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  • ED 406: Methods and Curriculum Development for Inclusive Childhood Education Grades

    3.00 Credits
    Wagner College

    One unit. This course is designed to provide students with knowledge of the learner that takes place in childhood classrooms, and the roles and responsibilities teachers have in encouraging and supporting the process. Mathematics, science, social studies, language arts, visual and performing arts, health, physical education, and technology and career development as teaching tools will be examined in depth. Research, discussions, refl ection, projects, studies, inquiry, observations, and fi eldwork will strengthen students' abilities to think critically and improve problem-solving capabilities in the fi eld of education. Students will become confi dent and profi cient in planning and applying appropriate strategies and techniques for meeting the needs of students in inclusive classrooms. A 20 clock-hour placement in an inclusive classroom is coordinated with this course. This course must be taken in conjunction with ED 414. Prerequisites: ED 210, 326, 335 and admission into the teacher preparation program. Offered Fall/Spring.
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  • ED 412: Strategies for Teaching Inclusive Education

    1.00 Credits
    Wagner College

    One unit. This course is designed to provide insight into the art of teaching individuals with different abilities and needs in the same classroom. Students will discover ways to acknowledge all class members in developing and understanding that different types of learners can be educated together. Self-refl ection, research, discussions, small group inquiry, observing, interviewing, and fi eldwork will lead to an increased ability to think critically and improve problem solving capability in order to meet the challenging demands of teaching in today's schools. A 20 clock-hour placement in an inclusive classroom is coordinated with this course. Activities include pairing with a child with disabilities in school and non-school experiences, family respite, peer interactions, and advocacy. IEP/IFSP decision making and planning for inclusive settings emphasizing teaming, cultural inclusion and family involvement will be covered. Prerequisites: ED 210, 326, 335 and admission into the teacher preparation program. Offered Fall/Spring.
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  • ED 414: Methods and Curriculum Development for Inclusive Middle Childhood Education Grades

    8.00 Credits
    Wagner College

    One unit. This course is designed to acquaint the prospective teacher with the changing developmental characteristics of the developing child and the implications for instruction in an inclusive setting. This course focuses on the general structure of the inclusive middle school, principles and guidelines for choosing and integrating curriculum, the application of informal and formal assessment methods, as well as the use of educational technology. Special attention is given to the methodologies of teaching mathematics, social studies, science, and language arts. An inclusive middle level supervised practicum totaling 20 clock-hours is incorporated into this course. This course is part of a junior level learning community, taken in conjunction with CS 322. Prerequisites: ED 210, 326, 335 and admission into the teacher preparation program. Offered Fall/Spring.
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  • ED 425: Theories in Language Acquisition and Literary Development

    1.00 Credits
    Wagner College

    One unit. This course is designed to provide students with knowledge of the strategies in which language and literacy are acquired and developed. Particular attention will be paid to emergent language acquisition as well as curricular strategies that strengthen literacy development through the examination of the fundamentals of reading, listening, written and oral communication. Students will be introduced to a wide spectrum of literacy theories, the use of children's literature across the curriculum, reading and writing workshops, and various authentic and qualitative literacy assessment tools. This course is taken in unison with ED 426: Language Acquisition and Literacy Development for Linguistically and Culturally Diverse Children. A literacy fi eld practicum, totaling 30 clock-hours, is incorporated in conjunction with ED 426. Prerequisites: ED 210, 326, 335 and admission into the teacher preparation program. Offered Fall/Spring.
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  • ED 426: Language Acquisition and Literacy Development for Linguistically and Culturally Diverse Children

    1.00 Credits
    Wagner College

    One unit. This course is designed to provide students with knowledge of the ways in which language and literacy are acquired and developed for linguistically and culturally diverse children. Particular attention will be paid to second language acquisition, bilingual education, as well as curricular methods that evaluate and reinforce the reading, writing, and speaking skills of linguistically and culturally diverse children. Students will discuss language and literacy theories, literacy assessment methods, and particular literacy strategies for children of diverse backgrounds and language experiences. This course is taken in unison with ED 425, Theories in Language Acquisition and Literacy Development. A literacy fi eld practicum, totaling 30 clock-hours, is incorporated in conjunction with ED 425. Prerequisites: ED 210, 326, 335 and admission into the teacher preparation program. Offered Fall/ Spring.
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  • ED 550B: Student Teaching: Childhood- Grades

    3.00 Credits
    Wagner College

    One unit. The student's professional and specialized education for teaching all children at the childhood level (1-3) culminates in this extensive fi eld experience. This experience includes full-time directed teaching in accredited inclusive, mainstreamed and regular classrooms for students in grades one to three. Students tasks involve orientation to school and classroom, on the job growth in planning, instructional and evaluation skills, and experience in practicing human and professional relations. A weekly one-hour refl ection seminar will accompany the clinical led by the student's college supervisor. The seminar will include an extended 2 hour workshop in identifying and preventing child abuse and a 3 hour workshop in and violence prevention and fi re safety. Students will spend a minimum of six weeks (full time) at this placement. Prerequisites: Acceptance by EPPAC into clinical practice and registration of the CST of the NYSTCE. Offered Fall/Spring.
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  • ED 560B: Student Teaching: Childhood- Grades

    8.00 Credits
    Wagner College

    One unit. The student's professional and specialized education for teaching all children at the childhood level (4-8) culminates in this extensive fi eld experience. This experience includes full-time directed teaching in accredited inclusive, mainstreamed and regular classrooms for students in grades four to eight. Student's tasks involve orientation to school and classroom, instructional and evaluation skills, and experience in human and professional relations. A weekly one-hour refl ection seminar will accompany the clinical led by the student's college supervisor. The seminar will include an extended 2 hour workshop in identifying and preventing child abuse and a 3 hour workshop in and violence prevention and fi re safety. Students will spend a minimum of six weeks (full time) at this placement. Prerequisites: Acceptance by EPPAC into clinical practice and registration of the CST of the NYSTCE. Offered Fall/Spring.
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  • ED 580: School,Diversity & Society

    1.00 Credits
    Wagner College

    One unit. This capstone course, part of the senior Level Learning Community, is an advanced level course designed to enhance students' skills as refl ective practitioners and transformative intellectuals. The course will provide preprofessional student teachers with an analytic framework to undertake an interdisciplinary analysis of the school-society relationship. The course provides students with an opportunity to refl ect on their understanding of educational issues and concepts as they work in the fi eld. Using this experience and their knowledge of educational issues students will discover how and why certain school-society issues arose in this country and then changed over time. While this course will take students' practice as central, it will cover the following: school laws; an examination of diversity issues; advanced study of the philosophical and sociological foundations of American education; current reform efforts; and professional development issues. Prerequisite: Concurrent with ED 550/560. Offered Fall/Spring.
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  • ED 593: Independent Study

    1.00 Credits
    Wagner College

    One unit. Supervised independent research projects developed by the student with faculty advisement. Restricted to advanced majors. Offered Fall/Spring.
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  • EN 111: World Literature

    1.00 Credits
    Wagner College

    One unit. An introductory course covering fi ction from English-speaking countries other than the U.S. and Great Britain such as Canada, India, and South Africa and writing in translation from such areas as Africa, Asia, Europe, and Latin America. The course will focus on a specifi c theme. The course is part of the foundation of the English major and should be taken by the end of the sophomore year. Offered spring semester.
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