Julie Henry, Chair; Nicki Calabrese, Karen Dutt-Doner, Marya Grande, Ellen M. Hamm, Kelly Harper, Corinne Kindzierski, James Oigara, Kimberly Noble, Michele Marable, Robert Nida, Anne Marie Tryjankowski, Nancy Wallace, George Wenner, Paul Young.
The program in childhood education leads to certification as a general classroom teacher of Grades 1-6. Candidates must provide evidence of successful completion of six hours of college level credit in each of the following:
| English | Mathematics | Foreign Language | ||
| Natural Science | Social Studies |
| Required Courses for Master's Degree in Childhood Education Grades 1-6 | ||
| Course | Title | Credits |
| EDCH 502 | Foundations of Literacy Instruction | 3 |
| EDU 505 | Foundations of Education | 3 |
| EDCH 509 | Teaching Literacy with Diverse Populations (30 Hours of Classroom Participation Required) |
3 |
| EDCH 515 | Assessment for Instruction | 3 |
| EDCH 540 | Childhood Learning and Development | 3 |
| SPE 541 | Inclusive Strategies | 3 |
| EDCH 543 | Elementary Mathematics Instruction | 3 |
| EDCH 545 | Elementary Science Instruction | 3 |
| EDCH 546 | Multicultural Social Studies | 3 |
| EDCH 570 | Seminar in Teaching and Assessment: Childhood (70 hrs of classroom participation required) | 3 |
| EDCH 571A* | Student Teaching: Childhood | 12 |
| EDCH 574A* | Child Abuse Seminar | 0 |
| EDCH 575A* | Prevention of School Violence Seminar | 0 |
| * mustbe registered for the same semester | ||
| EDCH 615 or EDU 615 | Research Methods (EDCH 615 can be taken during student teaching semester.) | 3 |
| Total | 45 | |
Required Certification Exams for Initial Certification:
New York State Teachers Certification Exams (NYSTCE)
Note : Fingerprinting is also required for certification
Meetings are regularly scheduled to review portfolio requirements. Course instructors will also designate that certain assignments be included in the portfolio.
| Candidates wishing to obtain an extension to teach grades 7-9, enabling candidates to teach middle childhood grades 7-9 as well as childhood grades 1-6, must take the following additional courses: | ||
| Course | Title | Credits |
| EMC 552 | Human Growth and Development in Middle Childhood | 3 |
| EMC 553 | Cognition, Learning, Assessment and Diagnostic Teaching in Middle Childhood | 3 |
IN ADDITION to the six (6) credit hours of coursework for the Middle Childhood extension, candidates must also:
- Possess a thirty (30) credit hour academic concentration in a teaching discipline: English, Mathematics, Social Studies, French, Spanish, German, Science (Biology, Chemistry, Physics); and
- Pass the corresponding Content Specialty Test.
| Additional Required Courses for Master of Science Degree in Childhood Education and Professional Certification in Literacy: Birth-Grade 6: | ||
| Course | Title | Credits |
| EDR 501 | Reading & Writing in the Content Areas | 3 |
| EDR 508 | Emergent Literacy | 3 |
| EDR 510 | Creating a Literate Environment: Teaching Language Process | 3 |
| EDR 600 | Literacy Curriculum and the Role of the Reading Specialist | 3 |
| EDR 601 | Diagnosis and Diagnostic Teaching Practicum: Birth-Grade 6 | 6 |
| EDR 603 | Advanced Practicum: Birth-Grade 6 | 3 |
| EDR 616 or EDU 615 | Research Methods in Reading Research Methods |
3 |
| Total | 66 | |
Required Certification Exams for Literacy Certification:
New York State Teachers Certification Exams (NYSTCE)
COURSES 2010-2012
EDU 505 Foundations of Education 3 credits
An examination of the social, historical and philosophical foundations of education intended to provide a framework for understanding contemporary issues in education. Topics may include the role of education in a democratic society; gender, race and class in education; home, school and community relationships; and the organizational structure of education.
EDCH 502 Foundation of Literacy Instruction 3 credits
This introductory course focuses on the importance of literacy and the teaching skills needed to become a proficient teacher of reading. Meeting the needs of diverse learners (diverse in interest, needs, ability, etc.) with appropriate materials, activities and instructional approaches will be an ongoing discussion woven through the course content. All language processes will be addressed with an appreciation that they are interrelated and support each other. Students will create materials for reading instruction that reflect knowledge of “best practice” as concluded from research and described in course readings.
EDCH 509 Teaching Literacy with Diverse Populations 3 credits
Strategies for effective literacy instruction with diverse populations of students will be examined for efficacy. These strategies include research-based approaches with demonstrated success for use with Special Education students, ESL/LEP students, Gifted and Talented students and any other students with identified special and/ or unique educational needs. Students will examine the qualities that make a successful match with students’ needs as well as how to incorporate differential instruction based on those needs in a classroom context. Multicultural literature and literature that deals with specific disabilities will be examined for applications in the curriculum. 30 hours of field experience are required.
EDCH 515 Assessment for Instruction 3 credits
An in-depth study of formal and informal assessment strategies. Utilization of assessment for planning, evaluation and instructional program improvement to provide continuous intellectual, social, emotional and physical development of elementary-aged students will be studied. Candidates will become familiar with normreferenced, criterion-referenced and performance instruments.
EDCH 540 Childhood Learning and Development 3 credits
The application to classroom practice of the principles of effective learning and the role of motivation and a consideration of motivation and self-worth will be studied. Candidates will critically review basic brain and nerve structure and function as it applies to learning and teaching. Attention will be directed toward the constructs of intelligence, creativity, meta-cognition, transfer of learning and learning styles. Specific theories including those of Skinner, Piaget, Vygotsky and Covington will be analyzed and critiqued. Classroom management options will be considered.
EDCH 543 Elementary Mathematics Instruction 3 credits
Methods and strategies for developing children’s knowledge and skills in number systems, early geometry, arithmetical operations, fractions and decimals, probability and statistics will be examined. Candidates will develop proficiency in the use of instructional and informational technologies to support mathematics. Instruction will be aligned with the New York State’s Mathematics, Science and Technology Standards and those of the National Council of Teachers of Mathematics (NCTM). Assessment practices and research regarding mathematics knowledge and skill development will be integrated with teaching methodology.
EDCH 545 Elementary Science Instruction 3 credits
Methods and strategies for developing children’s knowledge and understanding of earth/space science, physical science and the life sciences will be addressed. Candidates will develop proficiency in the use of instructional and informational technologies and handson activities to support science learning. Instruction will be aligned with the New York State Mathematics, Science and Technology Standards. Application of research in education and formative and summative assessment practices will be stressed.
EDCH 546 Multicultural Social Studies 3 credits
An in-depth consideration of ethnic, economic, and racial cultures found in elementary schools will share the focus of this course with instructional methods and strategies necessary for effective instruction in the areas of geography, history, anthropology and economics. Use of technology and New York State Learning Standards will be considered as they pertain to cultural diversity and social studies instruction. The role of family, peer and parental involvement in society and the culture of schooling will be studied.
EDCH 570 Seminar in Teaching and Assessment: Childhood 3 credits
This course is intended to prepare students for the broader responsibilities required in student teaching. In childhood-level settings, grades 1-6, students will begin to plan and teach lessons, as well as continue to observe master teachers. They will prepare classroom materials, design long-range plans and examine sitebased parent involvement projects. On-campus meetings will provide opportunities for professional reflection with a team and workshop experiences on topics related to classroom management, increasing family involvement, teaching to higher standards and assessment. 70 hours of field experience required. This course is normally taken during the semester prior to student teaching.
EDCH 571A Student Teaching: Childhood 12 credits
Requires two supervised teaching placements in schools appropriate to certification level and includes experience in high- needs schools or schools serving socio-economically disadvantaged students. Prerequisites: Successful completion of required education courses (EDCH, 502, 509; EDU 505, EDCH 515, 540, SPE 541, EDCH 543, 545, 546, 570) and an overall QPA of 3.5. Some school districts may require tuberculosis or other health tests.
EDCH 615 Research Methods 3 credits
The purpose of this course is to enable the students to develop an understanding of the research process from formulating a research problem to project completion through data analysis and interpretation. The course will review all phases of the research project from inception to the presentation of the final report. In addition, students will learn how to critically analyze research studies, discuss ethical considerations in conducting research and understand the importance of scientific research for educational policy and practice. The focus will encompass those skills necessary for social research in general and survey research in particular. These include, but are not limited to the following: Conceptual design of a research project, Developing hypotheses, Selecting variables and Constructing operational definitions, Sample logic and Sample selection, Instrument design and development, Collection and coding of data, Writing the research report, and Literature research (i.e., the use of Electronic Databases and developing a “working bibliography”). Note: may be completed during the student teaching semester, if desired.
EDU 615 Research Methods 3 credits
Candidates will develop an understanding of the research process from formulating a research problem through data analysis and interpretation. Candidates will learn how to critically analyze research studies, discuss ethical considerations in conducting research and discuss the importance of scientific research for educational policy and practice. Each candidate will plan a research project consistent with his/her interests and with the course goals. Prerequisite: EDU 515.
SPE 541 Inclusive Strategies 3 credits
Provides an overview of special education, including seminal legislation and current trends. Addresses successful strategies to support students with disabilities in the general education classroom. Examines the empirical basis of methods utilized to meet the New York State Learning Standards and emphasizes collaboration to meet the diverse needs of all learners.