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Course Criteria
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3.00 Credits
Classic and contemporary theories of curriculum development and their application to day-schools, in general, and Judaic and secular studies. Designing and implementing effective curriculum and learning based upon a school’s mission and philosophy, the capacity of its faculty, and the needs and abilities of its students. Special focus will be applying Advanced Curriculum Development to the Content Areas in Childhood Education: Social Studies, Language Arts, Art, Music, Science, Mathematics, etc. This course will be offered to students enrolled in the master’s program leading to NYS professional certification in childhood education.
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3.00 Credits
The objective of this course is to provide an introduction to the theory and application of varied assessment methods used to improve teaching and promote student learning in childhood education. Special focus will be applying Classroom Assessment to the Content Areas in Childhood Education: Social Studies, Language Arts, Art, Music, Science, Mathematics, etc. Examination of traditional assessment practices, as well as alternative methods of classroom assessment. Various issues including grading, the assessment of students with special needs, and ethics in assessment, among others, will be addressed.
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3.00 Credits
Course description to follow
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3.00 Credits
No course description available.
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3.00 Credits
No course description available.
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3.00 Credits
No course description available.
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3.00 Credits
No course description available.
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3.00 Credits
The purpose of this course is to acquaint students with action research designed to spur innovation, assessment, and excellence in childhood education teaching. The objective is to provide students with knowledge and skills in action research to enhance reflective inquiry and practice. Special focus will be applying Action Research to the Content Areas in Childhood Education: Social Studies, Language Arts, Art, Music, Science, Mathematics, etc. Topics include the components of research design, methodology, and basic statistical and qualitative analyses. The students develop the needed knowledge base to prepare them to conduct quantitative and qualitative action research studies. Collaborating using the latest research in content areas available both online and in print, with an eye on best practice in the field, students will work together to discover new ways to improve classroom instruction and student learning. Technological applications for conducting research play a prominent role. Advanced graduate students will appreciate action research as a tool to improve practice and promote better teaching to influence student achievement in the content areas.
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3.00 Credits
The purpose of this course aims to apply knowledge and skills gained in the basic action research course to solve real problems childhood educators face on a daily basis. Students will be required to undertake an action research study in a content area (math, science, social studies, arts, literacy, etc.) and report findings with a focus on improving teaching and promoting student achievement in that particular content area. In this course, students will work together in “learning collaboratives” to formulate research-based strategies that address specific problems. Students learn from experts and research studies, implement strategies to address the issue, meet regularly to refine and improve their approaches, and assess the impact of the chosen strategies on classroom practices and student outcomes in their schools. Pre-requisite: EDU 6400: Action Research in the Content Areas.
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3.00 Credits
This course serves as the capstone culminating expression of that which students have learned in their coursework and in actual teaching, integrating theory, research, and practice in the 1-6 classroom. The course requires that students serve as head teacher, assistant teacher, or intern in a formal educational setting. Students participate in weekly cohort conferences with their supervisor. These meetings provide a forum for connecting theory to practice and include analysis of ongoing professional experiences and discussion. A supervised practicum is required of 50 hours in duration excluding meetings with the supervisor/professor. No text is required. Final product will be an electronic portfolio highlighting knowledge, skills, and dispositions gained in the practicum.
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