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Course Criteria
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3.00 Credits
This course provides and in-depth study of the major elements of an elementary level mathematics program, as well as an in-depth study of the major knowledge, concepts, and processes related to elementary level science instruction. Primary attention is directed toward an examination of the multiple/alternative methods and materials utilized in mathematics and science instruction. A field experience is provided. Prerequisite: A grade of “C” or better in EDU 267 or permission of instructor; and upper division status or permission of instructor . Offered Each Year (Spring).
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3.00 Credits
This introductory/survey course examines the role of infant stimulation, nursery school and kindergarten programming in the early formal educative process. Stressed are the professional responsibilities of the teacher/educator, with special emphasis on planning and organizing skills. Experiences are designed to help the student understand the philosophical foundations of early childhood education and formulate a personal educational philosophy and approach consistent with the best educational theory and practice in our present day culture. Offered Each Year (Fall).
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3.00 Credits
This course will prepare students to establish and maintain physically and psychologically safe and healthy learning environments for young children that focus on children’s needs and interests and takes into account culturally valued content and children’s home experiences. Course objectives and assignments will require students to demonstrate understanding of the influence of the physical setting, schedule, routines, and transitions on children’s learning and to use these experiences to promote children’s growth across the domains of development: social/emotional, cognitive, language/communication, self-help, and fine and gross mot or. Offered Each Year (Spring
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3.00 Credits
This course is designed to familiarize the student with the standards movement in New York State. This course will provide a national as well as state perspective on educational reform. The primary emphasis will involve a review of the seven content-area learning standards now in effect in New York State. A connection between curriculum, instruction, and assessment will be established, allowing students the opportunity to develop a learning experience that incorporate the New York State content standards. Implications of these standards with respect to individuals with disabilities will also be addressed. To be taken concurrent with Student Teaching. Offered As Needed.
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3.00 Credits
This interdisciplinary course will allow secondary education students to discuss the theories of how learners continue to acquire and use literacy as they enter adolescence and how this differs/complements elementary acquisition. In addition, specific skills will be reviewed on how to help adolescents become better readers, writers, speakers and listeners. This course will use the seminar approach. Students will participate in classroom discussions, prepare and present demonstrations, and create original projects. Prerequisites: EDU 203 & 237. Offered Each Year (Fall).
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7.00 - 12.00 Credits
The primary purpose of this course is to assist in the development of a competent, professional secondary school classroom teacher who is aware of and can demonstrate those personal and professional competencies necessary for producing effective teaching-learning experiences. In this regard, the course will provide secondary education majors with: 1) a foundation in the aspects of an early secondary or secondary school classroom; 2) a field experience with an opportunity to work directly with secondary level students; and 3) opportunities for the students to apply the fundamentals learned in EDU 237 by planning, preparing, and presenting teaching-learning experiences within a classroom setting. Prerequisite: A grade of "C" or better in EDU 237. This course should be taken during the semester prior to student teaching. Offered As Needed.
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3.00 Credits
Cross-listed as SED 402. General objectives of this course include: the development and implementation of classroom rules, procedures and consequences to enhance instruction, skills necessary to prevent classroom misconduct, the diagnosis and remediation of chronic misconduct, methods to assure that allocated time is closely aligned with productive time, and methods to improve quality of classroom climate. Prerequisites: EDU 203, 237. Offered As Needed.
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12.00 Credits
Two professional laboratory experiences in Art include observations of regular classroom situations with gradually increasing responsibility through participation under supervision. Individual student teachers are guided by periodic conferences with the College supervisor. Prerequisites: EDU 301 and 302. Non-traditional students may register for this course for variable credit, with the permission of the department chairperson. Offered As Needed.
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3.00 Credits
The primary purpose of this course is to assist in the development of a competent, professional classroom teacher, who is sensitive to the interdisciplinary cohesive nature of learning through speech, language and communication. In this regard, the participants will be able to: (1) list the major components of a language arts program across the grade levels; (2) utilize all content areas to develop and reinforce language skills; (3) explore multiple strategies and a variety of instructional materials utilized to teach language arts in a cross-disciplinary approach; (4) critique innovations in teaching the language arts; (5) evaluate commercially prepared language arts and language arts related programs/ materials. Offered Each Year (Spring).
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3.00 Credits
Current topics in education are explored. Students may register for either EDU 247 or 447. Offered As Needed.
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