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Course Offerings

This 1-year, 3-semester, 48-credit program is designed for the person who is committed to the educability of all children in diverse urban and suburban schools and has the intellectual capacity, preparation and motivation to pursue an intensive schedule of study and practice. The program leads to initial teacher certification in Childhoood Education (Grades 1-6) upon graduation and successfully completing NYSED requirements, including passing grades on certifying exams.

The Master of Science in Childhood Education Course Offerings

Semester 1

PURPOSE A - Developing Effective Relationships with Key Constituencies

Purpose Seminar: Introduction to Purpose Centered Education (EDU 510 PUR)
Introduction of Purpose-Centered Education and the teaching model. Examination of both the primary relationships with elementary school students, and the secondary ones with professionals, parents and other members of the community. Focus on enhancing those relationships and conditions that contribute to the creation and support of quality educational practices that are needed for children to be effectively educated.

Constructive Action: Observation and Participation in School and Community Settings (EDU 510 CON)
The Constructive Action requires participation in supervised field experiences. Students research, analyze and develop a plan of action to establish positive, appropriate professional relationships and utilize school-community resources in support of children’s cognitive development.

Values and Ethics: Philosophy of Education (EDU 510 VAL)
Overview of the philosophical understanding and application of issues in education. Examination of past and present theories about the role of the teacher in the educative process as students study various schools of philosophical thought. Clarification of the aims, methods and distribution of education appropriate to dilemmas faced by teaching professionals in contemporary society. Case-based descriptions of students' classroom experiences provide the venue for raising questions and discussing responses to ethical challenges and complexities in education.

Self and Others: Child Development and Learning (EDU 510 SEL)
Advanced seminar for acquiring a range of teaching strategies derived from an examination of pertinent psychological theories and research. Analysis of major theoretical perspectives which guide current teaching methods with reference to classroom applications. Topics include but not limited to: the process of acquiring and using knowledge, perceptual recognition, attention, memory,imagery and language, student assessment and evaluation. Consideration to identification of children with special needs, with emphasis on the psychological basis of suitable curricula adaptations and methods.

Systems: Social Issues And Trends In Urban Education (EDU 510 SYS)
Focus on understanding the political, economic, and social forces that influence the work of educators and their relationships with children, their families and members of the community. Study of urban education in the context of the historical and ideological forces that have shaped and continue to influence American education. Examination of current impact of laws and educational policies such as desegregation, affirmative action, bilingual education, and school reform.

Technical Skills: Teaching and Learning Mathematics in Grades 1-3 (EDU 511 SKI)
Examination of curriculum, goals, methods, and materials for teaching mathematics to elementary school children with a focus on grades one through three.. Development of number sense, place value, addition, subtraction, multiplication, and division concepts. Emphasis on constructivist approach towards teaching and learning mathematics. Examination and utilization of national and state standards to plan and assess lessons. Includes demonstrations, discussion, elementary level mathematics texts and materials review and practice of teaching methods to effectively teach the diverse needs of all learners.

Communication Skills: Reading Instruction for Primary Grades (EDU 510 COM)
Teaching the language-related processes with special emphasis on developmental reading. Emphasis on the practices of reading instruction: basic reading strategies, methods of instruction, diagnostic teaching, classroom organization for reading and assessment of reading programs for improvement of instruction. Special consideration given to the examination of literature appropriate for diverse cultural groups, individual learning styles and special needs. Exploration of the writing process and the integration of reading and writing instruction.

Semester 2

PURPOSE B – Teaching Effectively

Purpose Seminar: Analysis of Teaching Behavior (EDU 520 PUR)
Primary focus on providing each student teacher with the opportunity to synthesize understanding of elementary education and the national/state learning standards. In their first student teaching practicum, students blend theory, trends and practice as materials, activities, standards, subject matter and assessment relate to the primary grades in the context of an actual elementary school classroom.

Constructive Action: Teaching Practicum Grades 1-3 (EDU 520 CON)
Develop, implement and evaluate an organized plan with objectives and strategies to effectively teach a primary elementary school class in the role of a student teacher. Emphasis on facilitating children's academic, social and ethical development through rigorous curriculum planning and effective teaching practices. The student practices acquired skills and gradually assumes increased responsibility for instruction, classroom management, and other related duties for a class of students under the supervision of college faculty and a certified teacher who has responsibility for the class.

Values and Ethics: Classroom Management for Academic and Social Growth (EDU 521 VAL)
Examination and development of effective classroom management skills that optimize student learning. Focus on establishing and maintaining a classroom environment conducive to both academic and social-emotional learning. Emphasis on preventing disruptive behavior by developing positive teacher-student relationships, engaging instruction, in a caring classroom learning environment to meet the instructional needs of diverse learners. Student teaching experiences in the lower grades provide resources for course discussions.

Values and Ethics: Project SAVE Education Seminar (SEM 521 VAL)
The seminar includes study in the warning signs within a developmental and social context that relate to violence and other troubling behaviors in children; the values, statues, regulations and policies relating to a safe nonviolent school climate; effective classroom management techniques; the integration of social problem solving and other academic supports that promote a nonviolent school environment. The required non-credit seminar complies with Project SAVE (Safe Schools Against Violence in Education Act.)

Self and Others: Curriculum Development and Assessment (EDU 520 SEL)
Techniques in curriculum construction, development and evaluation. Examination of basic principles underlying the development and planning of curriculum, together with the rationale of community-based learning opportunities offered in Purpose-Centered Education. Focus on designing curriculum in relation to New York State learning standards for student performance in all subjects. Individual and group assignments in planning, testing and assessing specific curricula. Emphasis on the relationship of curriculum to child development theory.

Systems: Teaching Social Studies in the Elementary School (EDU 520 SYS)
Examination of effective social studies teaching practices in the elementary grades. Topics studied in preparing curricula: standards; scope and sequence; facts, concepts and performance outcomes; unit planning for children of various backgrounds and learning capabilities; community study; and teaching for social concern, social criticism and social action.

Technical Skills: Teaching and Learning Mathematics in Grades 4-6 (EDU 521 SKI)
This course builds on Teaching and Learning Mathematics in Grades 1-3. Examination of curriculum, goals, methods, and materials for teaching mathematics in grades four though six. Upper elementary grade examination on the topics of number sense, place value, and problem-solving that integrates addition, subtraction, multiplication and division skills. Focus is also on the teaching of fractions, decimals, percents, geometry, measurement, statistics, probability, and algebra in grades four through six. Lessons developed for this course will be differentiated to meet the diverse needs of all types of learners.

Communication Skills: Reading Instruction for Upper Grades (EDU 520 COM)
Extends the view of language and the reading processes to the upper elementary student. Increasing competence in basic reading strategies, methods of instruction, diagnostic teaching and reading and writing across the curriculum. Focus on diagnostic and prescriptive teaching. Continued emphasis on the reading/writing relationship and processes.

Semester 3

PURPOSE C – Meeting the Unique Needs of all Learners

Purpose Seminar: Analysis of Teaching Behavior (EDU 530 PUR)
The Purpose and its accompanying Constructive Action for the final semester is designed to help student teachers create classroom environments that will best meet the needs of all children. Focusing on cognitive styles, social-emotional behaviors, gender identification, cultural variation and position in the group, student teachers acquire a variety of approaches and techniques which enable them to define the range of learners in their classroom and to try out different methods and content which are tailored to the unique needs of their students. This comprehensive, integrated view of learners embraces children with special needs, including gifted children and those that are intellectually or physically challenged.

Constructive Action: Teaching Practicum Grades 4-6 (EDU 530 CON)
Develop, implement and evaluate an organized plan with objectives and strategies to effectively teach an upper elementary school class in the role of a student teacher. The upper elementary school classroom serves as a background for building on the strengths of children in need of specialized teaching. Students proceed into their second major teaching practicum, they increase their awareness of how students are genuinely different and how these differences can be addressed.

Value and Ethics: The Power of Technology in the Learning Process (EDU 531 VAL)
Focus on choosing and effectively using technology in elementary school settings. Emphasis is placed on selecting and integrating educational software, tool software, and the Internet in various lessons and class projects.

Self and Others: Exploring Cultural Diversity Through the Arts (EDU 530 SEL)
Development and application of children’s learning experiences in the expressive arts - art, music, dance, literature and other artistic modes of expression. Approaches in developing age-appropriate materials, activities andtechniques that reflect cultural traditions in response to the unique needs of diverse students in inclusive settings. Exploration of the ways in which the arts clarify and enhance academic curriculum and lead to opportunities for creative problem-solving and critical thinking.

Systems: Science Methods and Curriculum (EDU 530 SYS)
Life sciences, the earth sciences and the physical sciences provide the context for developing competency in constructing and carrying out science investigations with and for children. Understandings of the structure of the science disciplines, child development and science standards combine to address the needs of all students in inclusive settings. Theories of learning guide the inquiry process as science laboratory management techniques are explored. Emphasis will be placed on participatory activities that prospective teachers can use to develop their students' science literacies. Application of science concepts to the upper grade level.

Technical Skills: Inclusion: Teaching Strategies and Classroom Management (EDU 531 SKI)
Focus on the daily aspects of classroom management with particular attention given to the importance of classroom management procedures to instructional practices. Theory and practice interweave as student teachers select developmentally appropriate materials, create learning environments and design curriculum to address the needs and learning styles of upper grade children in diverse and inclusive educational settings. Consideration of various behavior interventions that emphasize coping strategies and more acceptable alternatives to problem behavior. Student teaching experiences provide resources for course discussions.

Communication Skills: Diagnostic and Remedial Techniques In Reading (EDU 530 COM)
Focus on effective approaches to teach children with reading, writing and language problems in inclusive classroom programs. Knowledge of the commonality of basic needs and developmental stages of upper-elementary school children as a background for building on the strengths of children with literacy difficulties. Naturalistic and standardized assessment protocols examined, analyzed and demonstrated, with theoretical knowledge of preventive and corrective approaches applied to practice. Emphasis on the formal and informal procedures that match reading instruction to the individual student's needs. Consideration of reading and writing in the content areas provide opportunities to select and adapt materials and texts to meet the needs of unique learners.

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