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Course Criteria
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3.00 Credits
This course focuses on the exploration of methods of curriculum development that weave children's literature and the arts (fine arts, dramatic play, and music/movement) in programs for young children (preschool-grade 3). A thematic, multicultural approach is stressed. Students will learn to choose and evaluate literature for children and to plan and implement developmentally appropriate music, dramatic play, and art experiences that extend exemplary literature (folktales, fairytales, contemporary picture books, poetry, etc.) into the child's world. Prerequisites: CIEC 200 2 credits
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3.00 Credits
This course examines the thematic approach to curriculum development and integration across content domains and specifically geared to curriculum planning in the preschool classroom. The research on developmentally appropriate curriculum and authentic (performancebased) assessment are presented and discussed. Students design integrated curriculum around social studies and science concepts and math and reading/language arts skills connected to Preschool Teaching and Learning Expectations. Students construct pre-k curriculum and performance-based assessment by utilizing children's literature, divergent questions, conceptual themes, brain research, learning styles, and multiple intelligences. Prerequisites: CIEC 200
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20.00 Credits
This course examines the historical and philosophical foundations of education, including introductory knowledge of lesson planning, classroom management, teaching methods, special education, learning styles, child development, legal issues, a code of ethics, multicultural education, and the role of reflection in teaching. Current issues are discussed such as vouchers, charter schools, and the roles of local, state, and federal governments in funding public education. Teacher candidates conduct 20 hours of observations in P-3 (early childhood), K-5 (elementary), Educatio146 n 6-8 (middle schools), or 9-12 (subject field) classrooms and assess their own abilities in relation to professional teaching standards. Teacher candidates are introduced to e-portfolios, assess their dispositions, and develop an educational philosophy. Prerequisite: Admission to K-12 program
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3.00 Credits
This course examines the roles of a teacher within the context of historical and philosophical foundations of education. Content includes the roles of a teacher, classroom management, generic teaching methods, lesson planning, learning styles, mainstreaming, child development, legal issues, a code of ethics, alternative models of education, multicultural education, and the role of reflection in teaching. Students are placed in public schools and conduct a minimum of twenty hours of guided observations in P-3 (early childhood), K-8 (elementary), and K-12 (subject field) classrooms. Students' speaking and writing skills are also to be assessed. Prerequisite: Admission to P-3 Program (CIED 203 can substitute) Elementary and Early Childhood Education 143
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3.00 Credits
This is an introductory course in the use of educational and assistive technology in the teaching and learning process. Students learn how to infuse technology into the curriculum to address NJCCCS and technology literacy standards as well as meet the needs of learners from diverse backgrounds (e.g., differences in social class, gender, race, ethnicity, language, sexual orientation, age, and special needs). Students will also explore the use of technology for their own professional development. Students develop an e-portfolio. Prerequisites: Admission to K-5 2 credits
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3.00 Credits
This course provides a comprehensive overview of major theories and instructional approaches related to (1) the understanding of language and literacy development, and (2) the teaching of literacy to children in inclusive elementary classrooms. To achieve this goal, students will be expected to actively apply theories to classroom practice in their field experience. They will also be expected to critically examine and reflect on ways in which teachers can provide the environment and experiences needed to promote literacy development and learning of diverse children in inclusive classrooms. Part of the course requirement is a within-course supervised field experience. Fingerprinting is required. Prerequisites: CIED 203
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3.00 Credits
The practicum is a two-day per week, full-semester experience, including two full weeks at the end of the semester. It is designed to provide K-5 certification students with the opportunity to work with an experienced teacher in developing professional knowledge, as well as humanistic and reflective practices. Students are assisted in identifying and meeting major goals: small group instruction, managing the classroom for a full morning or day, and demonstrating classroom management skills. Students meet in a weekly seminar in which they discuss classroom issues and work on reflective statements and artifacts for their e-portfolios. Students are formally observed twice during the semester by a University supervisor who requires the writing of journals. By advanced application in Office of Field Experiences. Prerequisites: CIEE 229; co-requisites: CIEE 322, CIEE 329, CIEE 323, CIEE 326 1 credit
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3.00 Credits
This course focuses on developmentally appropriate methods of differentiating instruction for all students. This class presents theory and strategies to teach students who are English language learners. This course also presents theory and strategies to identify and teach elementary students who may have mild to moderate disabilities. Connections are made between various instructional models and individual student needs. Topics include core content curriculum methodology, second language acquisition, using the curriculum to facilitate second language learning, adaptation and modification strategies to address academic, behavioral, social, and emotional needs, methods to incorporate assessment results to IEP goals and objectives, and ways to develop and implement evaluation procedures to assess student progress. Prerequisites: CIED 203 or CIED 204 2 credits
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3.00 Credits
This integrated language arts and social studies course is designed for pre-service teachers who are working with or will be working with students in a K-5 setting. The course focuses on curricula and methods that weave together language arts, literature, and social studies and that foster the development of critical thinking skills. Students examine a variety of children's literature and experiment with lesson plans, unit plans, and assessment techniques that incorporate reading, writing, and social studies skills. Students also practice a variety of teaching methods that reflect multiple intelligences and respect diversity. Finally, students develop and demonstrate thematic units that utilize a multicultural approach to language arts, literature, and social studies and that include real-world social problem-solving projects. Prerequisite: CIEE 229; co-requisites: CIEE 301, CIEE 329, CIEE 323, CIEE 326 Elementary and Early Childhood Education 139
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5.00 Credits
In this course, students explore and discover the arts, movement, sound, and other expressive media that contribute to influencing the creative forces in children. Future teachers are provided with an understanding of the creative and aesthetic potential in children. They are given opportunities to experiment with appropriate media, and they consider programmatic possibilities for implementation in a school setting. Prerequisites: CIEE 229; co-requisites: CIEE 301, CIEE 322, CIEE 329, CIEE 326 2 credits
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