Childhood Education
Nicki Calabrese, Marya Grande, Ellen M. Hamm, Julie Henry, Chair; Kimberly Leavitt, Michele Marable, Robert Nida, Touorouzou Some, 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
| 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 hours 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 | ||
| 571A, 574A, 575A must be 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 (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)
Note: Fingerprinting is also required for certification
Completion of Graduation Portfolio requirement:
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 (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 |
Additional required courses for M.S. in education childhood and Professional Certification in Literacy: Birth-Grade 6:
| 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 | Research Methods in Reading | 3 |
| OR | 3 | |
| EDU 615 | Research Methods | 3 |
| TOTAL 66 |
Required Certification Exams for Literacy Certification (NYSTCE):
CST: Content Specialty Test – (Literacy)
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.
At this point, candidates will have met the education requirements for professional certification in literacy education Birth-Grade 6 and childhood education Grades 1-6.
COURSES 2008-2010
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 502 Foundation of Literacy Instruction 3
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
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 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.
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.
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. 70 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.
EDCH 615 Research Methods 3
Note: may be completed during the student teaching semester, if desired.
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’s 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: 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. use of Electronic Databases and developing a “working bibliography”).
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 572 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 573 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.
SPE 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.