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Course Criteria
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3.00 Credits
Prerequisites: EBM 493 and departmental permission. 3 credits.
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3.00 Credits
Seniors may register for academic credit for field experience with business or government agencies in the greater New York area, under the supervision of a faculty member. Prerequisites: Senior status, a GPA of 2.5 in the major, departmental permission. 3 credits.
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6.00 Credits
The nature of physical, cognitive, emotional, social, and moral development from birth through early adolescence, with implications for early intervention, early childhood education, and elementary school classroom teaching; integration of theory and research findings from the fields of developmental psychology and educational psychology. During the second half of the semester students in the early childhood program and students in the childhood program direct their projects and papers to the study of the respective developmental levels of their programs. 3 credits.
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3.00 Credits
Parents and families as the context for growth, development and learning; similarities and differences in parenting styles in various cultural groups; the range of family structures; parents and family members as teachers of young children and collaborators with professional educators; ways in which early childhood education programs build and expand upon the foundation provided by parents; how educators form constructive educational partnerships with parents; awareness of community resources for parents and their young children. Pre- or corequisite: EDU 201. 3 credits.
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6.00 Credits
The developmental context to current approaches to teaching reading; creation of language-rich environments; organization of a functional reading program; informational and critical reading; assessment of reading and language skills; oral and written communication; approaches to work with English language learners and students with special needs; and attention to motivational factors in literacy development at home as well as at school. Pre- or corequisite: EDU 201. 3 credits.
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6.00 Credits
The developmental context to understanding the symptoms and causes of reading disabilities; use and interpretation of achievement tests and diagnostic instruments; materials and methods used in remedial instruction; and preparation of teacher-made reading materials. Work with children and writing of case studies are required components of field experience. Prerequisite: EDU 301. 3 credits.
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6.00 Credits
The social and developmental contexts for teaching social studies spectrum subjects to a diverse elementary school student population; curriculum development and methods and materials; development of integrated instruction in history and geography (including history and geography of the United States and New York State), economics, citizenship and government, and the world of work; appreciation of the diversity of social life, including language, across cultures; approaches to linking instruction to the context of students' lives. Pre- or corequisite: EDU 201. 3 credits.
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3.00 Credits
Teaching and Remediat ion, Grades 1 - 6 The developmental context for a problem-solving approach to mathematics, science, and technology instruction and remediation; developmentally appropriate curriculum development and methods of teaching and remediation in mathematics, science, and technology; emphasis on manipulative materials and hands-on activities; application of mathematical concepts and skills in the study of science; application of mathematical concepts and skills and scientific concepts in real-life settings; and appreciation of the benefits, promise, and hazards of technology. Pre- or corequisite: EDU 201. 3 credits.
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6.00 Credits
The cognitive, emotional, and social contexts for exploring various art forms, including performing arts, movement, sports activities and other areas of physical education; discovering and building on individual interests and creative abilities; creating developmentally appropriate opportunities for selfexpression and self-exploration; cooperation in group art and sports activities; the relationship of the arts and physical education to other curricula areas. Pre- or corequisite: EDU 201. 3 credits. SpEd 309 Pr inciples of Cur r iculum Development for Students wi th Disabi l i t ies, Grades 1 - 6 Review of state and citywide curriculum for elementary school children. Concepts and skills in the teaching of reading, math, language arts, social studies, and science. Modification of instructional methods and materials for children with disabilities. Demonstration lessons will be used to highlight principles of development and modification of curriculum for elementary school children with disabilities. Prerequisites: EDU 301 and EDU 303 or EDU 304. 3 credits. SpEd 310 Pr inciples of Classroom Management for Students wi th Disabi l i t ies, Grades 1 - 6 Setting up the physical environment of the classroom to maximize learning productivity and prevent unnecessary behavior problems. Review of different models of intervention approaches for handling difficult behavior in the elementary school. The teacher's role in reducing conflicts, teaching social skills, and facilitating cooperative group living. The importance of the teacher's self-awareness in teacherstudent interaction. Critical incidents will be used to develop specific guidelines for effective teacher interventions. Prerequisites: EDU 301 and EDU 303 or EDU 304. 3 credits. EdSE 319 Field Exper ience Students complete 100 hours of field experience in special education with one of the two groups (grades 1-3 and grades 4-6) required for total field and student teaching experience in special education. Students also complete 50 hours of field experience in general education with one of the two developmental groups. Students work with appropriately certified cooperating teachers at school sites to gradually assume increased teacher-related responsibilities in the classroom. Field experience includes scheduled meetings and visits by the Coordinator of Student Teaching or another assigned faculty member. Logs of hours and activities are maintained by all students, to be reviewed by the Coordinator. Written assignments require careful observation of cooperating teachers and children as well as reflection on the application of course work to the classroom. Prerequisite: completion of education courses, approval of Education Chair and passing the STAT (Student Teaching Admissions Test). 2 credits. SpEd 419 Student Teaching Student teaching consists of two twenty-day student teaching experiences in special education covering either or both developmental levels, grades 1-3 and grades 4-6. Student teachers are supervised by appropriately certified cooperating teachers. Students are also observed and evaluated by Touro faculty. Student teaching placements are made in which students can increasingly take responsibility for teaching activities, including reaching the point of presenting academic lessons and activities independently. Students keep logs of their hours and experiences. Student teaching experiences are accompanied by regularly scheduled classes. Instruction is provided and discussion encouraged on professional issues ranging from creating lesson plans to arranging a professional portfolio and resume. Particular emphasis is placed on selfawareness and analysis of one's own teaching performance. Prerequisite: completion of education courses, approval of Education Chair, passing the STAT exam, B or higher in EdSE 319. 3 credits.
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3.00 Credits
Planning, development, and implementation of learning environments and integrated curricula for young children; study of the relational processes through which children acquire knowledge, skills, and a positive attitude toward learning; the importance of play as well as teacher planning that provides students with opportunities to think about and discuss their work; current research on early childhood integrated experience and instruction in literacy, the arts, science, math, and technology, social studies (including exposure to a range of cultures and languages as well as US and NYS history and geography), family, career and consumer education, and physical education and health. Pre- or corequisite: EDU 201. 3 credits.
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