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EDUC 542: Portfolio Pedagogy And Assessment
3.00 Credits
SUNY at Binghamton
Portfolio as an authentic assessment strategy and, as such, the engine for a pedagogy valuing students' growth, improvement and increasing reflectivity. Theories of portfolio teaching and evaluation and creation of portfolio assignments and evaluation rubrics. Course requires a portfolio of work accomplished during the term, including (but not limited to) reviews, response papers, a portfolio assignment and a portfolio evaluation rubric appropriate to the student's discipline or endeavor.
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EDUC 542 - Portfolio Pedagogy And Assessment
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EDUC 559: Fundamentals of Second/ Foreign Language Education
3.00 Credits
SUNY at Binghamton
This class addresses second- and foreign-language teaching pedagogy and methodology. Students will explore the social, historical and cultural elements that define second and foreign language teaching and will gain an understanding of various approaches, principles and practices used. This course is designed for teachers of both second and foreign languages.
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EDUC 559 - Fundamentals of Second/ Foreign Language Education
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EDUC 560:
3.00 Credits
SUNY at Binghamton
CONFLICT RESOLUTION IN EDUCATIONAL AND COMMUNITY SETTINGS Conflict analysis, management and resolution in educational and community settings with sensitivity to issues of race, class and gender. Explores practices that are non-violent, non-coercive and effective in building solid and satisfactory personal and group relations. Reflection on root causes of conflict; development of conflict resolution skills and practices for those involved in educational and community settings. Team-taught with MASS 560.
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EDUC 560 -
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EDUC 580: Special Topics in Education
3.00 Credits
SUNY at Binghamton
Specific topics vary from semester to semester. Attention may focus on social, psychological, historical, political or contemporary issues. In-depth exploration of the impact of various topics on current public school practices.
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EDUC 580 - Special Topics in Education
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EDUC 594: Social Action as Curriculum
3.00 Credits
SUNY at Binghamton
Involving students in an effort to revitalize public education. Pursuit of a local or national social action interest; development of related integrated curriculum. Documentation of work on the project in context of a qualitative research effort. Graded S/U only.
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EDUC 594 - Social Action as Curriculum
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EDUC 597: Independent Study
1.00 - 4.00 Credits
SUNY at Binghamton
By consent of instructor only. 1-4 cr.
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EDUC 597 - Independent Study
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EDUC 599: Research Credit
1.00 - 9.00 Credits
SUNY at Binghamton
Research and independent work on an approved project or problem. Registration by consent of adviser only. Graded Satisfactory/Unsatisfactory only. 1-9 cr.
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EDUC 599 - Research Credit
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EDUC 601: Contemporary Philosophical And Social Issues in Education
3.00 Credits
SUNY at Binghamton
Examination of philosophical assumptions that inform educational practice and policy. Exploration of important relationships, including the connections between educational theory and practice, knowledge and human interests, democracy and education, and diversity and community. Theorizing is made meaningful to practitioners as they analyze contemporary educational issues not only through the writings of distinguished philosophers and social theorists, but also through their own critical frameworks.
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EDUC 601 - Contemporary Philosophical And Social Issues in Education
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EDUC 602: Curriculum Theories, Designs And Evaluation
3.00 Credits
SUNY at Binghamton
Examination of curriculum as a field of study. Primary focus on alternative theories and implications for content and form of curriculum. Issues relating to purposes, selection, organization, differentiation and evaluation of curriculum. Exploration of current practice in curriculum with reference to issues of diversity and equity, conceptions of literacy and the work of teachers and administrators.
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EDUC 602 - Curriculum Theories, Designs And Evaluation
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EDUC 603: Theories of Learning And Instructional Design
3.00 Credits
SUNY at Binghamton
Exploration of the psychological and epistemological foundations of curriculum and instruction, relationship between learning and cognitive development, role of historical and conceptual analysis in the design of school subjects. Students are expected to apply learning theory to instructional design and pedagogical practice.
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EDUC 603 - Theories of Learning And Instructional Design
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