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Course Criteria
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4.00 Credits
This course is designed to comply with New York State Teacher Certification in bilingual education in that it prepares prospective teachers to use methods and materials for teaching reading and writing in bilingual education programs- transitional, maintenance and dual language. The course will explore instructional strategies for integrating reading and writing across the content areas and will concentrate on the application of theory, methodology and applications of technology in literacy instruction to meet requirements of the New York State Learning Standards in English Language Arts and Languages Other than English. Attention will be given to the assessment and evaluation of first and second language literacy development. Offered every fall Prerequisites: Admission to SOE; ED3650; ED3700; ED4200.
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4.00 Credits
This course focuses on current approaches to literacy instruction across the curriculum. It is designed for secondary teacher candidates, and addresses specific instructional strategies apropriate for the adolescent popu- lation. Emphasis will be placed on theoretical models of reading, instructional strategies, assessment techniques, strategies specific to multicultural and bilingual learners.
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2.00 Credits
The purpose of this course is to provide the adolescence candidates with an opportunity to observe literacy strate- gies in various discipline settings. The course goal is to familiarize candidates with differentiation of instruction and methodology for diverse/multicultural populations. Candidates will also become familiar with the strategic needs of learners with exceptionalities. Candidates will be asked to keep a journal (field notes) regarding their observations and to construct a Strategic Literacy Toolbox (SLT) for use in the educational environment. The SLT will be composed of thier field notes and research-based strategic lesson plans. Prerequisite: ED4230
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4.00 Credits
Provides students with background information for understanding children who are experiencing learning difficulties in the elementary school. Exploration of the possible causes, assessment techniques, and treatment procedures for the learning disabled are discussed; the special problems of dyslexia; and the culturally and linguistically diverse student with special education needs are also addressed. Emphasis is on maintaining the student with learning disabilities in the mainstream setting. Two field visits are required. Offered every fall. Prerequisites: ED3820 or permission of instructor; EC II placement
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4.00 Credits
Focuses on the educational needs of children of varying ethnic, cultural, and/or language backgrounds. An analysis of varied pedagogical practices, current materials, related curricula, and problems of intergroup education are included. Note: Students taking this course during the summer will be responsible for the additional expenses and extended time involved in taking a number of field trips. Offered every spring or summer. Prerequisites: Admission to TED; ED3700, ED3900
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4.00 Credits
This course examines the dimensions of language, theories and research in first and second language acquisition, and factors involved in teaching of English as a Second Language. The focus will be on the principles, methodologies, techniques, and approaches appropriate to teaching school age students content through a second language. Required of Bilingual Education majors. Offered every spring or summer. Prerequisites: ED3700, ED3900; EMS placement
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4.00 Credits
Provides generic background information for developing and interdisciplinary approach to instructure for children to early childhood, elementary, and middle school classes. Emphasis is given to the preparation of interdisciplinary, thematic units of instruction and the processes involved in designing both disciplinary and inter-disciplinary lessons and activities. As they practice lessons and unit planning techniques, students develop skills needed to address the New York State Learning Standards and prepare educational objectives. The course reviews questioning strategic uses of the Internet and educational technology in research and planning for teaching; application of educational taxonomies and authentic and traditional assessment techniques. Throughout the course, children's development levels and abilities are related to the planning processes. Competence in language and research skills needed by teacher education majors is demonstrated in the preparation of a research project. Offered every semester. Bilingual-Spanish: This course is designed to provide methods for teaching content appropriate to the teaching certificate to bilingual English language learners using the native language and English. Offered every fall. Prerequisites: ED3700;ED3900;EMS
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4.00 Credits
This course is designed to provide methods for teaching content appropriate to the teaching certificate to bilingual English language learners, using the native language and English. It provides generic background information for developing an interdisciplinary approach to instruction for children in early childhood, elementary, and middle school classes. Emphasis is given to the preparation of interdisciplinary, thematic units of instruction and the processes involved in designing disciplinary and interdisciplinary lessons and activities. As they practice lesson and unit planing techniques, students develop skills needed to address the New York State Learning Standards and prepare educational objectives. The course reviews questioning strategies; uses of the Internet and educational technology in research and planning for teaching; application of educational taxonomies; and authentic and traditional assessment techniques. Throughout the course, children's developmental levels and abilities are related to the planning processes. Competence in the English and Spanish languages and research skills needed by teacher education majors is demonstrated in the preparation of a research project in Spanish. Offered every fall semester. Prerequisites: ED3700; EMS .
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4.00 Credits
This course examines research and theories on physical, cognitive, personality and social development in humans from six years through adolescence. Topics include the self and identity, family, peer groups, schools and the media. The impact of socioeconomic background, culture, race and gen- der will be analyzed throughout. The application of theories and research for parents and educators and current issues and policy debates will be discusssed. Prerequisites: PY2010; PY3210 recommended; ECII placement
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2.00 Credits
This course meets the New York State Education Department's mandate for training in detecting and reporting child abuse. It is a graduation requirement for all Teacher Education students. The course meets for 30 hours and studies the impact of sexual, physical abuse, maltreatment and neglect on the child and his/her family. In addition, it will focus on the processes for reporting child abuse with special emphasis on the role of the teacher. Finally, this course will include a review and analysis of instructional materials and activities appropriate for use with various school populations. Offered every semester. Prerequisites: Admission to TEP; senior standing; completion of all required ED and liberal arts and sciences coursework; permission of ED adviser. Corequisite: Student teaching II (ED5900, ED5910, ED5920, ED5940, ED5960, ED5980).
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