Childhood Education
Paul Nochelski, S.J., Chair, Karen Dutt-Doner, Director, Fernanda Astiz, Julie Henry, Gillian Richardson, Kristin V. Finn, Ellen M. Hamm, Rosemary K. Murray, Mary E. Shea, Anne Marie Tryjankowski.
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 |
| Natural Science | Social Studies |
All candidates for childhood education certification will also need as a prerequisite, one semester of study of a language other than English at the college or university level or its equivalent.
Required Certification Exams for Initial Certification (NYSTCE):
LAST: Liberal Arts and Science Test (must be taken prior to student teaching)
ATS-W: Assessment of Teaching Skills-Written (Elementary)
CST: Content Specialty Test - (Multi-Subject)
Other Certification Requirements:
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Fingerprinting
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Child Abuse Seminar (EDU 574A)
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Prevention of School Violence Seminar (EDU 575A)
Meetings are regularly scheduled to review portfolio requirements. Course instructors will also designate that certain assignments be included in the portfolio.
At this point candidates will be eligible for initial certification in childhood education grades 1-6.
Additional three courses for M.S. in education childhood and professional certification:
| EDU 615 | Research Methods (required) | 3 |
| EDR 501 | Reading & Writing in the Content Areas (required) | 3 |
Choose One Elective:
| EDU 500 | Computers in Education | 3 |
| EDU 509 | Instructional Design | 3 |
| EDR 510 | Creating a Literate Environment: Teaching the Language Process |
3 |
| EDU 514 | Contemporary Issues in Education | 3 |
| TOTAL 51 |
Candidates wishing to obtain an extension to teach grades 7-9 (thus enabling candidates to teach middle childhood grades 7-9 as well as childhood grades 1-6) must take the following additional courses:
| EMC 552 | Human Growth and Development in Middle Childhood | 3 |
| EMC 553 | Cognition, Learning, Assessment and Diagnostic Teaching in Middle Childhood |
3 |
Completion of Program Portfolio requirement.
Meetings are regularly scheduled to review portfolio requirements. Course instructors will also designate that certain assignments be included in the portfolio.
COURSES 2006-2008
EDU 500 Computers in Education 3
Introductory course for educators on essential concepts, vocabulary and technical skills for using the microcomputer in the educational environment.
EDU 505 Foundations of Education 3
An examination of the social, historical, 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.
EDU 514 Contemporary Issues in Education 3
Review and discussion of current issues facing education. Topics may include: school staffing, budgeting, teacher unions, tenure, education reform and various social issues..
EDCH 515 Introduction to Statistics, Measurement and Assessment 3
Descriptive statistical methods including central tendencies, dispersion, standard scores, correlation, based on probability theory will be addressed. The elements of test construction: table of specifications, reliability, validity and item analysis will be considered. Candidates will become familiar with norm referenced, criterion referenced and performance instruments and will study the diagnostic teaching model of instruction. Technology will be used to simulate evaluation and statistical analysis.
EDAD 517 Teaching Strategies: Adolescence 3
Current techniques in large group, small group and individualized instruction. Lesson and unit planning in the student’s own teaching area in accordance with NY State learning standards.
EDCH 540 Childhood Learning and Development 3
The application, to classroom practice, of the principles of effective learning, 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.
EDU 541 Inclusive Strategies 3
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 Learning Standards and emphasizes collaboration to meet the diverse needs of all learners.
EDCH 543 Elementary Mathematics Instruction 3
Methods and strategies for developing children’s knowledge and skills in number systems, early geometry, arithmetical operations, fractions and decimals and 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 with those of the NCTM. Assessment practices and research regarding mathematics knowledge and skill development will be integrated with teaching methodology.
EDCH 545 Elementary Science Instruction 3
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 hands-on activities to support science learning. Instruction will be aligned with the New York State Mathematics, Science and Technology. Application of research in education and formative and summative assessment practices will be stressed.
EDCH 546 Multicultural Social Studies 3
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 both overall society as well as the culture of schooling and will be studied.
EDAD 555 Human Growth and Development: Adolescence 3
Human developmental processes and variations; effects of culture, heritage, socioeconomic level, health and environment on student performance. Methods for sustaining student interest, cooperation and achievement. Emphasis on student’s role as a citizen in the school, community and nation. Emphasis is placed on grades 7-12.
EDAD 560 Cognition, Learning and Assessment: Adolescence 3
Understanding of learning processes; classroom management; roles of transfer, retention, motivation, communication and achievement and the effects of learning styles and reinforcement. Skills in applying that understanding so that student interest, cooperation and performance will be a constant focus. Methods for differentiating instruction so that all students can learn. Emphasis is placed on grades 7-12.
EDAD 561 Methods of Teaching Business: 3
Objectives, methods and materials for teaching business subjects. Review of New York State syllabi and learning standards in business subjects. Prerequisite: EDU 517 or concurrent enrollment.
EDAD 562 Methods of Teaching English: Adolescence 3
Objectives, methods and materials for teaching English in grades 7-12. Overall view of English as subject of study. Teaching literature: engagement, response, analysis. Writing: process approach. Teaching language: grammar, usage, vocabulary, oral English. Mass media. Students will be prepared to teach to NY State learning standards in English Language Arts. Prerequisite: EDU 517 or concurrent enrollment.
EDAD 563 Methods of Teaching Mathematics: Adolescence 3
Objectives, methods and materials for teaching mathematics in grades 7-12. Knowledge and ability to develop a variety of teaching strategies in mathematics; experiences to promote creativity in lesson planning, classroom management, etc. Students will be prepared to teach to NY State learning standards in Mathematics grades 7-12. Prerequisite: EDU 517 or concurrent enrollment.
EDAD 564 Methods of Teaching Modern Languages: Adolescence 3
Objectives, methods and materials for teaching modern languages in grades 7-12.Survey of current theories of language teaching and learning. Methodological demonstrations and practice. Work with current instructional hardware and software CALI, Interactive video, etc.. Students will be prepared to teach to NY State learning standards in modern languages. Prerequisite: EDU 517 or concurrent enrollment.
EDAD 565 Methods of Teaching Science: Adolescence 3
Objectives, methods and materials of teaching the sciences in grades 7-12. Curriculum, teaching strategies, evaluation. Review of State syllabus: content, inquiry skills, problem solving and scientific attitude. Students will be prepared to teach to the NY State learning standards in the sciences. Prerequisite: EDU 517 or concurrent enrollment.
EDAD 566 Methods of Teaching Social Studies: Adolescence 3
Objectives, methods and materials for teaching Social Studies in grades 7-12.Planning lessons, units, and mini lessons. Social studies resources available for classroom use. Students will be prepared to teach to the NY State learning standards in Social Studies, grades 7-12. Prerequisite: EDU 517 or concurrent enrollment..
EDCH 570 Seminar in Teaching and Assessment: Childhood 3
This course is intended to prepare students for the broader responsibilities required in student teaching. In childhood-level settings Gr. 1-6, students will begin to plan and teach lessons, as well as continue to observe master teachers. They will prepare classroom materials, design some long-range plans and examine site-based parent involvement projects. On-campus meetings will provide opportunities for professional reflection with a team, and workshop experiences on topics related to classroom managements, increasing family involvement, teaching to higher standards and assessment. 100 hours of field experience required. This course is normally taken during the semester prior to student teaching.
EDCH 571 Student Teaching: Childhood 12
Requires two supervised teaching placements in schools appropriate to certification level; includes experience in high needs schools or schools serving socio-economically disadvantaged students. Includes certification in Child Abuse Detection, Violence Prevention, and in-service in Chemical Abuse Awareness and Universal Precautions as mandated by NY State Education Department. Prerequisites: Interview; grade of “B” or above in each required education course (EDR 501, 502, 509; EDU 505, 515, 540, 541, 543, 545, 546, 570) and an overall QPA of 3.5. Some school districts may require tuberculosis or other health tests.
EDAD 572 Seminar in Teaching and Assessment: Adolescence 3
Curriculum development, analysis of lesson and unit planning, reflection on one’s own teaching practice. Skill in using assessment data to modify instruction and in using various resources to enhance teaching. Focus on fostering effective relationships and interactions within the school community. Means for updating knowledge and skills in your curricular area. Means for reporting child abuse and maltreatment. 100 hours of field experience. This course is normally taken during the semester prior to student teaching.
EDAD 573 Student Teaching: Adolescence 12
Requires two supervised teaching placements in schools appropriate to certification level and major teaching discipline; includes experience in high needs schools or schools serving socio-economically disadvantaged students. Includes certification in Child Abuse Detection, Violence Prevention and in-service in Chemical Abuse Awareness and Universal Precautions as mandated by NY State Education Department. Prerequisites: Interview; grade of “B” or above in each required education course (EDR 502, 503; EDU 505, 515, 517, 541, 555, 560, appropriate methods course; EDU 572) and an overall QPA of 3.5. Some school districts may require tuberculosis or other health tests.
EDU 615 Research Methods 3
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.
EDU 689 Independent Research 3
Under the direction of a faculty member, the candidate will complete a research project consistent with his/her interests and academic goals. Prerequisite: EDU 615; Permission of associate chair or program director required.
Workshops: Workshops are offered throughout the year and intended primarily to serve as professional development opportunities for certified teachers.
They cannot be used to meet initial certification requirements. To be counted as an elective course in a degree program, a workshop must begin in one week and end in another week. This format will provide additional weekend time for completion of research, papers, projects, etc.