Academics
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Initial Childhood & Special Education Courses

Course Sequences

Term I
  Credits
EDUC 5214 Language and Literacy I 3
EDUC 5216 Social Foundations of Education 3
EDUC 5217 Assessment in Inclusive Classrooms 3
EDUC 5224 Instructional and Adaptive Technology 3
Term II   Credits
EDUC 5212 Student Behavior and Learning Environment 3
EDUC 5213 Curriculum Theory and Practice 3
EDUC 5215 Research I: Literature Review 3
EDUC 5218 Language and Literacy II 3
Term III   Credits
EDUC 6211 Research II: Masters Project 3
EDUC 6212 Methods and Literacy in Social Studies 3
EDUC 6213 Methods and Literacy in Mathematics 3
EDUC 6214 Methods and Literacy in Science 3
Term IV   Credits
EDUC 6215 Capstone Seminar 2
EDUC 6216 Student Teaching 1-3 2
EDUC 6217 Student Teaching 4-6 2
EDUC 6218 Student Teaching SPED 3
  Total Credits
45
     
OPE 150 Field Experience Requirement (Students must complete 150 hours of OPE)  
  Student Teaching Practicum (14 Weeks)  
LAST Liberal Arts and Science Test  
CST Multi-Subject Content Specialty Test  
CST Students with Disabilities  
ATS-W Assessment of Teaching Skills - Written  
SAVE Mandatory Workshop  
Child Abuse Mandatory Workshop  

 

Course Descriptions

EDUC 5214 Language and Literacy I (3 credit)

Introduces language acquisition and emergent literacy for native English speakers as well as for English language learners (ELL). Focuses on pre-literate behaviors, emergent literacy, and literacy through grade two. Includes ELA standards, methods, and assessments, and the use of technology in reading, writing, speaking, and listening. Teaches students how to differentiate classroom instruction. Students gather data about learning-to-read and perform semantic analysis on the data.

EDUC 5216 Social Foundations of Education (3 credits)

(pre-requisite: Student Behavior and Learning Environments) – Expands the student's understanding of motivation and management of the learning environment by looking beyond the classroom to the social and cultural context of education. Considers the impact of poverty, race, class, and gender; formation of character; culturally-sensitive teaching; involvement of parents and community; collaboration with school and community; cultural diversity; beliefs and norms. Considers the role of the CSE and instructional support teams in the broader context of the community. Includes models of collaboration used in working with families and with other professionals. Addresses the historical development and current status of schools in the US, with particular attention to the development of urban education systems. Introduces and critiques school law and funding structures. Attention is given to the evolving role of schools as institutions, the role of education in a democratic society, ethics in the context of education, and the meaning and importance of citizenship.

EDUC 5217 Assessment in Inclusive Classrooms (3 credits)

(pre-requisite: Curriculum Theory and Practice) - Expands the student's knowledge of Assessment through diagnostic-prescriptive teaching. Provides the skills and opportunities to assess a child with special needs and then plan effective educational activities at the appropriate level and in the appropriate sequence in all content areas found in the inclusive classroom.

EDUC 5224 Instructional and Adaptive Technology (3 credits)

This course explores instructional technology as a tool to facilitate learning for all students. Students will explore the use of technology as "mind tools" to stimulate and engage student interest and participation in learning; students also consider the use of technology and adaptive technology to scaffold learning for all students. The class features hands-on with hardware, software, and networks that are typical in today's schools, including Smart boards, cameras, data projectors, office packages, content-specific software, web-based inquiry and collaborative multimedia projects. Students will consider issues and opportunities with emerging technologies, with an emphasis on media literacy and opportunities to further literacy with technology. Using research methods they have learned, students gather data and analyze results to further their understanding of technology impact.

EDUC 5212 Student Behavior and Learning Environments (3 credits)

Explores classroom management and how to adapt various classroom configurations to be more effective for learners with and without disabilities. Includes co-teaching models; system-wide efforts to prevent violence and disruption; the self-contained classroom; and push-in, pull-out models. Features functional behavior assessment. Following their introduction to action research (see "Preparation for Research") students consider various research designs to support the evaluation of new approaches to managing the learning environment; students then collaborate on the design of an action research project focused on a management approach they find in the professional literature.

EDUC 5213 Curriculum Theory and Practice (3 credits)

Prepares students with the skills and knowledge needed for planning and teaching children with and without disabilities in the regular elementary classroom. Introduces NYS Learning Standards, unit planning, and lesson planning. Includes writing IEPs, differentiation of instruction, and universal design. Introduces assessment, including criterion-referenced tests, portfolios, other forms of summative and formative classroom assessment in the regular elementary classroom, standardized assessments and their uses in the educational processes of children with and without disabilities. Students read and reflect on current research in one of the main topics of the course.

EDUC 5215 Research I: Literature Review (3 credits)

Students expand the reading on their topic to encompass 25 relevant, current sources, the majority from the research literature. Students prepare a synthesis of the literature, relative to their planned project or study. Major deliverables are Chapter 1 (Rationale) and Chapter 2 (Literature Review) for the M.Ed. Thesis or Curriculum Project.

EDUC 5218 Language and Literacy II (3 credits)

(pre-requisite: Language and Literacy I) –Provides continued insights into the teaching of reading. Includes the use of direct instruction, holistic approaches as well as literature-based approaches for use with all learners including ELL. Attention is paid to content-area reading and instructional strategies, including writing and listening to learn. Presents technology to enhance the acquisition and development of reading and writing skills.

EDUC 6211 Research II: Masters Thesis/Project (3 credits)

(pre-requisite: Research I) - Students are guided through the completion of their M.Ed. Thesis or Curriculum Project through weekly seminars, supplemented by regular meetings with the chosen Reader.

EDUC 6212 Methods and Literacy in Social (Studies 3 credits)

Gives participants the skills to plan and deliver effective social studies learning activities, using NYS standards, differentiating for children with and without disabilities and for children who speak English as a native language and ELL, and adapting instruction for students with special needs. Addresses the development of discipline-specific literacy, including the use of primary-source materials, the historical lens, cultural awareness, and development of critical thinking, reading, and writing for document-based-question (DBQ) assessment. Includes culturally-relevant teaching of social studies, integration of appropriate methods, technology, and assessments.

EDUC 6213 Methods and Literacy in Math (3 credits)

Gives participants the skills to plan and deliver effective mathematics learning activities, using NYS standards, differentiating for children with and without disabilities and for children who speak English as a native language and ELL, and adapting instruction for students with special needs. Addresses the development of math literacy, including number sense, fractions, decimals, word problems, and the full range of primary and intermediate mathematics. Includes culturally-relevant teaching of math, integration of appropriate methods, technology, and assessments.

EDUC 6214 Methods and Literacy in Science (3 credits)

Gives participants the skills to plan and deliver effective science learning activities, using NYS standards, differentiating for children with and without disabilities and for children who speak English as a native language and ELL, and adapting instruction for students with special needs. Addresses the development of science literacy, including fieldwork, sensitivity to the environment, integration with mathematical principals and social issues, and the full range of primary and intermediate science. Includes culturally-relevant teaching of science, integration of appropriate methods, technology, and assessments.

EDUC 6215 Capstone Seminar (2 credits)

This is a weekly seminar that accompanies student teaching, in which students and the lead instructor address issues that arise in student teaching through problem-solving, role-playing, and situational analysis. An important goal is relating theory to practice. In addition, the course uses the student's portfolio to set goals for growth during student teaching. At the beginning of the course and after each placement, students reflect (in writing) on their development as teachers and special educators; these student reflections become part of the student's portfolio. Students and the instructor develop a rubric to score their portfolios for excellence, using professional norms as categories. Topical instruction throughout the semester is rotated among the cohort team; topics include adapting instruction for students with disabilities; knowledge of and teaching in all content areas; managing the classroom environment; integration of technology; school law; school culture; professional ethics and demeanor; reflective practice; the portfolio; the job search. The team also consults with student-teaching supervisors to insure that each student demonstrates strength in all areas of emphasis.

EDUC 6216 Student Teaching in Childhood Education(Grades 1-3) (2 credits)

Incorporates a supervised student teaching experience that allows the student to work in a childhood setting under the supervision of a teacher holding the appropriate certification and supervised by a RWC faculty member. Candidates participate in planning and teaching with increasing responsibility. In the accompanying weekly seminar, student teachers engage in reflective, self-evaluative discussion of teaching experiences. This constitutes half of the student teaching requirement and is in grades 1-3.

EDUC 6217 Student Teaching In Childhood Education(Grades 4-6) (2 credits)

Incorporates a supervised student teaching experience that allows the student to work in a childhood setting under the supervision of a teacher holding the appropriate certification and supervised by a RWC faculty member. Candidates participate in planning and teaching with increasing responsibility. In the accompanying weekly seminar, student teachers engage in reflective, self-evaluative discussion of teaching experiences. This constitutes half of the student teaching requirement and is in grades 4-6.

EDUC 6218 Student Teaching Special Education (3 credits)

One or both of the grade-level placements (EDUC 6216, EDUC 6217) also serve as the student's placement in Special Education-- either in an inclusive classroom or in a resource setting. Students participate in teaching experiences and planning. Student teachers in this role are expected to discuss various aspects of their experiences with their master teacher and college supervisor and to develop skills needed for self-reflection and self-evaluation. Whenever possible, the college supervisor for the special-education placement will be a full-time faculty who has had the student face-to-face for a SPED-related class; when this is not possible, such a faculty person will work closely with the college supervisor. Such a faculty person has awareness of the student's development as a special educator and knows the need for experience and development in particular areas. At the same time, supervising student teaching gives the faculty person an opportunity to stay current with Special Education needs, practices, issues, and personnel in area schools