interns work with a site supervisor as well as their Bank Street advisor, and are given substantial school-based responsibilities that increase over time in amount and complexity and involve direct interaction and involvement with staff, students, parents, and community leaders. They put into practice competencies developed ...
This Semester:- With Prof. ,
- With Prof. ,
- With Prof. ,
- With Prof. ,
- With Prof. ,
- With Prof.
- Code:
- LEAD912
- Credits:
- [2.0]
-
Principles And Problems In Elementary And Early Childhood Education [3.0]
This course is designed to enable teachers to expand and deepen their understanding of the social, political, and economic forces that influence the work of educators and the lives of children and their families in this country. The course includes an historical overview of the aims and purposes of early childhood and elementary education in the United States, the presentation of selected social policy issues, and visits to various schools to examine the relationship between theory and practice and differing approaches to education. Course content, readings, assignments, school visits, and class discussions help teachers to consider critically their own values ...
- Code:
- EDUC531
- Credits:
- [3.0]
-
Printmaking:relief And Intaglio Studio Workshop [5.0]
This course is an introduction to printmaking, which will be explored through the making of cardboard, linoleum, and wood relief prints. The course will assist in the investigation of drawing, platemaking, transfer methods, inking (both black and white and color), and printing by means of a press and by hand. Students will complete a portfolio of prints reflecting their artistic concerns and development. Prior printmaking experience is not a prerequisite. In coordination with the studio part of this course, visits will be made to a museum print collection, printshop/artist studio, and galleries. For Leadership in the Arts (with Parsons The ...
- Code:
- PARS7781
- Credits:
- [5.0]
-
Processes Of Supervision & Professional Development [3.0]
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models with particular attention given to the clinical supervision model.
- Code:
- LEAD615
- Credits:
- [3.0]
-
Process Pedagogy: Teaching Meth. Of National Dance Institue & Implication For Teach/learn Proc [1.0]
This innovative graduate course is offered in collaboration with the National Dance Institute (NDI), an exemplary arts education program founded by Jacques dô?Amboise, former principal dancer with New York City Ballet. The term process pedagogy was conceived by Dr. Nancy Rambusch, noted early childhood educator and founder of the American Montessori movement, to characterize the methodology employed by NDI. In their year-long program in public schools throughout New York City and elsewhere in the country, NDI serves children from diverse backgrounds and with a wide range of learning needs. Drawing upon NDIô?s year-long program, this course is a one-week summer ...
- Code:
- EDUC625
- Credits:
- [1.0]
-
Professional Development For Mathematics Leaders [3.0]
This course focuses on the methods of staff development and implications for teaching mathematics using concrete materials, calculators, and computers. Students design small curriculum packets and workshops to deliver mathematics methods and content to teachers. Topics for discussion, writing, critical analysis, and research include: children's and adults' learning of mathematics; mathematics curriculum standards; the changing emphasis on computation; the role of textbooks; the role of parents; reflections on course participants' own mathematical histories; and the meaning and nature of educational change. For Mathematics Leadership students only.
- Code:
- LEAD611
- Credits:
- [3.0]
-
Professional Seminar [3.0]
This seminar is designed to develop competencies in research and communication. Participants will be guided in the preparation of a major paper for class presentation and critique. The paper will focus on a policy issue in education and the role of the school or district administrator in relation to that issue. The seminar combines formal class sessions and individual conferences. For Leadership for Educational Change students only.
This Semester:- Code:
- LEAD770
- Credits:
- [3.0]
R
-
Reading & Writing Problems Of Children And Youth With Special Needs [3.0]
This course presents theoretical and practical information for teachers working with children with reading, writing, and language problems. Students learn about the reading/writing process within a developmental framework, and apply the diagnostic and remedial techniques presented in class to the central assignment of the course: clinical teaching in one-to-one interactions with a child or youth for 12 to 15 sessions. Prerequisites: EDUC 505; EDUC 563 or 568.
This Semester:- Code:
- EDUC860
- Credits:
- [3.0]
-
Research For Educational Change [3.0]
This course is designed to enable leaders, teachers, special educators and others to be effective consumers of research, as well as to plan and carry out research in response to specific educational questions. Stages of the research process are discussed. Students analyze and evaluate research in the areas of leadership, school effectiveness, administration and supervision, teaching, and curriculum reform and apply the findings to their everyday roles as educational leaders. It is expected that this course will be valuable for those matriculated students who are initiating projects to satisfy the Independent Study requirement. The format consists of lectures and discussions ...
This Semester:- Code:
- LEAD660
- Credits:
- [3.0]
-
Research For Mathematics Leaders 1 [1.0]
This course is designed to increase students' understanding of qualitative research. The course helps students to develop and implement qualitative research projects. In addition, it will enable students to increase their understanding of the principles of qualitative research, and to read and understand articles reporting research studies. For Mathematics Leadership students only.
- Code:
- LEAD661
- Credits:
- [1.0]
-
Research For Mathematics Leaders 2 [1.0]
This course builds upon LEAD 661, furthering students' understanding of qualitative research. For Mathematics Leadership students only.
- Code:
- LEAD662
- Credits:
- [1.0]
-
Research In Museum Settings [2.0]
This course introduces students to the concepts and tools needed to articulate and measure visitor-centered program goals and objectives. They become acquainted with a variety of research methodologies that can be used for this purpose. Coursework includes experience conducting visitor research in the field. For Museum Leadership students only.
This Semester:- Code:
- LEAD663
- Credits:
- [2.0]
S
-
School Change: The Transformational Leader [3.0]
Current school reform efforts emphasize vision, shared decision making, professional autonomy, positive school structure, and restructuring. How are these concepts being realized in current practice? What choices and constraints accompany the processes of change and staff empowerment? In this course, students examine the concepts which face principals in enhancing the effectiveness of schools, as well as the competencies of planning, joint decision making, problem solving, and negotiation. Course work complements and is tailored to the Principals Institute internship experience. For Principals Institute/Teacher Leader/BETLA students only.
This Semester:- Code:
- LEAD603
- Credits:
- [3.0]
-
School Collaborations For Museum Leaders [2.0]
Because schools continue to be core audiences for museums, it is critical for museum leaders to appreciate fully the differences between the two cultures. The course begins with the history of museum/school collaborations. It emphasizes how to create engaging school programming, including curriculum development and teacher workshops, in collaboration with school faculty and leaders. The course includes a visit to an area museum. For Museum Leadership students only.
- Code:
- LEAD512
- Credits:
- [2.0]
-
School District Leadership Supervised Fieldwork/advisement [3.0]
Fieldwork in an appropriate setting with supervision and advisement.
This Semester:- Code:
- LEAD908
- Credits:
- [3.0]
-
School/museum Curriculum Development [3.0]
In this course, students learn how to develop and teach programs that are integrated with elementary or middle school classroom curricula in the areas of science, language arts, social studies and art. Students develop inquiry-based teaching techniques through which children can explore and interpret the information, concepts, and cultural values that an object or a collection communicates. With a strong emphasis on conceptually oriented, developmentally appropriate program and curriculum design, students explore learning techniques including activities in the natural environment, analyzing objects, creative writing, movement, drama, and perception games. Students are exposed to many teaching approaches in museums throughout the ...
This Semester:- Code:
- EDUC518
- Credits:
- [3.0]
-
Science For Teachers (n-6) [2.0]
In this workshop course, students explore basic science through discussion and hands-on experience with materials such as snails, plants, clay, boats, batteries, and bulbs. Students are helped to choose appropriate topics that may be integrated into a core curriculum. A methodology of exploration and discovery is used as a paradigm for working with children in the science curriculum.
This Semester:- Code:
- EDUC535
- Credits:
- [2.0]
-
Science Inquiry For Children In The Natural Environment [3.0]
Students investigate the natural environment, at Bank Street and at the Tiorati Workshop for Environmental Learning in Bear Mountain State Park, to focus on the theory and practice of natural science. Students conduct inquiries under the principle that teachers should learn significant science concepts in ways that they are expected to teach. Students investigate materials, science concepts, and teaching strategies that are appropriate for preschool and elementary school learners. Class sessions include field explorations at the Tiorati Workshop.
- Code:
- EDUC551
- Credits:
- [3.0]
-
Seminar In Museum Educational Leadership Iii [1.0]
- Code:
- SAMU593
- Credits:
- [1.0]
-
Seminar In Museum Educational Leadership Iv [1.0]
- Code:
- SAMU594
- Credits:
- [1.0]
-
Seminar In Museum Education I [2.0]
This foundation course examines the history and philosophy of museums and museum education, emphasizing the role of museums in a pluralistic society. A key focus is on learning theories and on the relationship of learning in museums to learning in schools. Students examine the progressive educational philosophy of John Dewey and consider issues such as cultural diversity, interpretation from multiple perspectives, and museum-school partnerships (on-site and virtual). Through readings, discussions, visits to museums, talks with museum professionals, and written and technology-based assignments, students develop a theoretical framework for learning in museums and schools. For matriculated Museum Education students or by ...
This Semester:- Code:
- EDUC533
- Credits:
- [2.0]
-
Seminar In Museum Education Ii [2.0]
This course is a continuation of the Seminar in Museum Education I. Students study the people who comprise museums: the staff, audiences, and communities. Through readings, visits to museums, discussions with staff, and investigations in their museum internship settings, students consider the mission, organizational structure, and staff roles in museums, and explore current museum-related issues, including collections, governance, funding, professionalism, and technology. Emphasis is placed on working more sensitively with and broadening museum audiences with attention to issues of culture, language, socio-economic status, and educational level. Students study the characteristics and needs particular audiences: adolescents, adults, families, and visitors with ...
- Code:
- EDUC815
- Credits:
- [2.0]
-
Seminar In School Leadership [2.0]
Students in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. Co-requisite: LEAD 900. For Principals Institute/Teacher Leader/BETLA students only.
- Code:
- LEAD901
- Credits:
- [2.0]
-
Seminar In School Leadership [3.0]
- Code:
- EDUC901
- Credits:
- [3.0]
-
Singing In The Early Childhood Classroom [1.0]
Singing bonds together the voices of children along with their thoughts and feelings about family, friends, and their personal worlds. In the early childhood classroom, singing can be a daily occurrence in the circle time; consequently, teachers have many choices in designing how songs and singing games complement their social studies curriculum. In addition, there are techniques for piggybacking songs and the words of children to enhance literacy, mathematics, and science concepts. In this course, we investigate the above issues through sharing multicultural materials, readings, and brainstorming. (Guitars, dulcimers, autoharps, and tape recorders welcomed.)
- Code:
- EDUC592
- Credits:
- [1.0]
-
Site-based InquiryThis Semester:
- Code:
- IMP1
- Credits:
- [0.0]
-
Social Studies The Core Of The Integrated Curri For Children With Special Needs (grades 1-6) [3.0]
This course provides the opportunity for students to analyze and develop integrated curricula in social studies from a variety of historical and current perspectives, within the context of professional, state and local standards. Students integrate knowledge from the six disciplines of social studies: history, anthropology, sociology, political science, geography and economics into the design of a constructivist, inquiry-based social studies curriculum. The course explores ways children come to learn about themselves and others. There is an emphasis on meeting the needs of all children, including attention to diverse linguistic and cultural backgrounds, and different learning abilities and styles.
This Semester:- Code:
- EDUC513
- Credits:
- [3.0]
-
Space, Time And Motion [3.0]
- Code:
- SCIE503
- Credits:
- [3.0]
-
Special Education For Linguistically And Culturally Diverse Children [1.0]
This course helps students develop the insights and skills needed to work with special needs children who are linguistically and culturally diverse. Topics covered include legislation and litigation affecting second language learners, mainstreaming psychoeducational assessment, definitions and classifications, instruction models, and funding for the exceptional child. Approved for Human Relations credit by the New York City Department of Education. Prerequisites: EDUC 560 and EDUC 870 or permission of instructor.
- Code:
- EDUC601
- Credits:
- [1.0]
-
Special Education Leadership Ii: Leading Inclusive Communities Of Learnes [3.0]
This course focuses on systemic issues of special education leadership. Students will explore program management and service delivery with a view toward creating inclusive learning communities. Topics include curriculum planning and instruction; literacy and numeracy skills development; policies and procedures related to behavioral issues; management of resources and facilities; and professional development.
- Code:
- LEAD872
- Credits:
- [3.0]
-
Special Education Leadership I: Implementation Of Idea [3.0]
This course provides an overview of IDEA and its implications for leading teaching and learning in schools and districts. Students will explore leadership challenges in creating and sustaining learning environments that support progress toward less restrictive educational alternatives and access to the general education curriculum for linguistically and culturally diverse students with disabilities. Topics include special education law and advocacy, study of the continuum of services and models of inclusion, accountability, databased decision-making and implications for curricular design, and adapatation and professional development.
This Semester:- Code:
- LEAD871
- Credits:
- [3.0]
-
Special Education Leadership: The District Perspective [1.0]
Strong leadership at the district level is essential if schools are to become positive and successful learning environments for diverse learners, including children with disabilities and those at risk of failure. This course covers issues that enhance or create obstacles for inclusive schools and communities. Issues of equity are evident in most school districts and challenge educators to transform educational environments and processes to meet diverse needs. The course will address the issue of "achievement gaps" as well as links between social class and achievement in schools.
- Code:
- LEAD870
- Credits:
- [1.0]
-
Special Study: [6.0]
A group of students is provided with an opportunity to study an area of interest related to education under the supervision of a faculty advisor. Offered by special arrangement.
This Semester:- Code:
- EDUC651
- Credits:
- [6.0]
-
Special Study: [3.0]
- Code:
- MATH651
- Credits:
- [3.0]
-
Special Study: [3.0]
A group of students is provided with an opportunity to study an area of interest related to educational leadership under the supervision of a faculty advisor. Offered by special arrangement.
- Code:
- LEAD651
- Credits:
- [3.0]
-
Staff Development And The Consultation Process [3.0]
Participants study and practice the concepts of staff development, with initial focus on the processes of growth and change in the adult. The way of enabling individuals to gain professional competencies is seen as a counseling relationship in group and individual interaction situations. New approaches to and models of staff training development and group training are explored and used. For Museum Leadership students only.
This Semester:- Code:
- LEAD610
- Credits:
- [3.0]
-
State Mandated Training In Child Abuse Identification And Reporting
All adults working with children under eighteen years of age are required by NY State law to report suspected child abuse and neglect. This course will help you learn to identify symptoms of child abuse and neglect and will provide you with information about the required procedures for reporting abuse.
This Semester:- With Prof. ,
- With Prof. ,
- With Prof. ,
- With Prof. ,
- With Prof. ,
- With Prof. ,
- With Prof.
- Code:
- STMD105
- Credits:
- [0.0]
-
State Mandated Training On School Violence Prevention
Anyone applying for certification after February 2, 2001 must complete two hours of training on school violence prevention and intervention. This workshop includes training in effective classroom management techniques, identifying the warning signs of violent and other troubling behavior, and intervention techniques for resolving violent incidents in the school.
This Semester:- With Prof. Ana Lisa Tiburcio,
- With Prof. Ana Lisa Tiburcio,
- With Prof. Ana Lisa Tiburcio,
- With Prof. Ana Lisa Tiburcio,
- With Prof. Ana Lisa Tiburcio,
- With Prof. Ana Lisa Tiburcio,
- With Prof. Ana Lisa Tiburcio
- Code:
- STMD100
- Credits:
- [0.0]
-
Storytelling In Several Forms [5.0]
This is the introductory course of the three-course Creative Writing Studio sequence. It sets the scene for the course sequence, beginning with the expectations and conventions of a writersí workshop, and explores a variety of forms. The focus is on how poems and stories work, and how writers convey an authentic sense of self or create an emotional connection within the bounds of formal conventions. Participants will be challenged to reflect upon the role of models and the nature of inspiration. While the emphasis will be on participantsí own writing, links will be made with their role as classroom teachers ...
- Code:
- SRLW7780
- Credits:
- [5.0]
-
Storytelling With Children [1.0]
The purpose of this five-session course is to enable students to develop their skills and resources in the art of storytelling for and with children. The course will provide opportunities to study as well as practice repertoire and techniques from world folklore for a variety of age groups and professional settings. Story learning from oral and written sources and curriculum applications and strategies for encouraging group participation are emphasized. Bibliographies and resource packets will be provided.
This Semester:- Code:
- EDUC573
- Credits:
- [1.0]
-
Studies In Education Supervised Fieldwork / Student Teaching/ Advisement [6.0]
Fieldwork in an appropriate setting with supervision and advisement. Students in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice.
This Semester:- Code:
- GSTD960
- Credits:
- [6.0]
-
Study Of Children In Diverse & Inclusive Ed. Settgs Thr/ Obser & Recording: Upper Element Child [3.0]
This course aims to increase students' awareness of individual differences, the meaning of specific and long-term behavior, and implications for learning. Observations of children focus on cognitive styles, social-emotional behaviors, gender identification, cultural variation, and position in the group. Children with special needs and disabilities in mainstreamed groups or in special classes are also examined. As participant-observers, students develop greater sensitivity to their feelings about and interactions with normal and special needs children. Prerequisite: EDUC 501 or EDUC 800 or permission of the instructor.
This Semester:- Code:
- EDUC809
- Credits:
- [3.0]
-
Summer Practicum In Clinical Teaching Monolingual & Bilingual Child/& Youth W/learning Disabil [3.0]
This practicum is designed for candidates in the Childhood and Middle School Special Education programs who are working teachers or assistant teachers and have already participated in Supervised Fieldwork, but need this summer experience to fulfill additional fieldwork requirements. This course meets twice/week and integrates theory and practice through direct, supervised intensive work with a diverse group of learners, including those at risk of failure in general or special education programs. The practicum emphasizes review and application of theoretical materials and current research in design and implementation of differentiated instruction based on individual learning profiles. In addition to class time, ...
- Code:
- EDUC873
- Credits:
- [3.0]
-
Summer Supervised Fieldwork/adv For Early Childhood Special Educ Working Teachers & Asst Teachers [3.0]
This course is designed for candidates in the early childhood special education certification programs who are working teachers or assistant teachers. Its purpose is to give candidates a supervised teaching experience within the range of ages, settings, and student characteristics required by New York State that cannot be met through their full-time teaching positions. During July, candidates are placed in an appropriate site for four weeks, five days per week. Advisors visit them in their sites and meet with candidates individually. There are weekly conference groups with candidates and advisors that will include the exchange and analysis of ongoing professional ...
- Code:
- EDUC992
- Credits:
- [3.0]
-
Supervised Fieldwork/advisement [3.0]
- Code:
- SAVA590
- Credits:
- [3.0]
-
Supervised Fieldwork/advsment [3.0]
- Code:
- MASA592
- Credits:
- [3.0]
-
Supervised Fieldwork/advsment [3.0]
- Code:
- MASA591
- Credits:
- [3.0]
-
Supervised Fieldwork/advsment [4.0]
- Code:
- SAEC591
- Credits:
- [4.0]
-
Supervised Fieldwork/advsment [4.0]
- Code:
- SAEC592
- Credits:
- [4.0]
-
Supervising And Supporting Literacy Instruction In Diverse Settings [1.0]
This course is designed to prepare participants to work with student leaders, new teachers, and/or colleagues as they plan effective literacy practices. Using a peer coaching/mentor model, participants will work with a teacher who would like to learn or refine a literacy practice. Through observation, modeling, co-teaching, and preparatory and debriefing conversations, participants observe, record and analyze the content and processes involved in coaching interactions. These experiences will enable participants to work more effectively with colleagues through regular conversations, discussions, and consultations about learners, literacy theory and practice, assessment, and instruction.
- Code:
- LEAD561
- Credits:
- [1.0]
T
-
Teacher Leader Supervised Fieldwork/advisement [3.0]
Fieldwork in an appropriate setting with supervision and advisement.
- Code:
- LEAD907
- Credits:
- [3.0]
-
Teacher-made Materials For Reading And Writing [1.0]
Two sessions of this five-session course deal with theory, practice, rationale, and the demonstration of games for preschool and elementary classrooms. The others deal with planning, producing, and critiquing the materials designed by students.
- Code:
- EDUC575
- Credits:
- [1.0]
-
Teaching Literacy In The Elementary Grades (grades 2-6) [3.0]
This course addresses the ways in which language, cognition and the emotional development of children shape and are shaped by effective reading, writing, and language arts instruction. Employing a social constructivist perspective, it prepares teachers to meet the needs of children from diverse cultural and linguistic backgrounds. Participants will work with individual children, plan for small and large groups, and create classroom environments that support a balanced approach to literacy. Particular emphasis will be paid to the ways in which linking assessment and instruction enables teachers to meet the developing needs of individuals and groups. Opportunities will be provided for ...
This Semester:- Code:
- EDUC568
- Credits:
- [3.0]
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Teaching Literacy Supervised Fieldwork Student Teaching/ Advisement [6.0]
Fieldwork in an appropriate setting with supervision and advisement. Students in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. Pre- or corequisite: EDUC 860.
This Semester:- Code:
- EDUC941
- Credits:
- [6.0]
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Teachng Readng & Writing In The Content Areas For Elementary And Middle-school Classrooms [3.0]
Designed as a reading course for teachers in grades four through nine, the course provides a framework for understanding how language, cognition, and social development interact with middle school children's literacy and content learning. Students learn approaches to assessing children's literacy needs. They also learn ways to analyze text forms, both print and electronic, in terms of the kind of responses they call for from children and the support they offer to children's conceptual understanding. Students also develop their repertoire of strategies for supporting the ability of all children to comprehend and create nonfiction text in diverse classroom settings. Special ...
- Code:
- EDUC567
- Credits:
- [3.0]
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Team Building And Collaborative Decision Making: Practices Of Democratic Schooling [3.0]
This course is designed for principals, teachers, parents, and other school leaders who are interested in practical hands-on experiences in team building, shared decision making, and other collaborative processes relating to effective schooling. This course also provides opportunities for examining the political and ethical underpinnings of democratic practices in schools. Particular emphasis is placed upon developing leaders for small schools and the relationship between leadership and school size, student and staff recruitment and selection, curriculum and budget.
- Code:
- LEAD601
- Credits:
- [3.0]
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Testing My Bank Street [3.0]
- Code:
- TEST900
- Credits:
- [3.0]
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The Development Of Spanish Through Writing In The Content Areas [3.0]
This course explores theories and methods for teaching and assessing writing in Spanish and its connections to listening, speaking and reading as part of the Spanish classroom in dual language and bilingual settings and across the content areas in the elementary and middle school. Candidates will develop an awareness of themselves as writers, and as teachers of writing, as they explore authentic purposes for writing and develop their craft in two basic genres (personal and academic). The teaching of Spanish grammar and the importance of nurturing individual strengths and interests in an inclusive setting are an integral part of the ...
This Semester:- Code:
- EDUC660
- Credits:
- [3.0]
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The Diversity Of Fishes [3.0]
- Code:
- SCIE500
- Credits:
- [3.0]
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The Neonatal Intensive Care Unit Supporting Infants & Families & Working With The Healthcare Team [1.0]
The NICU is a specialized care nursery for premature and full-term babies who are sick. The staff's goal is to help the babies grow and become healthy enough to go home. This course will introduce students to understanding this culturally diverse setting and how to respectfully engage in a hierarchical medical community. Getting acquainted with the equipment, the environment, and the medical terminology will be included. Learning about the physical, developmental, and neurological growth of these infants and how to support their development will be primary foci of the course. During the course we will discuss how research has proven ...
- Code:
- EDUC831
- Credits:
- [1.0]
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Therapeutic Play Techniques For Child Life Specialists [3.0]
In this course, students will explore the meanings and purposes of play and how play develops as a child develops. Various theories of play therapy will be introduced, and the roles of child life specialist and play therapist will be delineated. Students will learn how child life specialists can create the optimal environment to encourage learning, development, and healing through play in hospitals and other healthcare settings. The course also covers directive and non-directive therapeutic play techniques for use in playrooms, clinical settings, and at the bedside, both with the individual child and for groups. Prerequisite: EDUC 500.
This Semester:- Code:
- EDUC829
- Credits:
- [3.0]
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The Social Worlds Of Childhood [3.0]
This course is designed as a forum for thinking about what it means to care for children at the beginning of the 21st century. Consideration will be given to how issues such as poverty, changing family structures, substance abuse, community violence, and HIV/AIDS affect children, teachers and the curriculum. Students will critically examine the traditional knowledge base of childhood education and child development - and explore alternative lenses for viewing children. History, literature, philosophy and feminist theory will be used to reflect upon taken-for-granted assumptions about childhood. Students will learn how reading, writing and interpreting narrative can become an invaluable ...
This Semester:- Code:
- EDUC800
- Credits:
- [3.0]
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The Study Of Children In Diverse & Inclusive Educational Settings Through Observation & Recording [3.0]
Students learn to use a variety of observational approaches and recording techniques as basic assessment tools to increase their understanding of and skill in planning for children who are developing normally, as well as for children with disabilities and special needs. Through observing cognitive functioning (stage and style), social-emotional behaviors, motor ability, and the interplay between the individual child and the group, as well as the individual child and adults, students become aware of how specific behaviors yield insight into the overall life of the child. Students will use their observations to reflect on possible curriculum and classroom adaptations that ...
This Semester:- Code:
- EDUC808
- Credits:
- [3.0]
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The Teacher's Role In The Develo Of Reading Comprehension Strategic Teaching (k-6) [1.0]
This course will enable teachers to extend their theoretical and practical understanding of the ways to support children's reading comprehension in kindergarten through 6th grade. Using theoretical frameworks, students will investigate comprehension skills and strategies by identifying and matching the demands of text with the multiple needs of emergent to fluent readers. Students will develop competencies in current literacy practices such as "Interactive Read Aloud," "Think Aloud," "Guided Reading," and "Questioning the Author." In addition, they will analyze the ways in which teaching reading comprehension strategies empowers children to be independent readers. Teachers will be able to use the strategies ...
- Code:
- EDUC867
- Credits:
- [1.0]
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The Teaching Of English As A Second Language [2.0]
After a review of second language acquisition theories, this course will address the teaching of reading, writing, and content areas through a second language. Students will examine how children learn to read and write in the first language and what the differences and similarities are when they read and write in a second language. The focus will be on the methodology of teaching a second language, appropriate second language materials, effective class organization for a second language classroom, and lesson planning that involves all of these components, including assessment. One of the requirements of this course is individual work with ...
- Code:
- EDUC870
- Credits:
- [2.0]
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The Teaching Of Reading, Writing And Language Arts (grades K-3) [3.0]
This course examines the processes through which speaking, listening, reading and writing are acquired by young children. Through course readings, discussion, and hands-on experiences, students will develop an understanding of the ways in which theory and research in the fields of language development, linguistic diversity, socio-cultural perspectives, and special education form an essential basis for effective literacy teaching. Each student will observe and work with an individual child, trying out methods and materials in order to develop first-hand awareness of the reading and writing process, and roles of the teacher and child in that process. Through this integration of theory ...
This Semester:- Code:
- EDUC563
- Credits:
- [3.0]
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The World Of The Infant: The First Year Of Life [3.0]
This course is about infants, parents and the first year of life. The primary goal of the course is for students to internalize a solid and accessible grasp of infant development across individual differences and contexts. There will be a strong emphasis on using theory to facilitate one's understanding and development and to articulate a point of view about these extraordinary first months. Research, theory, and our own observations of infants both during and outside of class, will be brought together to understand the cognitive, perceptual, sensorimotor movement and social-emotional changes which occur through interaction with the world. We attend ...
- Code:
- EDUC801
- Credits:
- [3.0]
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The World Of Toddlers And Twos: The Second & Third Years Of Life [3.0]
This course offers a developmental interactional view of toddlers, two-year-olds and their families. The primary goal of the course is for students to internalize a solid and accessible grasp of development in the second and third years of life, and across individual differences and contexts. Students examine how separation-individuation, attachment and mutual recognition are achieved through a focus on the interactive affective and cognitive contributions of toddlers and caregivers. Research, theory and student observations will be utilized to better understand the toddler's developing symbolization and language; changes in motor and movement patterns; and social-emotional aspects of development, such as play, ...
This Semester:- Code:
- EDUC802
- Credits:
- [3.0]
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Topics In Mathematics [2.0]
Through a process of supportive exploration, students will develop familiarity with a variety of mathematical fields, as well as competence in the processes of mathematical thinking and doing. Topics for investigation will include historical mathematics, number theory, analytic geometry, calculus, non-Euclidean geometry, and linear algebra. The course will integrate a review of algebra, geometry and trigonometry. On-site math experience, manipulative materials and models, cooperative learning groups, as well as computer software will all be part of the investigative process in this course. No previous college-level study of math is required.
This Semester:- Code:
- MATH495
- Credits:
- [2.0]
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Topics In Science [3.0]
This course is a college-level course, with an emphasis on content, which will help teachers gain a depth of understanding of subject matter and an awareness of the development of skills essential to the scientific process. This course focuses on a different topic each year, using hands-on laboratory activities to help students discover the rules that govern behavior of materials in the domain of science under study. Students construct a knowledge base and develop an understanding and appreciation of methods of scientific discovery. The course helps students to develop scientific habits of mind and serves as a foundation for designing ...
- Code:
- NSCI500
- Credits:
- [3.0]
U
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Understanding And Working With Parents Of Young Normal And Exceptional Children [2.0]
This course helps students understand the psychological underpinnings of parenting across a range of families and contexts. A multi-level framework utilizes the concepts of containment and holding as a way to understand what parents must provide for their children and what adults must also provide for themselves in order to work effectively with families. Stages of parenting are looked at within a wider lens that incorporates the incredible variety not only amongst parents, but within the same parent at different times. Students continue to develop a self-reflective ability that helps them think deeply about their responses to families, and learn ...
This Semester:- Code:
- EDUC613
- Credits:
- [2.0]
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Using Data In Your School And Classroom: Building Evidence- Based Learning Communities [3.0]This Semester:
- Code:
- LEAD665
- Credits:
- [3.0]
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Weaving Creative Arts Modalities Into Child Life Practice [3.0]
The therapeutic uses of play and creative arts modalities are at the heart of child life practice. In this course, students explore the use of a wide range of specific arts and play modalities to address the psychosocial needs of children, adolescents, and families in health care environments. Students engage actively in experiential processes, lectures, and clinical case discussions to develop skills and knowledge related to developmentally grounded creative arts interventions. Prerequisites: EDUC 821 and EDUC 824.
This Semester:- Code:
- EDUC827
- Credits:
- [3.0]
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Working With All Children And Families: An Introduction [1.0]
This short format course introduces students to the content of the Early Childhood General and Special Education program. Central to the program are a number of concepts, including progressive and special education, family-centered practice, child-centered curriculum, and cultural and linguistic diversity. Students will be exposed to the idea of play as the young child's way of knowing and being in the world. They will also be introduced to observation, culturally responsive assessment, curriculum and instruction as a dynamic cycle supporting educational practice with young children of varied backgrounds and developmental needs. Through readings, presentations, case studies and discussion, students cultivate ...
This Semester:- Code:
- EDUC618
- Credits:
- [1.0]
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Writer's Workshop - Mechanics
- Code:
- WRTG500
- Credits:
- [0.0]
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Writer's Workshop - The Writing Process
- Code:
- WRTG501
- Credits:
- [0.0]
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Writing Case/progress Reports [1.0]
This course, taken during the year of supervised fieldwork, prepares students to interpret case studies written by experts in diverse fields, systematically assess and record children's behaviors using formal and informal assessment tools, develop educational case studies of individual children with whom they are working, identify a range of developmental variations in the development of reading, writing and language acquisition, develop pedagogically sound literacy curriculum that meets the needs identified in these case studies, and share findings recorded in these case studies with parents, colleagues, administrators, and children. Corequisite: EDUC 941 or EDUC 942.
This Semester:- Code:
- EDUC871
- Credits:
- [1.0]
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Writing In The Elementary Grades [2.0]
The purpose of this course is to help teachers gain an understanding of the full complexity of writing in the elementary grades. Topics include genre and style, topic, revision, grammar and spelling, language and culture, and the social and cultural issues surrounding writing. Students will share and reflect on their own writing in small groups, as well as study recent thinking and current research on the various pedagogical approaches to teaching writing. Appropriate books and other stimuli to spark good writing will be reviewed as well.
This Semester:- Code:
- EDUC576
- Credits:
- [2.0]
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Writing Workshop For Middle Schools [1.0]
This module will focus on the skills that teachers need in order to implement a writing workshop in their own classrooms. Topics covered in this course will include developing relevant mini-lessons, the role of grammar in writing, working with peer response, and implementing writing conferences. Special attention will be paid to working with children who have diverse learning styles and abilities, and with English language learners. Students will work on their own writing as a vehicle for understanding the writing workshop structure. Each participant is required to bring a piece of writing that he or she wants to develop to ...
- Code:
- EDUC570
- Credits:
- [1.0]