42 courses with the subject ED, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
Psychological principles applied to the teaching/learning process: growth and maturation of the learner, factors of efficient learn- ing/teaching, individual differences, motivation, classroom manage- ment, effective study, transfer of learning, principles and purposes of measurement and evaluation. Field experience required. (See PS 222).
A philosophical, historical, and sociological analysis of the school in American society. Emphasis on developing inquiry and responsible decision-making regarding the need for schools to be institutions re- sponsive to social, economic, and political needs and change. Field experience required.
Designed to provide students with hands-on experience in the use of electronic technologies in teaching. Attention to equipment and soft- ware available for preschool, elementary, and secondary students, and for supporting diverse learners including the visually, speech, and hearing impaired. Students will explore how technology integration strategies are linked to both learning theories and effective classroom practice. Students will plan technology-integrated lesson plans. Division. (See CI 225)
This course focuses on developing literacy (speaking, listening, read- ing, writing, and viewing) in children from Birth-6th grade with extension into the middle/high school grades. Emphasis is placed on the integration of all dimensions of literacy in the classroom as well as the integration of learning and teaching theories with practical appli- cations. Students will review the latest research about literacy devel- opment and explore the following components of literacy in detail: Oral language, word study, comprehension, reading, writing and ESL strategies. Field experience required.
Diagnosis of instructional needs; long and short-term planning, assessment, and implementation of instruction. Attention to acquiring a range of teaching and classroom management strategies appropriate for diverse ages and types of learners. Introduction to NYS Learning Standards. Field experience required.
An extension and refinement of the communication processes involved with listening, speaking, reading, and writing as they pertain to differentiated instruction and evaluation. Attention paid to reading in the content areas. Emphasis is on the diagnostic/prescriptive model of reading, and students are required to work with individual learners in the assessment and remediation of reading difficulties. Field experience required.
The first of two courses that focus on the Developmentally Appro- priate Early Childhood Curriculum in the classroom. Students will gain an understanding of individual and group programming for young children based upon current theory, research, and develop- mentally appropriate practice. Coursework includes observation and assessment of a pre-school classroom, and special emphasis is placed on helping students learn to observe and objectively record the behavior of young children. Upon completing this course, stu- dents will develop an understanding of the development norms of each level of early childhood and will have the background to ana- lyze and plan developmentally appropriate activities and environ- ments. Field experience required.
An extension of the previous course, with emphasis on planning pro- grams, activities, and materials that are developmentally appropriate for children ages infant through the primary years. Practice through "hands-on" work in a field experience is expected and is the vehicle by which student outcomes will be measured; students will plan and implement activities in a field setting. Field experience required. Prerequisite: ED 334 and ED 328. ED/EN 455 Teaching English (Middle Childhood) (3) Diagnosing instructional needs; planning, implementing, and evaluat- ing instruction in language arts and English. Attention to developing an eclectic approach to the teaching of English and language arts to middle school students by acquiring a strategy repertoire that meets the needs of today’s diverse learner population. Focus on the devel- opment of strong collaborative/teaming relationships among col- leagues and students through the use of interdisciplinary instructional delivery techniques. Students prepare units and lessons that focus on the NYS Learning Standards for Language Arts. Field experience required. ED Teaching Mathematics (Middle Childhood) (3) Diagnosing instructional needs; planning, implementing, and evaluat- ing instruction in Mathematics. Attention to developing an eclectic approach to the teaching of mathematics to middle school students by acquiring a strategy repertoire that meets the needs of today’s diverse learner population. Focus on the development of strong col- laborative/ teaming relationships among colleagues and students through the use of interdisciplinary instructional delivery techniques. Students prepare units and lessons that focus on the NYS Learning Standards for Mathematics. Field experience required.
Diagnosing instructional needs; planning, implementing and evaluat- ing instruction in Social Studies. Attention to developing an eclectic approach to the teaching of Social Studies to middle school students by acquiring a strategy repertoire that meets the needs of today’s diverse learner population. Focus on the development of strong col- laborative/ teaming relationships among colleagues and students through the use of interdisciplinary instructional delivery techniques. Students prepare units and lessons that focus on the NYS Learning Standards for Social Studies. Field experience required.
Diagnosing instructional needs; planning, implementing and evaluat- ing instruction in Science. Attention to developing an eclectic approach to the teaching of Science to middle school students by acquiring a strategy repertoire that meets the needs of today’s diverse learner population. Focus on the development of strong collabora- tive/teaming relationships among colleagues and students through the use of interdisciplinary instructional delivery techniques. Students prepare units and lessons that focus on the NYS Learning Standards for Science. Field experience required.
Study and implementation of instructional materials, planning, meth- ods, and assessment procedures appropriate for teaching mathematics to diverse learners. Focus on strategies for NYS Standards based instruction. Field experience required. Students seeking Childhood certification will take this course for two (2) credits. Students in the Adolescence Education program seeking the 5-6 extension in Mathe- matics will take this course for three (3) credits; for these students, 137
Study and implementation of instructional materials, planning, meth- ods, and assessment procedures appropriate for teaching science to diverse learners. Focus on strategies for NYS Standards-based instruc- tion. Field experience required.
Diagnosing instructional needs; planning, implementing, and evaluat- ing instruction in English. Attention to developing an eclectic approach to the teaching of English to adolescents by acquiring a strategy repertoire that meets the needs of today’s diverse learner population. Students prepare units and lessons that focus on the NYS Learning Standards for Language Arts. Field experience required.
Diagnosing instructional needs; planning, implementing, and evaluat- ing instruction in Mathematics. Attention to developing an eclectic approach to the teaching of Mathematics to adolescents by acquiring a strategy repertoire that meets the needs of today’s diverse learner population. Students prepare units and lessons that focus on the NYS Learning Standards for Mathematics. Field experience required.
Diagnosing instructional needs; planning, implementing, and evaluat- ing instruction in Social Studies. Attention to developing an eclectic approach to the teaching of Social Studies to adolescents by acquiring a strategy repertoire that meets the needs of today’s diverse learner population. Students prepare units and lessons that focus on NYS Learning Standards for Social Studies. Field experience required.
Diagnosing instructional needs; planning, implementing, and evaluat- ing instruction in Biology. Attention to developing an eclectic ap- proach to the teaching of Biology to adolescents by acquiring a strat- egy repertoire that meets the needs of today’s diverse learner popula- tion. Students prepare units and lessons that focus on NYS Learning Standards for Science. Field experience required.
Supervised observation and student teaching in an approved early childhood setting and under a certified teacher for a five-week period. Gradual movement from observation to total responsibility for planning and implementing instruction; refinement of teaching skills. Written logs, lesson plans, video or audio taping, self- reflec- tion, individual conferences. Involvement to all aspects of school life 138 | relevant to teaching. Co-requisite: ED 472A.
(Childhood) Total Credits Required 51 Note: Students are strongly advised that PS 213 Developmental Psychology should be taken in the freshman year, prior to beginning ning professional coursework. | 93
(Adolescence) Total Credits Required 48 Note: Students are strongly advised that PS 213 Developmental Psychology and PS 215 Adolescent Psychology should be taken in the freshman year, prior to beginning professional coursework. Electives: 12 Credits from any of the following courses. s
Learner (3) Explores the unique developmental period of adolescence as a major - stage of progressing from childhood into adulthood. Early, middle, and late adolescent development will be covered in depth through the challenges presented at each stage. Global and specific nuances that are indigenous to each stage will be included in the topics pre- sented. The realities and myths of adolescence will be examined, as well as the contributions of researchers and relevant empirical studies that can be applied to the understanding of this critical period. Field experience required.
Historical, philosophical, economic and sociological trends impacting education and schooling in America; analysis of current issues which influence outcomes and trends in education and the role of the school in modern society. With that background, students will then turn to the ‘nitty-gritty’: diagnosis of instructional needs; planning and financing educational outcomes, both long and short term; as- sessment and instructional strategy. Aligning strategy to different types of learners and to various age groups will be examined. The New York State Learning Standards are introduced. Field experience required.
cational and
This course is designed to introduce students to the communication processes of listening, speaking, reading, and writing with special emphasis on information gathering, comprehension, and expression. The underlying theory of natural learning will be explored. The course will stress instructional strategies and materials required for lit- eracy response, critical analysis, and social interaction for learners. Field experience required.
This course is designed to be an extension and refinement of the communication process involved with listening, speaking, reading, and writing as they pertain to differentiated instruction and evalua- tion for both English speakers and English language learners. Special attention will be paid to reading and writing in the content areas. Emphasis will be placed on the diagnostic/prescriptive model of reading, and students will be required to work with individual learn- ers in the assessment and remediation of reading difficulties. Field experience required.
Learner (3) This course strengthens the processes involved with listening, speak- ing, reading and writing, focusing on content areas within adolescent programs in the middle and high schools, for both English speakers and English Language Learners. Emphasis will be on utilizing content and technical knowledge to make learning accessible for varying stu- dent needs and abilities, developing an understanding of assessment at the secondary level and incorporating instructional strategies and approaches, including differentiation, as they pertain to literacy in the heterogeneous adolescent environment. Field experience required.
Study and implementation of instructional materials, planning, meth- ods, and assessment procedures appropriate for teaching mathematics to diverse learners. Focus on strategies for NYS Standards based instruction. Field experience required.
Study and implementation of instructional materials, planning, meth- ods, and assessment procedures appropriate for teaching science to diverse learners. Focus on strategies for NYS Standards based instruc- tion. Field experience required.
Study and implementation of instructional materials, planning, meth- ods, and assessment procedures appropriate for teaching social studies to diverse learners. Focus on strategies for NYS Standards based instruction. Field experience required.
Mathematics (3) This secondary methods/materials course provides an arena in which the prospective Mathematics teacher will review the curricula of his/her content area; in addition, the student will have an oppor- tunity to study methods, materials, techniques and evaluation means utilized in the current classroom. An essential component of this course is field experience which will assist the student in becoming comfortable and competent with observing and teaching in the sec- ondary school under the direction of a certified adolescence Mathe- matics educator.
Social Studies (3) This secondary methods/materials course in Social Studies will pro- vide an arena in which the prospective teacher will review the cur- ricula of his/her content area; in addition, the student will have an opportunity to study methods, materials, techniques and evaluation means utilized in the current classroom. An essential component of this course is field experience which will assist the student in becom- ing comfortable and competent with observing and teaching in the secondary school under the direction of a certified adolescence Social Studies educator.
Science (3) This secondary methods/materials course will provide an arena in which the prospective Science (Biology, Chemistry, Earth Science or Physics) teacher will review the curricula of his/her content area; in addition, the student will have an opportunity to study methods, ma- terials, techniques and evaluation means utilized in the current class- room. An essential component of this course is field experience which will assist the student in becoming comfortable and competent with observing and teaching in the secondary school under the direc- tion of a certified adolescence Science Educator.
English Language Arts (3) This secondary methods/materials course will provide an arena in which the prospective English teacher will review the curricula of his/her content area; in addition, the student will have an oppor- tunity to study methods, materials, techniques and evaluation means utilized in the current classroom. An essential component of this course is field experience which will assist the student in becoming comfortable and competent with observing and teaching in the sec- ondary school under the direction of a certified adolescence English Language Arts educator.
World Languages (3) This secondary methods/materials course will provide an arena in which the prospective World Languages teacher will review the cur- ricula of his/her content area; in addition, the student will have an opportunity to study methods, materials, techniques and evaluation means utilized in the current classroom. An essential component of this course is field experience which will assist the student in becom- ing comfortable and competent with observing and teaching in the secondary school under the direction of a certified adolescence World Language educator.
This course is designed to assist the graduate student with the acquisi- tion of the knowledge, skills and professional attitudes required to approach current research in the field of education. Through student exercises, critiques of published research, class discussions and reac- tions to a variety of class readings, graduate students will develop the skills necessary to read, interpret and critique professional literature and to begin to design their own scholarly research. Principles, prob- lems and procedures related to planning and conducting educational research will be discussed, and students will be expected to complete an action research proposal relevant to their interests.
Supervised observation and student teaching in an approved elemen- tary school under a certified teacher. Eight weeks are spent with stu- dents in grades 1-3; eight weeks with students in grades 4-6. The student teacher gradually transitions from observation to increasing participation in, and responsibility for, planning and implementing instruction. The student teacher is responsible for maintaining a writ- ten reflective log to be submitted weekly to college supervisor and is expected to be involved in all aspects of school life relevant to instruction.
This course, a co-requisite with student teaching, offers the prospec- tive childhood education teacher an opportunity to apply educational theory to pedagogical practice. Through structured and goal directed sessions, case studies and discussion, the student teacher will learn to access resources that will enable him/her to maximize children's growth and educational development within the school system. All required seminars for NYS certification will be completed in ED 673. Field experience is the ED 672 co-requisite.
Supervised observation and student teaching in an approved mid- dle/high school under a certified teacher. Eight weeks are spent with students in grades 7-9; eight weeks with students in grades 10-12. The student teacher gradually transitions from observation to increas- ing participation in, and responsibility for, planning and implement- ing instruction. The student teacher is responsible for maintaining a written reflective log to be submitted weekly to college supervisor and is expected to be involved in all aspects of school life relevant to instruction. 175
This course, a co-requisite with student teaching, offers the prospec- tive adolescence education teacher an opportunity to apply educa- tional theory to pedagogical practice. Through structured and goal directed sessions, case studies and discussion, the student teacher will learn to access resources that will enable him/her to maximize chil- dren's growth and educational development within the school sys- tem. All required seminars for NYS certification will be completed in ED 675. Field experience is the ED 672 co-requisite.
Source: Dominican University New York's catalog, linked per course · table learning_unit · CourseShelf publish 61
