This course examines the ways in which diverse disciplines (e.g., history, philosophy, psychology, sociology, multiculturality, economics, ethics, law) are the bases upon which Western educational practices are built. These interconnected foundations continuously shape school characteristics and conditions including curriculum, pedagogy, classroom organization, technology and the expectations held of teachers, students, parents, administrators, and the community. Course experiences will involve prospective teachers in gaining knowledge with which to analyze the effects of these educational foundations on the school experience in the past and present. Prospective teachers will use their evolving foundational framework to examine educational paradigms, theories, and practices that either strengthen and expand the democratic possibilities of schooling or maintain the current correspondence between educational success and students' socio-economic and cultural identities.

Students and instructor will select for reading, discussion, and analysis, issues which have significant implications for education, present and future. Students as individuals and as a group will be expected to develop clear, cogent position statements on issues.

This course introduces the prospective teacher to the issues of respect, appreciation and celebration of diversity in the educational setting. It examines the myths and origins of prejudice and discrimination. Once sensitized, prospective teachers will explore ways (in a constructivist environment) to appropriately instruct students with cultural, ethnic, gender, racial, physical, and mental differences. Eighteen hours of service in the Learn and Serve Program are required.

This course is designed to provide the student with a comprehensive study of the development of children and adolescents. Theoretical stages of personality development, cognitive growth and moral development will be presented and applied to identifying student characteristics and understanding the individual child in a classroom situation. Students will be assigned field experience in school classrooms and other youth-related programs in addition to regularly scheduled class time at the university.

The course is designed to introduce the prospective teacher to the theories of human learning, development, and motivation and the applications of these theories in the learning environment. Each of the developmental stages of early childhood, childhood, preadolescence and adolescence will be focused upon so that the future teacher will have a better understanding of students' experiences as they progress toward maturity. Preservice teachers will be required to participate in a Learn and Serve field experience in public schools to experience the application of theories; observe the interaction of a child/adolescent within the school, family and peer systems; and reflect upon their learning through a case-study project.

This course introduces prospective teachers to the individual learning needs and challenges of students with physical, cognitive and emotional/behavioral exceptionalities. The participants will explore historical foundations, major contributors, legislation, methodology, transition services, inclusion, etc. Participants will explore family structure and the continuum of educational services available for students with various exceptionalities. Participants will reflect upon observations and interactions with students with various exceptionalities from the required field experience.

This course is designed to help prospective teachers develop the knowledge and skills to deliver literacy instruction effectively. Students will learn how to: (a) create a literate environment that wraps literacy around all areas of the curriculum, (b) implement the New York State Learning Standards or Ontario Expectations following principles of effective instruction, (c) incorporate technology into instruction, (d) use a wide range of literature, including multicultural literature, across the curriculum, (e) cultivate partnerships with parents to encourage and enhance literacy development, and (f ) use literacy assessments to make decisions about instruction for diverse learners.

This course is designed to orient potential coaches and sports/games management coordinators to the basic structures and concepts of Special Olympics. Sports-specific skills and strategies, coaching philosophy and planning, mentoring, safety and risk management, and sports management will be examined/applied within the Special Olympics model. The goal of the course is to develop students with competency in Special Olympics coaching and game/event management.

This course is designed to prepare prospective teachers for teaching the language arts (reading, writing, listening, speaking, viewing, and visually representing) in the primary/elementary classroom using an integrated approach. Prospective teachers will learn how to guide students through each stage of the reading and writing processes and how to incorporate technology into each process. They will also learn how to utilize effective practices and strategies that enable elementary students at all levels of literacy development to read, write, listen, and speak for information and understanding; for literary response and expression; for critical analysis and evaluation; and for social interaction. Emphasis is placed on making meaningful connections for students, building strong home-school connections, and using ongoing assessment of student progress to guide instruction.

This course provides prospective secondary teachers with strategies for integrating the language arts (listening, speaking, reading, writing, viewing visual works and constructing visual works) into specific content area instruction. Topics include techniques for teaching technical vocabulary; locating and selecting relevant sources; note taking from oral, print and electronic sources; organizing, writing, editing and revising papers; conforming to conventions of source citation and conventions of standard written English; writing informational and other types of essays; using content area learning logs; viewing graphics and art, and creating graphics and art related to content area concepts.

This course provides the basic theories, issues, and concepts related to teaching bilingual students in PreK — 12 classrooms. Program models will be presented that employ bilingual education and integrated English as a Second Language (ESL) services as well as other models. Classroom strategies impacting student behavior and student learning are discussed. Current issues are discussed and provide students with opportunities to complete library research. The course will address education for language minority students in terms of (1) historical, (2) theoretical, and (3) practice/methods used in schools. Emphasis is on education from the 1960's to the present; Federal legislation (Title VII; Title III); the No Child Left Behind Act; Supreme and lower court decisions; state legislation; and other legal aspects.

This course takes a global approach to the promotion of literacy. Focusing closely on juvenile and children's literature as well as on literature applicable to adolescents, the goal is to expose course participants, who are pre-service teachers to world literature. Within an in-depth global exploration of culture and values, students will glean inter-cultural awareness, stretching literacy beyond our national borders. Using sound instructional practice and theory, students will read novels written by child-protagonists from all over the world. They will generate annotated bibliographies that will enrich classroom libraries, and promote literacy at the elementary/middle and high school levels. Methods of teaching literacy — reading, writing, speaking, comprehending, and thinking — to minority language students/ELLs will be infused in the course. Students will develop lessons, literature-teaching modules, and develop materials for use in future classroom work.

This course will present current theories of Second Language Acquisition as well as provide an overview of linguistic phenomena in phonology, morphology, syntax, semantics, and discourse analysis germane to the Second Language classroom. Language transfer, BICS vs. CALP, hypotheses of major theorist in the fields of Second Language Acquisition (SLA) and linguistics will be discussed.. The course will review basic structures of English through the emphasis of how to teach pronunciation, vocabulary, and grammar/syntax. The course will allow students to apply theoretical models and scientific findings to classroom practice in grades PreK-12 through research and practice.

This course will approach sociolinguistic considerations germane to the ESL classroom from a humanities perspective. After reviewing models of first and second language acquisition, this course will discuss sociolinguistic phenomena such as code switching, dialects and idiolects, language transfer, loan words, and appropriate discourse. Students will apply theoretical models to classroom practice through research and projects.

This course allows for individual research of a substantive nature pursued in the student's major field of study. The research will conclude in a written thesis or an original project, and an oral defense.

This course defines the scope and sequence of the elementary school curriculum in the core areas of math, science, and social studies and the developmental learning of students in grades PreK-6. Prospective teachers will view student learning within a constructivist framework emphasizing the knowledge and experience that they bring to the classroom and how to build on that knowledge. Prospective teachers will learn how to implement the New York State Standards or Ontario Expectations, assess student learning, and understand how technology enhances the development of student knowledge. Prospective teachers will also develop lesson plans across the curriculum that will engage learners of diverse backgrounds and needs.

This course emphasizes an historical overview of methods and approaches to teaching English as a Second Language. Approaches and strategies such as: the grammar-translation approach; the Silent Way; the Audio-lingual Method; Total Physical Response; Jazz Chants; the Natural Approach as well as Cooperative Learning; Multiple Intelligences; Whole Language; among others are presented. English language development (ELD) lesson and unit planning as well as the assessment of these are presented. The NYSED Standards for ESL and the NYSED ELA Standards Applied to ELL students will provide the basis for curriculum work in the course. The course will infuse technology and Computer Assisted Language Learning (CALL) in methodology. Students will apply material learned to curriculum units and develop instructional strategies that exemplify “best practices” in the field.

This course focuses on the teaching of content to English language learners. Participants in the course will deliver instruction and create instructional materials. Cognitive-Academic Language Learning Approaches (CALLA) and other content-area Specially Designed Academic Instruction in English (SDAIE) lessons will be covered. The Sheltered Instruction Observation Protocol (SIOP) model will be emphasized. Assessment of learning in the second language content-area classroom is presented.

This course is designed to provide the prospective teacher with a comprehensive study of early childhood educational philosophy, curriculum, and programming. Exemplary early childhood education and early intervention models will be examined from the perspective of the child and their families as the center of multiple, interrelated settings. The teaching assistantship field experience during this course will take place in a toddler or preschool educational setting.

This course serves as an introduction to the basic principles of measurement and evaluation (diagnostic, formative and summative), with emphasis upon appropriate assessment in accord with instructional objectives, more specifically the overall and specific expectations described in the New York State Learning Standards. A study of procedures of evaluation will be made including numerical, alphabetical, and narrative forms. Consideration is given to the statistical principles of validity and reliability, and the variety, selection and use of standardized achievement and aptitude tests. Treatment is also given to the evaluation of procedures, products, and typical behaviors, including the problems and cautions in the use and interpretation of test results, the construction and application of rubrics, and the implementation of authentic assessment. Methods of evaluating progress in each of the following areas: early childhood, elementary, middle, and secondary schools will be examined. Candidates will participate in a required program field experience.

This course is designed to provide preservice teachers with a comprehensive study of middle childhood educational philosophy, curriculum and programming. The course will focus on middle childhood development, learning, motivation and exceptionality. Exemplary middle childhood education models will be examined. The teaching assistantship field experience during this course will take place in a middle childhood educational setting.

The intent of this course is to provide pre-service teachers with (1) knowledge of various assessment practices, and (2) skills in the assessment of learners with disabilities. The course focuses on the assessment of intelligence, reading, writing, mathematics, socialemotional behavior as well as the development of instructional objectives based on assessment data. For the completion of this course, students are required to participate in a field experience and work with school age children who have disabilities.

This course is designed to provide pre-service teachers with the knowledge, skill, and experiences necessary to plan, deliver and assess effective standards-based learning experiences for adolescents. Particular attention is focused on the following: the incorporation of technology and constructivist lessons in multicultural classrooms, application of the knowledge base on human learning to teaching situations, motivation and management strategies that are appropriate in a democratic society, the development of collaborative skills in the public setting and cooperative learning techniques in the inclusive classroom, the development of various assessment methods, the development of reflective judgment as a means of professional growth, and the ability to tailor instruction to the diverse needs of adolescents. Analysis is also made of the socialization process facing new teachers in secondary settings. During this course, the program requirement is a 30-hour teaching assistantship in local schools and successful completion of a portfolio. This course is to be taken concurrently with the special methods course. A great deal of emphasis is placed on the student's portfolio, which contains evidence of achievement and understanding in both courses; it is also used as a vehicle to earn student teaching placements.

The following courses are three credit hours each and are to be taken concurrently with EDU 460 providing the pre-service teacher with experiences that combine general teaching strategies with components of specific subject methods and field experiences. Each course deals with the concerns of its own particular academic area (for example, laboratories in science, values issues in social studies) and the general issues of technology, grade-level curricular specificity, classroom management, multicultural content and the construction of tests and other assessments. Students' portfolio entries will evidence their growth in developing lesson plans with a variety of teaching strategies specific to the content area.

• 461 Methods of Teaching English/Language Arts
• 462 Methods of Teaching Foreign Language
• 463 Methods of Teaching Mathematics
• 464 Methods of Teaching Science
• 465 Methods of Teaching Social Studies
• 466 Methods of Business Education

This course is designed to provide the pre-service teachers with knowledge and skills for strategies in the development of appropriate teaching methods in curriculum development and planning, classroom management, and student assessment. Pre-service teachers will develop lesson plans as aligned with the New York State Learning Standards and Ontario Expectations using a variety of teaching strategies to engage students of diverse backgrounds and needs. Portfolio entries will continue to evolve as the prospective teachers evidence their growth in developing lesson plans. A 30-hour teaching assistantship is an integral part of this course.

The course provides the pre-service teacher with the opportunity to examine and experience how modifications to the elementary curriculum are made to meet the needs of students with cognitive and emotional/behavior challenges. Focus will be on the development of individualized education plan (IEP) and its implementation in the inclusive classroom. Pre-service teachers will develop their ability to create appropriate modifications through the use of a variety of teaching strategies including the use of technology and cooperative learning. Portfolio entries will reflect this added dimension to the prospective teachers' repertoire of lesson plans. A 30-hour teaching assistantship is an integral part of this course.

The course provides the pr-service teacher with the opportunity to examine and experience how modifications to the secondary curriculum are made to meet the needs of students with physical, cognitive and emotional/behavioral challenges as outlined in the New York State Learning Standards. Focus will be on the development of the individualized education plan (IEP) and its implementation. Preservice teachers will develop the ability to create appropriate modifications and transition plans through the use of a variety of teaching strategies including technology and cooperative learning. A 30-hour teaching assistantship is an integral part of this course.

This field experience is designed to enable teacher candidates to develop competence in teaching secondary school age students with and without disabilities in the English/language arts inclusive classroom. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with New York State Learning Standards and Ontario Expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Student teachers are supervised by an experienced cooperating teacher and the university supervisor.

This field experience is designed to enable teacher candidates to develop competence in teaching secondary school age students with and without disabilities in the foreign languages inclusive classroom. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with New York State Learning Standards and Ontario Expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Student teachers are supervised by an experienced cooperating teacher and the university supervisor.

This field experience is designed to enable teacher candidates to develop competence in teaching secondary school-age students with and without disabilities in the mathematics inclusive classroom. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with New York State Learning Standards and Ontario Expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Student teachers are supervised by an experienced cooperating teacher and the university supervisor.

This field experience is designed to enable teacher candidates to develop competence in teaching secondary school-age students with and without disabilities in the science inclusive classroom. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with New York State Learning Standards and Ontario Expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Student teachers are supervised by an experienced cooperating teacher and the university supervisor.

This field experience is designed to enable teacher candidates to develop competence in teaching secondary school-age students with and without disabilities in the social studies inclusive classroom. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with New York State Learning Standards and Ontario Expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Student teachers are supervised by an experienced cooperating teacher and the university supervisor.

This field experience is designed to enable teacher candidates to develop competence in teaching secondary school-age students with and without disabilities in the social studies inclusive classroom. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with New York State Learning Standards and Ontario Expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Student teachers are supervised by an experienced cooperating teacher and the university supervisor.

This field experience is designed to allow teacher candidates the opportunity to develop competence in teaching English/language arts at the secondary level. Teacher candidates are expected to demonstrate attitudes, knowledge, and skills essential to effective teaching consistent with New York State Learning Standards and Ontario Expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Student teachers are supervised by an experienced cooperating teacher and the university supervisor.

This field experience is designed to allow teacher candidates the opportunity to develop competence in teaching foreign languages at the secondary level. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with New York State Learning Standards and Ontario Expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Student teachers are supervised by an experienced cooperating teacher and the university supervisor.

This field experience is designed to allow teacher candidates the opportunity to develop competence in teaching mathematics at the secondary level. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with New York State Learning Standards and Ontario Expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Student teachers are supervised by an experienced cooperating teacher and the university supervisor.

This field experience is designed to allow teacher candidates the opportunity to develop competence in teaching science at the secondary level. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with New York State Learning Standards and Ontario Expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Student teachers are supervised by an experienced cooperating teacher and the university supervisor.

This field experience is designed to allow teacher candidates the opportunity to develop competence in teaching social studies at the secondary level. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with New York State Learning Standards and Ontario Expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Student teachers are supervised by an experienced cooperating teacher and the university supervisor.

This field experience is designed to allow teacher candidates the opportunity to develop competence in teaching business at the secondary level. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with New York State Learning Standards and Ontario Expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Student teachers are supervised by an experienced cooperating teacher and the university supervisor.

This field experience is designed to enable teacher candidates to develop competence in teaching children of elementary school age. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with New York State Learning Standards and Ontario Expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Student teachers are supervised by an experienced cooperating teacher and the university supervisor.

This field experience is designed to enable teacher candidates to develop competence in teaching children of elementary school age in the inclusive classroom. Teacher candidates are expected to demonstrate attitudes, knowledge and skills essential to effective teaching consistent with New York State Learning Standards and Ontario Expectations. Teacher candidates will develop their final showcase portfolio throughout the semester in conjunction with the professional seminar. Student teachers are supervised by an experienced cooperating teacher and the university supervisor.

This field experience is designed to allow teacher candidates the opportunity to develop competence in teaching English as a Second Language in grades Pre-K — 12. It provides a supervised student teaching experience for students. Students are placed in an ESL/BE classroom or resource room at an appropriate grade level: students will be placed in a grade K —6 (elementary) setting for the equivalent of 20 days or more and in a grade 7 — 12 (secondary) setting for the equivalent of 20 or more days. Teacher candidates are expected to demonstrate attitudes, knowledge, and skills essential to effective teaching consistent with New York State Learning Standards and Ontario Expectations. Teacher candidates will develop their final showcase portfolio thorough the semester in conjunction with the professional seminar. Student teachers are supervised by an experienced cooperating teacher and the university supervisor.

This course is designed to provide teacher candidates with knowledge and understanding of those competencies that are essential to successful teaching. The seminar focuses upon the teacher candidate's professional role as a classroom practitioner in the secondary classroom. In addition, responsibilities for classroom organization and management and the use of technology in the classroom are addressed. Further, creation of multiculturally sensitive and gender equitable classrooms; attitudes toward teaching, learning, and assessment; knowledge of ethics and a basic understanding of school systems and community characteristics are considered.

This course is designed to provide teacher candidates with knowledge and understanding of those competencies that are essential to successful teaching. The seminar focuses upon the teacher candidate's professional role as a classroom practitioner in the elementary classroom. In addition, responsibilities for classroom organization and management and the use of technology in the classroom are addressed. Further, creation of multiculturally sensitive and gender equitable classrooms; attitudes toward teaching, learning, and assessment; knowledge of ethics and a basic understanding of school systems and community characteristics are considered.

This course is designed to provide teacher candidates with knowledge and understanding of those competencies that are essential to successful teaching. The seminar focuses upon the teacher candidate's professional role as a classroom practitioner in the elementary/inclusion classroom. In addition, responsibilities for classroom organization and management and the use of technology in the classroom are addressed. Further, creation of multiculturally sensitive and gender equitable classrooms; attitudes toward teaching, learning, and assessment; knowledge of ethics and a basic understanding of school systems and community characteristics are considered.

This course is designed to provide the teacher candidates with knowledge and understanding of those competencies that are essential to successful teaching. The seminar focuses upon the teacher candidate's professional role as a classroom practitioner in the secondary/inclusion classroom. In addition, responsibilities for classroom organization and management and the use of technology in the classroom are addressed. Further, creation of multiculturally sensitive and gender equitable classrooms; attitudes toward teaching, learning, and assessment; knowledge of ethics and a basic understanding of school systems and community characteristics are considered.

This course is designed to provide teacher candidates with knowledge and understanding of those competencies that are essential to successful teaching. The seminar focuses upon the teacher candidate's professional role as a classroom practitioner in an ESL classroom. In addition, responsibilities for classroom organization and management and the use of technology in the classroom are addressed. Further, creation of multiculturally sensitive and gender equitable classrooms; attitudes toward teaching, learning, and assessment; knowledge of ethics and a basic understanding of school systems and community characteristics are considered.