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B.S.
Childhood Urban Education (grades 1-6) 40 credits
Optional Middle
Childhood Urban Education Extension (grades 7-9) 6 credits
Optional Bilingual Education Extension 7 credits
Program
of Study:
Course
Description
Teaching
and Learning 201 Teaching
Imagine the Possibilities
Offered every semester An introduction for the preprofessional student
to the possibilities and processes of professional life in diverse
inclusive urban schools through initial exploration of school contexts,
learning processes, roles of teachers, and the self as a prospective
teacher. Guided school visits, reflective writings, and seminal
readings enable students to examine the field of education from
historical, sociological and philosophical perspectives. Selected
Teaching and Learning faculty discuss such current trends as multiculturalism
and the inclusion of students with disabilities. For all students
considering teaching as a career choice. Fifteen hours of fieldwork
are required. Three credits. back
Teaching
and Learning 250 Development Psychology
An introductory study of the physical, cognitive, language,
social, emotional, and moral development of children, adolescents
and adults from birth through the lifespan. The relationship between
learning and development and the factors that may hinder or enhance
these processes are explored. Throughout the course, attention is
given to ways in which race, culture, ethnicity, language, class,
gender, sexual orientation, and disability play a role in development
and in the teaching and learning process. 3 credits. back
Teaching
and Learning 301 Observing and Describing
Children
Prerequisite: Teaching and Learning 201 Offered every semester An
introduction to a holistic method of observing and reflecting on
children. Throughout the semester, students observe a child in home,
school and community settings; this descriptive review process has
as its philosophical foundation the premise that children construct
knowledge and make meaning of their world. Students learn a descriptive
vocabulary and the skills necessary to write a full and balanced
portrayal of a learner that becomes fundamental to their teaching
practice. Twenty-five hours of fieldwork are required. Three credits.
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Teaching
and Learning 350 The Developing Child
Prerequisite: Teaching and Learning 301 or 302 Corequisites: Teaching
and Learning 351, 359.1 for Childhood; Teaching and Learning 401
or 359.2 for Middle Childhood and Adolescence Offered every semester
An introductory examination of the process of change from birth
to preadolescence in children from diverse backgrounds with a range
of abilities. Theories of development and learning and ways in which
they inform child rearing and educational practices are studied.
The relationship between learning and development and the factors
that may hinder or enhance these processes are explored. Throughout
the course, attention is given to ways in which race, culture, ethnicity,
language, class, gender, sexual orientation, and disability play
a role in development and in the teaching and learning process.
Students have fieldwork experience with children in different settings.
Four credits. back
Teaching
and Learning 351 Language and Literacy I Prerequisite:
Teaching and Learning 301 or 302 Corequisites: Teaching and Learning
350, 359.1 Offered every semester A focus on emergent literacy,
emphasizing the teaching of reading from a developmental socio-psycholinguistic
perspective and highlighting the relationship between language and
literacy. Different theories of teaching reading and writing are
discussed, and students become familiar with appropriate literature
for young children. Special attention is given to developing strategies
to meet individual learning needs within an inclusive model, including
the needs of bilingual students and English-language learners. The
role of assessment in planning instruction is also addressed. An
integrated fieldwork experience includes the home, community and
classroom teaching environments. Three credits. back
Teaching
and Learning 352 Sociology and Education
Prerequisite: Teaching and Learning 301 or 302 Offered every semester
A field-based course in which students use the results of sociological
research to inform their observation and analysis of schools and
society. Emphasis is placed on such variables as parental involvement
and home environment, race/ ethnicity, and social class as well
as school-related variables, including grouping and teaching practices,
teacher attributes and expectations, class and school size, and
curriculum. Students make an observational study in a classroom
setting that addresses a problem of significance. Fifteen hours
of structured fieldwork are required. Three credits. back
Teaching
and Learning 356 Bilingualism, Bilingual Education
and Multiculturalism
Prerequisite: Teaching and Learning 301 or 302 Offered every Fall
and Summer An introduction to the individual, social, cognitive
and linguistic nature of bilingualism, including issues related
to assessment and second language acquisition. The course also addresses
bilingual education policies, historical and legal foundations,
program models, and practices, including the impact of culture on
teaching and learning. Ten hours of fieldwork are required. Three
credits. back
Teaching
and Learning 359.1 Integrated Field Experience
I: Childhood Prerequisite:
Teaching and Learning 301 or 302 Corequisites: Teaching and Learning
350, 351 Offered every semester An integrated field experience that
focuses on the development of children and their language and literacy
development. Thirty hours. Pass/Fail only. Non credit. back
Teaching
and Learning 399 Preparing for the NYSTCE
Special Fee: $200.00 Prerequisites: Admission to the professional
stage; Teaching and Learning 201, 301 or 302 Offered every semester
A course that enhances studentsŐ ability to read critically and
write serious essays, while deepening the liberal arts and sciences
knowledge base required for the Liberal Arts Skills Test (LAST).
Successful test-taking strategies. Required of all students who
have not passed the LAST. Forty-five hours. Pass/Fail only. Non-credit.
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Teaching
and Learning 400 The Developing Adolescent
Prerequisite: Teaching and Learning 201, 301 or 302 Corequisites:
Teaching and Learning 409.2, 421 Offered every Fall A focus on the
preadolescent and adolescent that examines the processes of growth
and development in individuals from diverse backgrounds with a range
of abilities. Theories of development and learning and ways in which
they inform social and educational practices are studied. The relationship
between learning and development and the factors that may hinder
or enhance these processes are explored. Throughout the course,
attention is given to ways in which race, culture, ethnicity, language,
class, gender, sexual orientation, and disability play a role in
development and in the teaching and learning process. The impact
of early developmental experiences on adolescent development is
also investigated. Students have integrated fieldwork experience
with adolescents in different settings. Three credits.
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Teaching
and Learning 401 Language and Literacy II
Prerequisite: Professional candidacy Corequisites: Teaching and
Learning 402 and 409.1 for Childhood; 350 and 359.2 for Middle Childhood
and Adolescence A focus on the developing and fluent reader and
the place of reading within the integrated curriculum. Linguistic
and cognitive processes underlying comprehension are explored within
a balanced literacy program of reading and writing instruction.
Students become familiar with a variety of literature for children.
Special attention is given to developing strategies to meet individual
learning needs within an inclusive model, including issues of bilingualism
and biliteracy. The role of assessment in planning instruction is
also addressed. An integrated fieldwork experience focuses on small
group and classroom instruction. Three credits.
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Teaching
and Learning 402 Teaching and Learning Social
Studies in Elementary Schools Prerequisites: Teaching
and Learning 350, 351 Corequisites: Teaching and Learning 401, 409.1
Offered every semester An introduction to a theme-based, inquiry-directed,
literature-rich, multicultural approach to teaching and learning
social studies. New York State social studies standards are reviewed,
with a focus on learning goals, essential questions, portfolio assessment,
and preparation for democratic citizenship. Emphasis is placed on
building broadly inclusive classroom communities. Strategies to
meet individual learning needs within an inclusive model are discussed.
The fieldwork component integrates course work and classroom practice.
Three credits.
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Teaching
and Learning 403 Teaching and Learning Mathematics/Technology
in Elementary Schools Prerequisites: Teaching
and Learning 350, 351 Corequisites: Teaching and Learning 404, 410.1
Offered every semester An inquiry-based approach to learning mathematics
and technology as a tool for teaching. Emphasis is placed on raising
questions, planning and developing solutions for open-ended mathematical
problems, and formative assessment of learning. While reviewing
basic mathematical concepts such as variables, functions and measurements,
students practice the inquiry approach in fieldwork experience.
Particular attention is paid to developing strategies to meet individual
learning needs within an inclusive model while addressing New York
State learning standards. Three credits.
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Teaching
and Learning 404 Teaching and Learning Science/Technology
in Elementary Schools Prerequisites: Teaching
and Learning 350, 351 Corequisites: Teaching and Learning 403, 410.1
Offered every semester An inquiry-based approach to teaching science
and technology. Emphasis is placed on raising questions, planning
and developing solutions for open-ended mathematical problems, and
formative assessment of learning. While reviewing basic science
concepts and skills, students practice the inquiry approach in fieldwork
experience. Particular attention is paid to developing strategies
to meet individual learning needs within an inclusive model while
addressing New York State learning standards. Three credits. back
Teaching
and Learning 408 Middle Childhood Curriculum
Prerequisite: Teaching and Learning 350 Offered every Spring and
Summer An opportunity to create, evaluate and implement middle school
curriculum by beginning with essential questions about language
arts, mathematics, science and social studies. They become familiar
with national, state and city standards and learn to integrate these
standards into the curriculum they develop for diverse learners.
In-depth exploration of critical issues across subject areas is
emphasized. Various inquiry and assessment methods to engage middle
school learners are taught, and students learn how to collaborate
with colleagues in a team approach. Students have 15 hours of fieldwork
experience in middle school classrooms. Three credits.
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Teaching
and Learning 409.1 Integrated Field Experience
II: Childhood Prerequisite: Teaching and Learning
359.1 Corequisites: Teaching and Learning 401, 402 Offered every
semester An integrated field experience that focuses on the teaching
and learning of literacy and social studies in the elementary school.
Thirty hours. Pass/Fail only. Non-credit. back
Teaching
and Learning 410.1 Integrated Field Experience
III: Childhood Prerequisite: Teaching and Learning
359.1 Corequisites: Teaching and Learning 403, 404 Offered every
semester An integrated field experience focusing on the teaching
and learning of mathematics, science and technology in the elementary
school. Thirty hours. Pass/Fail only. Non-credit.
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Teaching
and Learning 417 Teaching in the Native Language
in Bilingual Classrooms
Prerequisites: Teaching and Learning 350, 351 Corequisite:
Teaching and Learning 418 Offered every Summer and Spring An exploration
of teaching models and strategies used to develop native language
literacy (reading, writing, speaking and listening) and to use the
native language in teaching content areas (mathematics, science
and social studies). Students evaluate and select a wide variety
of culturally appropriate native language curricula and resources
to enhance literacy and content skills. In addition, students become
knowledgeable about childrenŐs literature and media in the native
language. Five hours of fieldwork are required. Two credits.
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Teaching
and Learning 418 Teaching in English in Bilingual
Classrooms Prerequisites: Teaching and Learning
350, 351 Corequisite: Teaching and Learning 417 Offered every Summer
and Spring An introduction to TESOL methods and materials. Students
also learn strategies for teaching English language literacy and
content area subject matter through the second language. Special
attention is given to building on the native language knowledge
base. Students evaluate and select a wide variety of culturally
appropriate English language curricula and resources to enhance
literacy and content skills, including children's literature and
media. Five hours of fieldwork are required. Two credits.
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Teaching
and Learning 450 Student Teaching in Childhood
Education Prerequisites: Teaching and Learning
401, 402, 403, 404, 409.1, 409.2 Corequisites: Teaching and Learning
451, 452 Offered every semester A student teaching semester that
prepares reflective teachers to create effective classrooms and
schools for all urban students. Students participate in every aspect
of practice, including planning, implementation and assessment of
curriculum and instruction. They immerse themselves in the life
of a school, recording and thinking about the purposes, complexities
and consequences of what they do as teachers in order to learn from
their experiences. Students are supervised by a University faculty
member and a cooperating teacher in the participating school. Schools
and classrooms are chosen with special attention to diversity. Student
teaching is full time, five days a week for 15 weeks. Students have
one main placement in grades 1 through 3 or grades 4 through 6 throughout
the semester. In addition, they are required to student teach for
a minimum of 20 full days at the other level (either 1-3 or 4-6).
Six credits.
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Teaching
and Learning 451 Student Teaching Seminar
in Childhood Education Prerequisites:
Teaching and Learning 401, 402, 403, 404, 409.1, 409.2 Corequisites:
Teaching and Learning 450, 452 Offered every semester A seminar
that gives student teachers an opportunity to look closely and critically
at their work in classrooms. Through reflective conversations, readings
and writing assignments about their teaching practice, students
learn how to create meaningful relationships with children and the
classroom community through engaging curriculum. They explore how
issues of diversity, including class, disability, ethnicity, gender,
language, race, and sexual orientations, affect the lives of children
and their own lives as teachers. Two credits.
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Teaching
and Learning 452 Critical Issues in Childhood
Education Prerequisites: Teaching and Learning
401, 402, 403, 404, 409.1, 409.2 Corequisites: Teaching and Learning
450 and 451 or 480 and 481 Offered every semester A capstone exploration
by students and faculty of issues central to the work of urban educators.
Major strands underlying the childhood education program are revisited
and integrated with new material that will deepen students' understanding
of how to meet the educational needs of all students (e.g., assistive
technology, second-language instruction, innovative approaches to
instruction and assessment). health and wellness concerns are also
addressed, along with state-mandated training in child abuse identification
and reporting, substance abuse, fire safety and abduction prevention.
Different faculty members, individually and in teams, explore with
students how such issues affect each other and the teaching-learning
process. Four credits.
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Teaching
and Learning 480 Student Teaching in Bilingual
Childhood Education Prerequisites: Teaching and
Learning 401, 402, 403, 404, 409.1, 409.2 Corequisites: Teaching
and Learning 452, 481 Offered every semester A student teaching
semester that prepares reflective bilingual education teachers to
create excellent classrooms and schools in urban settings. Students
participate in every aspect of practice, including implementation
and assessment of dual language curriculum and instruction. They
immerse themselves in the life of a school, recording and thinking
about the purposes and complexities of what they do as teachers
in order to learn from their experiences. Students are supervised
by a University faculty member and a cooperating teacher in the
participating school. Schools and classrooms are chosen with special
attention to diversity. Student teaching is full time, five days
a week for 15 weeks. Students have one main placement in grades
1 through 3 or grades 4 through 6 throughout the semester. In addition,
they are required to student teach for a minimum of 20 full days
at the other level (1-3 or 4-6). Six credits.
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Teaching
and Learning 481 Student Teaching Seminar
in Bilingual Childhood Education Prerequisites:
Teaching and Learning 401, 402, 403, 404, 409.1, 409.2 Corequisites:
Teaching and Learning 452, 480 Offered every semester A student
teaching seminar that gives students an opportunity to look closely
and critically at their work in classrooms. Through reflective conversations
and reading and writing assignments about their teaching practice,
students come to understand how to create meaningful relationships
with children and the classroom community through an inclusive bilingual
curriculum. They explore the impact of diversity, including race,
culture, ethnicity, language, class, gender, sexual orientation
and disability, within the school culture. Two credits.
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