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Course Criteria
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3.00 Credits
3 hours recitation, weekly supervised teaching (at least 300 hours); 9 credits Design of developmentally appropriate environments, curricula and pedagogy for young children birth-grade 2. Classroom organization and curriculum modification for children of different age levels and with diverse learning needs in culturally and linguistically diverse, urban settings, including children with special needs and English language learners. Families and communities in early childhood education. Development of teaching portfolio. 300 hours of student teaching in one or more of the following age levels: preschool, kindergarten, grades 1 and 2 as required for the initial certificate in early childhood education. (Open only to students who have completed all required education courses with a grade point average of 3.00 or higher, and a grade point average of 2.75 or higher in liberal arts and sciences courses.) Prerequisite: Education 16, 34, 36.1, 37.11, 39, 40.1, 43.1, 44.1, and 45.1. Additional prerequisites for dual early childhood/special education certification: 51.11 and 51.12.
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2.00 Credits
2 hours seminar, supervised teaching (at least 225 hours/semester); 4 credits Role of materials and resources in the early childhood years; classroom organization and curriculum modification for children of different age levels and with diverse learning needs in culturally and linguistically diverse, urban settings. Families and communities in early childhood education; special topics in early childhood education. Development of teaching portfolio. Students will complete at least 225 hours of student teaching in one of the following age levels: preschool, kindergarten, grades 1 and 2.They will complete student teaching requirements in Education 75.12 in a second age level in order to qualify for the initial certificate in early childhood education. Open only to students who have completed all required education courses with a grade point average of 3.00 or higher, and a grade point average of 2.75 or higher in liberal arts and sciences courses. Prerequisite: Education 16, 34, 36.1, 37.11, 39, 40.1, 43.1, 44.1, and 45.1. Corequisite: For dual certification in early childhood education and early childhood special education: Education 51.11.
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3.00 Credits
3 hours seminar, supervised teaching (at least 225 hours/semester); 5 credits Methodology and curriculum development in early childhood settings, birth-grade 2. Integrated curriculum in early childhood settings, with a focus on culturally and linguistically diverse, urban settings.Teachers as researchers; development of a reflective approach to teaching and assessing a diverse child population, including children with special needs and English language learners. Families and communities in early childhood education. Development of teaching portfolio. Students who have completed at least 225 hours of student teaching in Education 75.11 in preschool, kindergarten, or grades 1 and 2, must complete the student teaching requirements for this course in a second age level. Open only to students who have completed all required education courses with a grade point average of 3.00 or higher, and a grade point average of 2.75 or higher in liberal arts and sciences courses. Prerequisite: Education 16, 34, 36.1, 37.11, 39, 40.1, 43.1, 44.1, 45.1, and 75.11. Prerequisite or corequisite: For dual certification in early childhood education and early childhood special education: Education 51.11 and 51.12.
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3.00 Credits
3 hours recitation, weekly supervised teaching (at least 300 hours); 9 credits Student teaching. Application of the principles of teaching to all aspects of the curriculum, including literacy instruction in both childhood classroom settings, grades 1-3 and 4-6; longandshort-term planning. Focus on self-reflective teaching and assessment procedures to address the learning needs of a diverse student population, including English language learners and students with special needs. Preparation in development of school-community relationships and collaborative learning; integration of instructional technology; culmination of portfolio development. Readings and discussions on significant issues related to classroom teaching and professional development, including preventing child abduction, substance abuse, safety education, and child abuse awareness. Focus on skills in fostering effective relationships and interactions to support all students and urban schools and the process of school change. (Not open to students who are enrolled in or have completed any of the following: Education 75.1, 75.2, 75.3, 76.1, 76.2, 77, 77.2, 78, 78.2. Open only to students who have completed all required education courses with a grade point average of 3.00 or higher, and a grade point average of 2.75 or higher in liberal arts and sciences courses.) Prerequisite: Education 43, 44, 45.
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3.00 Credits
3 hours recitation, weekly supervised teaching (at least 300 hours); 9 credits Student teaching. Application of the principles of teaching to all aspects of the curriculum, including literacy instruction in both childhood classroom settings, grades 1-3 and 4-6; longandshort-term planning. Methods of teaching native language arts to bilingual (Spanish/English) language learners; methods of teaching content areas using Spanish and English. Focus on self-reflective teaching and assessment procedures to address the learning needs of a diverse student population, including English language learners and students with special needs. Preparation in development of school-community relationships and collaborative learning; integration of instructional technology; culmination of portfolio development. Readings and discussions on significant issues related to classroom teaching and professional development, including preventing child abduction, substance abuse, safety education, and child abuse awareness. Focus on skills in fostering effective relationships and interactions to support all students and urban schools and the process of school change. (Not open to students who are enrolled in or have completed any of the following: Education 75.1, 75.2, 75.3, 76.1, 76.2, 77, 77.2, 78, 78.2. Open only to students who have completed all required education courses with a grade point average of 3.00 or higher, and a grade point average of 2.75 or higher in liberal arts and sciences courses.) Prerequisite: Education 43, 44, 45.
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3.00 Credits
3 hours; 3 credits Parenting as an educative process; needs of parents and children; effect of parental attitudes and cultural influences on the child's development and learning.The home and family as an educational environment; roles of parents in preschool and school settings. (This course cannot be credited towards any education sequence or taken for credit by an education major.)
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3.00 Credits
3 hours and conference; 3 credits Workshop in expository writing: strategies of, and practice in, analytical reading and writing about texts. Fundamentals of grammar and syntax. Frequent assignments in writing summaries, analyses, comparisons of texts, and such other expository forms as narration, description, and argumentation. Emphasis on writing as a process: invention, revision, editing. (Not open to students who have completed English 1.7.) Prerequisite: placement in the course on the basis of the score of 480 or higher on the verbal SAT, or 75 on the New York State Regents Examination in English, or a score of 7 on the ACT Writing Examination.
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2.00 Credits
3 hours and conference; 11 2 credits Workshop in expository writing: strategies of, and practice in, analytical reading and writing about texts. Fundamentals of grammar and syntax. Frequent assignments in writing summaries, analyses, comparisons of texts, and such other forms as narration, description, and argumentation. Emphasis on writing as a process: invention, revision, editing. (Not open to students who are enrolled in or who have completed English 1. Students may not receive credit for both English 1 and English 1.11.)
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2.00 Credits
3 hours and conference; 11 2 credits Continuation of English 1.11. More extensive study of expository writing. Continued emphasis on writing as a process: invention, revision, editing. (Not open to students who are enrolled in or who have completed English 1. Students may not receive credit for both English 1 and English 1.12.) Prerequisite: Students must receive a grade of C- or better in English 1.11 to be permitted to enroll in English 1.12. Students must pass English 1.12 with a grade of C- or better to be credited with a course equivalent to English 1.
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3.00 Credits
3 hours; 3 credits Analysis of the process of second-language acquisition for the adult language learner and of the relationship between language learning and cultural awareness. Development of practical self-monitoring and self-evaluating strategies to promote successful language acquisition and cultural competence. For students studying or planning to study a modern language, including English at the college level. This course is the same as Modern Languages and Literatures *1.5. Prerequisite: permission of the chairperson of the Department of English.
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