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Course Criteria
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3.00 Credits
Addresses proven formal and informal approaches to be used by educators and related services professionals in identifying and teaching exceptional learners, with an emphasis on measurement strategies that inform their effective instruction.
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3.00 Credits
The course will examine the history of dramatic experiences in the K-6 public school system, including oral and dramatic traditions in cultures around the world. Children's/adolescent literature titles will be the catalyst to develop projects that include storytelling and dramatic activities.
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3.00 Credits
The course provides an in-depth study of the culture of poverty (in contrast to middle class norms and values) using research-based frameworks (including Ruby Payne's "Framework for Understanding Poverty"). Candidates will explore an alternative definition of poverty, the hidden rules of classes, and the language structures used in poverty, in order to develop classroom tools, interventions, and resources for use with children and their families.
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3.00 Credits
Surveys and analyzes current models and theories of Second Language Acquisition (SLA) (e.g., cognitive/connectionist theory, interlanguage theory, acculturation/pidginization theory, linguistics universals, etc.) including theories from linguistics, psychology and education. Focuses on theories and applied perspectives of language instruction and learning emphasizing proficiency-orientated approaches, development of curricula and materials, and interconnections between language and culture. Participants explore grammatical, pragmatic, and sociolinguistic dimensions of language learning and development strategies that build on (meta)cognitive language development. Participants will also stress development of skills and accuracy and reflect the impact of current research in the field of SLA.
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3.00 Credits
Discusses basis curriculum theory, providing models of curriculum development and their application to Pre K-12 classrooms, with an emphasis on constructivist, student-centered theories. Emphasizes basic curriculum theory for the English as a Second Language (ESL) classroom, providing an analysis of curriculum models for ESL and bilingual education. Basic methods of ESL are used, as students apply theory to classroom practice through research and projects. N.Y.S.E.D. Standards for ESL and the N.Y.S.E.D. ELA Standards applied to ELL students provide the basis for curriculum work. Infuses technology and Computer Assisted Language Learning (CALL) in methodology.
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3.00 Credits
Core graduate course for the Curriculum and Instruction master's degree specialization explores the people and changes impacting the history of curriculum in the U. S. Students will develop a usable curriculum/instructional framework following acceptable curriculum development practice.
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3.00 Credits
Builds on EDU 520. Curriculum issues and development course, students analyze current developments in the field of curriculum and instruction. Students develop an innovative curriculum framework integrating many content frameworks and innovative techniques.
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3.00 Credits
Study of the philosophy, organization, and curriculum of the middle school. Emphasis on the role of the teacher in the middle school. Research and experimental models are examined.
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3.00 Credits
The course is designed to introduce education personnel to the techniques and equipment involved in the use and development of computer-assisted instruction (CAI). A preliminary introduction to the microcomputer will be a part of the course. The role of both CAI and computer-managed instruction will be explored, including the possibilities of record management, analysis of student performance, and the development of original CAI materials. Emphasis will be placed on the use of "high level, user- friendly" languages such as PILOT and LOGO.
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3.00 Credits
Focus on research-based positive approaches to the prevention of and intervention on academic and social challenges of P-12 students with disabilities. Principles of classroom structure and organization, classroom management, positive proactive behavior management, and school-wide discipline plans are emphasized, with a basis in current research.
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