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Course Criteria
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3.00 Credits
Introduction to the classical stage of the ancient Egyptian language, employed from about 2200 to 1400 BCE, and to the hieroglyphic script in which it was written. Vocabulary, grammar and syntax leading to the reading of ancient texts. No prerequisites.
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3.00 Credits
Continues the study of the classical stage of the ancient Egyptian language begun in EGYN 201. Completion of basic grammar; concentration on reading of ancient historical, literary, religious and biographical texts. Prerequisite: EGYN 201.
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30.00 Credits
Cognitive, social, emotional, and physical development of children from kindergarten to age 12. Impact of poverty, racism, gender and social class on child growth and development. Roles of the teacher and the schools embedded in societal context. Course project will involve a child study based on direct interaction with a child and family. Minimum 30 hours of fieldwork required.
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15.00 Credits
Exploration of processes of curriculum design, development and evaluation through students? own theorizing and that of classic and contemporary educational theorists. Analysis of connections between and among children, teaching, curriculum and school structure. Problematic relationship between knowledge and power. Pedagogical and curricular issues central to multiculturalism, particularly those posed by the effects of racism, sexism, classism and ableism. Minimum of 15 hours of field experience required for this course.
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10.00 Credits
Examination of past and current thinking in the field of early childhood education (birth to grade 2) through an interdisciplinary framework. Includes analyses of connections between theory and practice with a focus on observing, evaluating, instructing, and assessing diverse learners in inclusive early childhood settings. Minimum of 10 hours of fieldwork required.
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2.00 - 4.00 Credits
Examines language development and delays from infancy through early childhood, including relationships between receptive and expressive language (e.g., oral, sign), and between language development and emergence of literacy (from awareness of and interest in print to reading and writing). Strategies to strengthen early language and emergent literacy in preparation for K-12 education. 2-4 cr.
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15.00 Credits
Focus on the science content, instructional strategies, resources, activities, New York state core curricula guidelines and underlying theoretical basis for teaching science to children ages 5 to 12. Emphasis on participatory activities that use inexpensive household materials leading to an understanding of how key science concepts apply in everyday life. Students are expected to alternate between the roles of student and teacher by both thinking about and doing science and science teaching. In addition to specific cognitive and skills outcomes, seeks to create an increased interest in and appreciation for science. Minimum of 15 hours of field experience required.
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3.00 Credits
Current nature of social studies education and possible ways of improving social studies curriculum and teaching in the elementary education grades. Topics include scope and sequence; facts, concepts, skills and values in social studies instruction; unit planning and student projects; community study; and teaching for social concern, social criticism and social action. Examination of New York state K-6 social studies curriculum.
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3.00 Credits
Study of the historical development of schooling in America and ways in which society?s needs shape development of curricula, roles of teachers and purposes of schooling. Political and economic struggles that affect teaching as a career and the structure of contemporary schools. Writings of major educational scholars who have studied the history and sociology of education. Development of K-12 education; emphasis on historical development of elementary schools and teaching.
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3.00 Credits
This class focuses on the skills and understandings that elementary level content-area teachers and literacy teachers need to effectively teach second-language learners inmainstream classes. Social and contextual factors affecting academic achievement of second-language learners are addressed. Modification of instruction, assessment, development of best-practice instructional strategies, and use of Sheltered Instruction, or Specially Designed Academic Instruction in English (SDAIE) are highlighted.
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