28 courses with the subject EDU, 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.
Field Experience Hours: 15 Class Hours: 3 The current methodologies, instructional techniques and materials used to develop literacy skills in schools. Emphasis on the teaching of reading, writing, listening and speaking.
Field Experience Hours: 15 Class Hours: 3 The historical, philosophical and social foundations that impact current educational theory and practice. The role of contemporary education and schools in shaping society and providing learning opportunities for diverse sociocultural communities, individual variations, and special learning needs are explored. Mandated training under the NYS Dignity for All Students is included. Field-based experience required.
Weekly Seminar/Teaching Experiences Concentration Students Only), MUE 335 or MUE 337 (Instrumental Concentration Students Only), MUE 286, MUS 393, MUS 394 and NYSED Fingerprint Clearance. A minimum grade point average of 3.0, a grade point average of 3.0 or better in music and music education courses, completion of core music courses, demonstration of the competencies called for in the Qualifying Examination at a quality level satisfactory to a faculty jury, and approval of the Music Education Director. This course is designed to acquaint students with the professional world of music education while providing teaching experiences. Emphasis is placed on developing teacher competencies in lesson planning, organizing, evaluating, and teaching music.
Field Service Hours: 360
Field Experience Hours: 15 Class Hours: 3 Current research and theories related to the education and development of children with health and learning disabilities. Methods and materials that can be employed by the teacher to help integrate these children into classroom learning activities. Field- based experience required.
Class Hours: 3 A study of pedagogical principles, general online education methods, and skills necessary to design and deliver effective instruction from a distance, as well as the requisite skills and methods for specific content areas. In addition to course design, LMS navigation, technology, student engagement and support, topics will include methodology to address virtual experiential learning. Best online teaching practices and strategies for music education will be explored.
An investigation of aspects of music education on the secondary level (grades 6-12). Trends in education with an emphasis on music education will be explored. Students will research different approaches to music education in light of current educational laws and philosophy.
Theory, research and techniques that provide the foundation of instruction and the teaching-learning environment in the college music classroom. Methods and materials that support both the new and experienced instructor in their efforts to improve the quality, efficacy and outcomes of instruction for adults at the college level.
Practice Hours: 6 Class Hours: 2 A seminar to extend knowledge of teaching music in the elementary school (grades K-5/6). Principles and procedures of elementary school music education including the application of New York State and National Music Standards are explored. Emphasis on lesson plan development and demonstrations.
Methods, techniques, principles, and tools of research. Practical application through lectures, discussion, student critiques, and individual research project/dissertation outlines. Significant issues and recent developments in research. Study and practice of expository writing.
Practical application of the principles and tools of research to develop a research topic that culminates in a thesis/research project outline.
This course is an in-depth study of philosophical thought, positions, problems, and policies and historical foundations that have, and continue, to shape practice and purpose in music education. Students will analyze multiple philosophical approaches along with examining policies that impact music education in the public schools.
This course covers various facets of assessment in music education: (1) foundations in measurement and evaluation relative to teaching, (2) how to understand and interpret qualitative data, (3) the role of assessment in music education with the goal of identifying and designing effective, valid, and reliable tools for evaluating all aspects of music education including but not limited to: instructional delivery, student growth, placement and ability, adjudication, and program effectiveness.
An overview of music applications and technological resources for the music educator including tablet and smartphone apps appropriate for K- 12 students. Students will learn to use Music Workstations as a tool for K-12 music education.
Planning and management of school music and arts programs. Emphasis on budgeting, financing, and fundraising. Scheduling and advocacy techniques, department promotion and maintaining status of programs. Festival administration and supervision, application forms, fees, busing, and relationship with the central administration.
This course is intended for graduate students to examine the role of curriculum and elements of curriculum design in music education exploring such topics as: history, theory, teacher education, cultural and political influences, along with flexibility and creativity within the guidelines of state, national, and accreditation standards.
This course examines the research related to theories of teaching and learning music. Topics to be covered include but are not limited to perception, motivation, creativity, tonal/musical memory, optimal experience and skill acquisition.
Methods, techniques, principles, scholarly writing and tools of research. Practical application through lectures, discussion, student critiques, and individual research outlines. Significant issues and recent developments in the methods and materials of educational research. 176
Development of an outline for a research proposal in the field of music or music education and completion of the dissertation from a previously selected topic.
The current methodologies, instructional techniques and materials used to develop literacy skills in schools. Emphasis on the teaching of reading, writing, listening and speaking. Special emphasis on culturally diverse classrooms, assessment of students and textbooks, and increasing vocabulary.
Fingerprint Clearance. A TEACH Account. A minimum grade point average 3.0 or better in music and music education courses and approval of the Music Education Director. This course is designed for graduate Music Education students seeking initial NYS teaching certification. Students become acquainted with the professional world of music education through teaching experiences at the elementary and secondary level in public school settings. Emphasis is placed on developing teacher competencies in lesson planning, organizing, evaluating, and teaching music as well as teaching mini- lessons in the classroom under supervision.
MUE635/MUE637, MUS606 and MUS607 and NYSED Fingerprint Clearance. A minimum grade point average of 3.0, a grade point average of 3.0 or better in music and music education courses, completion of core music courses, demonstration of the competencies called for in the Qualifying Examination at a quality level satisfactory to a faculty jury, and approval of the Music Education Director. Graduate students seeking initial certification are placed in cooperating school districts (K-12) under the supervision of selected music teachers and the Music Education Coordinator. Candidates have an opportunity to work with each of the following student populations: socioeconomically disadvantaged students, students who are English language learners, and students with disabilities. The supervised student teaching experience requires full-time service for at least 15 weeks to assigned elementary and secondary schools for a total of no less than 70 days at each placement. The assignment is equally divided between settings in pre-kindergarten through grade 6 and grades 7 through 12. Students are required to participate in all related activities such as conferences, meetings, and extracurricular activities. Graduate candidates also attend weekly campus seminars which focus on the integration of daily classroom observation and teaching experience with current education theory and practice and the analysis, understanding, and handling of special situations. Other topics covered include classroom management, organizational tools, and mock interviews.
This course is designed for graduate Music Education students seeking initial NYS teaching certification. Students examine current research and theories related to the education and development of children with health and learning disabilities. Students discuss methods and materials that can be employed by the teacher to help integrate these children into classroom learning activities, then observe the application of the methods and theories in field-based experiences.
Doctoral students will use the introductory knowledge developed during Qualitative and Quantitative Methods I to develop a complex understanding of quantitative research design and methodologies. Students will apply parametric and non-parametric, multivariable, and multivariate statistics, and other quantitative techniques to analyze and interpret data and datasets.
Advanced studies to provide a deeper understanding of and experience with research methodologies, design, analysis and interpretation of research data specifically for music education. Extensive readings in Qualitative, Quantitative, Historical and Philosophical research for music education are required.
Doctoral students will use the introductory knowledge developed during Qualitative and Quantitative Methods I to develop a complex understanding of qualitative research design. Students will apply qualitative modes of inquiry with a primary focus on Grounded Theory Methods.
Source: Five Towns College's catalog, linked per course · table learning_unit · CourseShelf publish 61
