MSED Teaching Urban Children (1-6)

(Initial/Professional)
Optional Extension in Middle Childhood (7-9) (6 credits)

*Required only for students going for 1st initial certification
**Students in the non-certification program will take a different course
*** May be waived for practicing teachers who hold initial cert in another area

Total Number of Credits for Programs in Childhood:
1st initial: 37-39 credits
2nd initial: 30-31 credits

Non-certification: 37 credits
1st initial with bilingual extension: 46-48 credits
2nd initial with bilingual extension: 39-40 credits

Childhood 1 - 6
Optional Extension in Middle Childhood (7-9) (6 credits)
The Middle Childhood extension is an optional extension certification available to students pursuing the Childhood Urban Education program.

The Curriculum course requires 30 hours of fieldwork and the Lives of Adolescents course requires 20 hours of fieldwork, for a total of 50 hours of fieldwork.

Course Description

Teaching and Learning 088 Textual Strategies for Educators Special Fee: $200.00 Offered every semester
A course that focuses on improving school professionals’ abilities to write academic essays and developing reading strategies to be applied to the comprehension of complex texts in the fields of Education. Students will be involved in writing, editing and rewriting, as well as doing close reading of texts. Pass/Fail only. Noncredit. back

Teaching and Learning 099 Preparing for the NYSTCE: A course for educators. Special Fee: $200.00. Offered every semester
A course that enhances the ability to read critically and write serious essays, while deepening the liberal arts and education knowledge base required for the LAST. Emphasis is also placed on developing successful test-taking strategies. Required of all students who have not passed the LAST upon admissions within the first six credits. Pass/Fail only. Noncredit. back

Teaching and Learning 801 Issues in Urban Education. Corequisite: TAL 088 or exemption
Using the School of Education KEEPS mission as a context, this course examines the intersection of individuals, families, schools, communities, and society as they exist and interact in urban settings. Through readings and class discussion, students will examine schooling from historical, philosophical, sociological, economic, and political perspectives. Factors such as language, ability, socioeconomic class, ethnicity, race, gender and sexuality will be introduced through a critical perspective in order to understand how they influence and shape urban education. Students will have the opportunity to engage in field-based research related to issues studied. Fifteen hours of fieldwork are required. Three credits. back

Teaching and Learning 802 Language & Literacy. Prerequisites or corequisites: TAL 099 or exemption and TAL 801 Offered every semester
A course focusing on the relationship between oral language and Literacy, highlighting the psycholinguistic and social foundations of reading. Principles of first and second language acquisition, dialectal differences, and the development of literacy in English Language Learners and bilingual children will be addressed. Students will be introduced to different philosophical approaches to teaching reading and will explore the connection between reading and writing. They will examine the cognitive and sociolinguistic processes involved in making meaning from text, including the importance of background knowledge, as well as processes underlying word recognition. The role of multicultural literature for children will be highlighted. Students will be introduced to a variety of literacy resources, including children's libraries and relevant websites. Three credits. back

Teaching and Learning 803 Perspectives on Disability, Prerequisite or corequisites: TAL 099 or exemption and TAL 801 Offered every semester
Provides an overview of the social, political, historical, cultural and educational contexts of disability. Students will explore the history of Special Education, legislation and litigation that have influenced the field, attitudes toward people with disabilities, images in the media, and different perspectives on the meaning of disability. Major issues in the fields of Special Education and Disability Studies as well as topics central to the lives of people with disabilities such as transition, employment, and self-determination, will be emphasized. Three credits. back

Teaching and Learning 804 Fundamentals of Linguistics Prerequisites or corequisites: TAL 099 or exemption and TAL 801 Offered every semester
An introduction to the basic concepts of linguistics needed to understand second language acquisition, language variation in urban settings, and ESL pedagogy for diverse learners. Students will become familiar with the main components of language structure (phonological, morphological, syntactic, and lexical) and will learn their significance from a psycholinguistic perspective. They will analyze data from languages spoken in New York City. Three credits. back

Teaching and Learning 811 Lives of Children. Prerequisites or corequisites: TAL 099 or exemption and TAL 801 Offered every semester
A course focusing on the experience of childhood from infancy to pre-adolescence using developmental, non-developmental, historical, and cultural approaches. Students will consider different theories of development as well as physical, cognitive, socio-emotional and moral domains of development, with implications for learning and socialization. Consideration will be given to the role of culture, gender, disability, race, class, language, and sexual orientation in the process of learning and development. The lives of children with typical and atypical development will be explored through observations and readings. Three credits. back

Teaching and Learning 812 Lives of Adolescents. Prerequisites or corequisites: TAL 099 or exemption Offered every Fall
A courses that focuses on the experience of pre-adolescents and adolescents from diverse backgrounds with a range of abilities using developmental, non-developmental, historical, and cultural approaches. Theories of development will be studied as they apply to the adolescent learner in families, communities, peer groups and schools. Physical, cognitive, socio-emotional and moral domains of development with implications for learning will be studied. Throughout the course, attention will be given to ways in which culture, gender, disability, race, class, language, ethnicity and sexual orientation play a role in the process of learning and development. The lives of adolescents with typical and atypical development will be explored through observations and readings. For students pursuing the middle childhood extension, 20 hours of fieldwork at the middle school level will be required. Three credits. back

Teaching and Learning 816 Teaching Literacy K-6. Prerequisite: TAL 802 or equivalent Prerequisites or corequisites: TAL 099 or exemption and TAL 801 Offered every semester
A course that addresses the teaching of literacy in grades K-6 from the emergent to the fluent reader. Students will be introduced to a variety of approaches for teaching reading and writing, including strategies for teaching word recognition, phonics, vocabulary, and comprehension through the use of multicultural literature and other materials. The use of reading for content area knowledge development will be examined as well as reading assessment and evaluation. This course will approach reading from a developmental perspective, using strategies for adaptation of instruction for children with diverse abilities and language backgrounds. Ten hours of fieldwork are required. Three credits. back

Teaching and Learning 821 Multicultural Perspectives in Education, Prerequisites or corequisites: TAL 099 or exemption, TAL 801 Offered every semester
An examination and analysis of the historical evolution, theories and practices of multicultural education. Factors of race, ethnicity, culture, language, socioeconomic class, gender, ability, sexual orientation, power and privilege will be explored as they relate to teaching, learning, and schooling in the urban and societal contexts. Students will also select and evaluate multicultural curricula and literature that will validate and enrich students' lives and experiences and enable them to meet NYS Learning Standards. Three credits. back

Teaching and Learning 823 Bilingualism and Bilingual/Multicultural Education. Prerequisites or corequisites: TAL 099 or exemption and TAL 801 Offered every Fall
Introduction to the individual, social, cognitive and linguistic nature of bilingualism, including second language acquisition, sociology of language, and the relationship between language and culture. Students will examine the socio-political, historical, and legal foundations that have shaped bilingual and multicultural education policies, program models, and teaching and assessment practices. Issues pertaining to second language learners with diverse learning needs will be addressed. Students will develop an understanding of the distinction between language differences and language disability. Ten hours of fieldwork required. Students pursuing the bilingual extension will have an additional twenty hours of fieldwork. Three credits. back

Teaching and Learning 830 Classroom Inquiry I. Prerequisites or corequisites: TAL 099 or exemption and TAL 801 Offered every semester
The course aims to develop and improve aspects of teaching practice through inquiring about students’ work with children and adolescents in classrooms and other educational settings from a phenomenological perspective. Through collaborative inquiry, students will learn disciplined modes of observation and description and a range of ways to document aspects of teaching and learning. They will complete a child study including the collecting and describing of the child’s work and a Descriptive Review of the Child. In addition, students will investigate the assumptions about persons and knowledge-making underlying the phenomenological modes of inquiry basic to the child study. Students will begin to develop a conceptual understanding of the nature of inquiry, documentation, evidence, questions, and knowledge. Thirty hours of fieldwork are required. Three credits. back

Teaching and Learning 831 Teaching Social Studies 1-6. Prerequisite: TAL 830 Offered every semester
Introduction to a theme-based, literature-rich, multicultural approach to teaching and learning social studies. The course focuses on the teaching of social studies through literacy, critical thinking, and an inquiry approach using student-centered projects. Students will learn to look at their own classrooms as places where inclusive community living can be practiced and where children can begin to explore values like community responsibility, equality, diversity, and freedom as preparation for democratic citizenship. They will design instruction and assessments to help diverse learners meet national, state, and city social studies standards. Relevant uses of technology will be explored. Ten hours of fieldwork are required. Three credits. back

Teaching and Learning 832 Teaching the Arts 1-6. Prerequisite: TAL 830 Offered every semester
A course that introduces students to the role of the arts in elementary education as a means of helping children make sense of the world, express understanding of their experience, and develop aesthetic appreciation. Students will explore the importance of developing creativity and self-expression in children. They will participate in movement, music, drama, and visual arts activities appropriate for the elementary school classroom. Through active exploration of various media and materials students will learn how to integrate the arts into their classroom teaching. Course experience will include field trips to art museums and performances appropriate for elementary school children. Three credits. back

Teaching and Learning 833 Teaching Science/Technology 1-6 Prerequisite: TAL 830 Offered every semester
A course that focuses on the development and implementation of inquiry-based curricula to promote in depth scientific literacy. Emphasis will be placed on raising questions, planning and developing solutions for open-ended science problems, formative assessment, and the use of technology as a teaching tool. While reinforcing knowledge of basic scientific concepts and inquiry skills, students will construct unit plans as a mechanism for integrating learning. Attention will be paid to developing strategies for helping children with diverse learning needs to meet national and state learning standards. Three credits. back

Teaching and Learning 834 Teaching Math/Technology 1-6 Prerequisite: TAL 830 Offered every semester
A course that utilizes an inquiry approach to explore big ideas in mathematics and to demonstrate how these ideas are evident across cultures. The following questions will be raised: What is the teacher's role in children's learning of mathematics? What abilities do children develop through the learning of mathematics? How do teachers know what children need? How do teachers organize their work to address those needs in the classroom? Students will be introduced to the use of technology as a tool in the teaching of mathematics. Attention will be paid to developing strategies for helping children with diverse learning needs to meet national and state learning standards. Three credits. back

Teaching and Learning 843 Curriculum in Middle School. Offered every semester
A course in which students learn to create, evaluate, and implement middle school curriculum by asking questions about language arts, math, science, and social studies. Students will become familiar with NYS Learning Standards and how to integrate these standards into the curriculum they develop for diverse learners. In-depth exploration of critical issues across subject areas will be emphasized. Effective ways of teaching middle school learners will be explored. Pedagogical approaches will include student centered teaching and learning, group work, project-based learning, and authentic modes of assessment. Students will explore how to select and adapt appropriate materials for adolescents. Thirty hours of fieldwork in middle school classrooms are required. Three credits. back

Teaching and Learning 862 ESL Curriculum and Methodology: Teaching Literacy K-12. Prerequisite: TAL 830 Offered every Spring
A study of different approaches to teaching ESL in an urban classroom with a focus on all aspects of language and literacy, including listening, speaking, reading, and writing, at different levels of proficiency in English. Students will learn to develop literacy through the content areas. They will also become familiar with uses of technology in an ESL setting and with literacy and language proficiency assessment. Students will learn how to help English Language Learners of varying ability meet NYS Learning Standards in literacy. Ten hours of fieldwork are required. Three credits. back

Teaching and Learning 866 Native Language Teaching in the Bilingual Classroom. Prerequisite: TAL 830. Offered every Spring
An exploration of theories of literacy and related teaching practices to develop native language reading, writing, speaking, and listening skills, and to use native language in teaching the content areas (mathematics, science, and social studies). Techniques of assessing native literacy skills will be examined. Students will become familiar with native language resources in the community through evaluating culturally appropriate curricula, children’s literature and media. Students will also analyze and strengthen their own biliteracy skills. Twenty hours of fieldwork are required. Three credits. back

Teaching and Learning 879 Special Topics in Education. Prerequisite: TAL 099 or exemption
An in-depth and intensive study of specific critical areas of interest in education, as identified by faculty. With approval of program faculty, students may apply a maximum of three credits to their degree program. Ten hours of fieldwork may be required. Three credits. back

Teaching and Learning 880 Classroom Inquiry II. Prerequisite: TAL 830 Offered every semester
A course that aims to develop and improve aspects of teaching practice by deepening students’ understanding of inquiry, documentation, evidence, questions, and knowledge as introduced in Classroom Inquiry I. Students will extend their learning of collaborative modes of classroom inquiry by formulating a question and completing an inquiry into a school or classroom issue, a curricular activity, or an aspect of their teaching practice. Students will explore a range of literature related to the questions being investigated. They will investigate and compare assumptions about persons and knowledge-making underlying various modes of inquiry through exposure to a range of research designs. Thirty hours of fieldwork are required. Three credits. back

Teaching and Learning 882A Student Teaching: Childhood. Offered every semester
Prepares reflective elementary school teachers who work to create excellent elementary 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 school and meet in regularly scheduled seminars. This three-credit experience is for students pursuing first initial certification. They student-teach a total of 75 days. Pass/Fail only. Three credits. back

Teaching and Learning 882B Internship/Student Teaching for the Practicing Teacher: Childhood Offered every semester
Prepares reflective elementary school teachers who work to create excellent elementary 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 meet in regularly scheduled seminars and are mentored by a cooperating teacher and supervised by college faculty. This one credit experience is for students pursuing second initial certification who student teach a total of 20 days or for students holding internship or titleernative certification. Pass/Fail only. One credit. back

Teaching and Learning 971 Final Inquiry Seminar:
A seminar that uses knowledge and skills gained through the program to write and present an in-depth inquiry project on an aspect of the students’ teaching practice. Students will continue the work begun in Classroom Inquiry I and II and design a project that looks closely at a learner, a school or classroom issue, or a curriculum activity. In this seminar students will share their works in progress. Students will work together on issues of documentation, literature review, methodology and writing. Three credits.

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