65 courses with the subject EDUC, 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.
EDUC 10000Education and Society (LA)
Introduction to educational issues and the interaction between schools and society in the United States. Explores the history and philosophy of U.S. education as well as research and opinion concerning contemporary educational policy and practice. Students use course materials as a lens for reflecting on their own school experience and and developing informed policy suggestions regarding education in the United States. (F,S) 4 Credits
EDUC 10200Inquiry's Role in Language and Literacy Development (LA)
Explores the role of learners' inquiry as foundational to language and literacy development, early childhood through adolescence, from an equity-oriented, strengths-based perspective. Includes attention to learners' inquiry as a stance and as a culturally situated practice, to language and literacy within families, schools, and communities, and to the roles of inquiry in writing and in responses to children's and adolescent literature. (IRR) Attributes: ESE4 Credits
EDUC 10300Introduction to Research in Education (LA)
Introduces students to education research, examining how and why research is conducted, types of questions posed, and varied methodological approaches to research. Importantly, students learn how to critically analyze and evaluate educational research, as well as how such research can be used to further educational policies and practices. (IRR) 4 Credits
EDUC 19220Drug and Alcohol Abuse: Identification and Prevention (NLA)
A two-hour workshop on the identification and prevention of drug and alcohol abuse. Offered at least once each semester. Pass-Fail only. (F-S) 0 Credit
EDUC 19240Harassment, Bullying, and Discrimination in Schools: Prevention and Intervention (NLA)
A six-hour workshop on harassment, bullying, cyberbullying, and discrimination prevention and intervention. Offered at least once per semester. Pass-Fail only. (F-S) 0 Credit
EDUC 20100Technology for the Middle/Secondary School Teacher (NLA)
Introduction to the concepts and skills necessary for applying/using information technology in educational settings. Topics include basic computer/technology operations and concepts, terminology, modes of access, manipulation of data, installation and use of software, basic troubleshooting, use of a variety of peripheral devices, social and ethical issues, and the pedagogical use of various technologies. Projects require integrating and applying concepts and skills developed in the course to students’ fields in the teaching profession. Prerequisites: Sophomore standing and open only to students in teacher education programs and speech-language pathology. (F,Y) Attributes: CSD2 Credits
EDUC 20200Literacy Across the Disciplines for Middle and Secondary Education (NLA)
Offers prospective middle- and secondary- level teachers with understandings and analysis of teaching methods used to facilitate content-specific literacy. Helps students recognize and identify the nuances of a discipline by using literacy strategies that make thinking visible. Topics include how to foster disciplinary literacy, Common Core State Standards for literacy in the subject areas, media literacy, sociocultural literacy, and recognizing and planning for culturally and linguistically diverse classrooms. Required 15 hour field experience. Prerequisites: EDUC 10200. (F,S,Y) 2 Credits
Study of human development from infancy through adolescence, including cognitive and behavioral approaches to learning in the context of school and other instructional situations. Attention given to the empirical (scientific) attitude in relating theory and practice in various educational settings. Prerequisites: Sophomore standing. (F-S,Y) Attributes: TE3 Credits
EDUC 21800Introduction to Pedagogy and Practice (NLA)
Theory and practice in teaching across the disciplines in secondary schools. Emphasis on instructional planning, models and processes of teaching, classroom management, and the assessment of student learning. Introduction to structured observation and reflective practice. Prerequisite: Sophomore standing and enrollment in an H&S teaching option major or the Education Studies Minor. (F,Y) 3 Credits
EDUC 21910Early Field Experience: Theory and Practice (LA)
Introduces students to public and/or private education system in an extended field experience; each student completes 50 hours of fieldwork in an educational setting. This is a coordinated offering of Ithaca College and the area schools. Prerequisites: EDUC 19210 or EDUC 21010. (F,S,Y) 4 Credits
EDUC 22500Cultural & Linguistic Diversity in K-12 Schools (LA)
This course guides students in developing a knowledge base about culturally and linguistically diverse students in K-12 schools in the United States. Examines major theories related to educating immigrant students as well as a culturally and linguistically diverse student population and engages students in critical analysis of education policy and practice at the institutional level. Prerequisites: Sophomore standing. (Y) Attributes: DV, HM, SO3 Credits
EDUC 22900Second Language Acquisition: Its Nature and Meaning for Educators (LA)
A comparison of first- and subsequent-language learning as it affects the school-age population. The sociocultural nature of language and language acquisition is addressed, as well as specific needs in the multicultural classroom. The multifaceted fundamentals surrounding the nonnative speaker and second-language learning are provided to prepare the student to understand the paradigm shifts that have resulted from demographic changes in this country. This course requires 16-20 hours of field experience and/or observation. Prerequisites: Sophomore standing. (S,Y) Attributes: TE2 Credits
Introduction to the topic of literacy in education and a critical examination of common conceptualizations of how children learn how to read. Examines ongoing discrepancies in reading outcomes for children from different demographic groups, especially children of color. Provides opportunities to engage with the idea of community movement as a vehicle for educational change. Prerequisites: At least one 3-4 credit EDUC course. (IRR) 4 Credits
EDUC 23900Foundations of Special Education and Inclusivity (LA)
Introduces future educators to populations of children encountered in diverse classrooms and examines topics related to inclusion. Considers the access and functional needs of various populations, including students with diagnosed disabilities. Reviews federal mandates, legal issues, ethical and equity issues, family issues, school personnel collaboration, and education methodologies. This course requires 15 hours of fieldwork. Intended for education students in the School of Humanities and Sciences and the School of Music. (F,S,Y) Attributes: TE3 Credits
Investigation of selected topics in the field of education as determined by specialized faculty research, teaching interests, and trends. (IRR) 1-4 Credits
Individual or research team study, under the supervision of a faculty member, to explore issues in education. Written proposal to the Chair of the Education Department and the faculty supervisor, describing the terms of the research project, is required. This course may be repeated for a total of 6 credits. Prerequisites: Sophomore standing and permission of instructor. (F-S) 1-3 Credits
EDUC 34000Social and Cultural Foundations of Education (LA)
Required for all students in teacher certification programs, but open to other students as well. Combines historical, philosophical, sociological, and anthropological perspectives to investigate contemporary social and cultural issues in education and teaching. Provides preparation for critically reflective decision making and for working effectively with diverse students and communities. Topics include equal educational opportunity; the financing of U.S. schools; tracking/ability grouping; the sociocultural dynamics of teaching and learning; multicultural education; social class issues; gender bias and equity; the experiences of African American, Latino, Asian American, and linguistic minority students in U.S. schools; educating students with disabilities; the role of religion in U.S. schools; issues of sexuality; working with families and communities; developing schools as caring learning communities; effective uses of technology; and recent proposals for school reform. Prerequisites: Sophomore standing. (F,S) Attributes: CNSL, DV, LAEL, TE3 Credits
Examines the relationship between scientific knowledge, technological innovations and systems, and society by examining the history of technology and science, the social contexts in which science and technology occur, the organizations of people and things that make up science and technology systems, and the social and cultural consequences of scientific and technological change. Intended for teacher education students in the School of Humanities and Sciences. Prerequisites: Junior standing. (IRR) 1 Credit
EDUC 34900Comparative and International Education (LA)
Explores educational goals, policies, and practices around the world through a comparative and international education lens, allowing students to situate the U.S. educational system within a global context. Focuses on topics such as variations and patterns among school systems, policies, reforms, assessment initiatives, and issues related to equity. Prerequisites: EDUC 10000. (IRR) 4 Credits
EDUC 35000Black Feminist Alchemy: Theory into Practice (LA)
Explores the experiences of Black girls in U.S. schools as they are affected by social constructions and positionalities related to the intersection of race and gender. Through this particular lens, the course explores broader institutional and individual patterns of gendered racism in schools. Prerequisites: EDUC 10000. (IRR) 4 Credits
Examination of schools and teaching as forces for constructive social change, investigating how educators can create learning experiences in schools, classrooms, youth programs, and communities that will contribute to the school success of all youth and the development of a more equitable and just society. Particular attention paid to democratic approaches to teaching and learning; multicultural education; critical reflection; experiential learning; youth activism; community-based education; and innovative uses of technology. Class discussion and weekly volunteer projects. Prerequisites: Sophomore standing or above; EDUC 21010, EDUC 34000. (IRR) 3 Credits
EDUC 40510Pedagogy and Practice for the Mathematics Teacher
Examination of current research and practice in the effective teaching of mathematics at the middle and high school levels. Focus on national and state standards in mathematics, instructional planning and differentiation, appropriate uses of technology, approaches to assessment, and the integration of literacy into the mathematics curriculum. Introduction to professional organizations, journals, and research. Twenty-hour field experience required. Prerequisites: Senior standing; open only to math with teaching option majors. (F,Y) Attributes: TE3 Credits
Seminar in the development of a personal philosophy of education and the preparation of a professional portfolio. Analysis of fall semester field-based experiences and professional program advising. Prerequisite: Senior standing. Pass-Fail only. (F, Y) 0 Credit
EDUC 40910Pedagogy and Practice in the Teaching of Social Studies (NLA)
Examination of current research and practice in the effective teaching of social studies at the middle and high school levels. Focus on national and state standards in social studies, mastery of theoretical concepts and their application in the classroom,instructional planning and differentiation, appropriate uses of technology, approaches to assessment, and the integration of literacy in the social studies curriculum. Introduction to professional organizations, journals, and resources. Twenty-hour field experience required. Prerequisites: Senior standing; open only to social studies with teaching option majors. (F,Y) Attributes: TE3 Credits
EDUC 41010Pedagogy and Practice for the Science Teacher (NLA)
Examination of current research and practice in the effective teaching of science at the middle and high school levels. Focus on national and state standards in science, instructional planning and differentiation, appropriate uses of technology, approaches to assessment, laboratory organization and safety, and the integration of literacy in the science curriculum. Twenty-hour field experience required. Prerequisites: Senior standing; open only to biology with teaching option,chemistry with teaching option,or physics with teaching option majors. (F,Y) Attributes: TE3 Credits
EDUC 41110Pedagogy and Practice for the English Teacher (NLA)
Examinationo of current research and practice in the effective teaching of English at the middle and high school levels. Focus on national and state standards in English language arts, instructional planning and differentiation, appropriate use of technology, approaches to assessment, and support for students' literacy development. Introduction to professional organizations, journals and resources. Twenty-hour field experience required. Prerequisites: Senior standing; open only to English with teaching option majors. (F,Y) Attributes: TE3 Credits
Taken concurrently with EDUC 49810. Serves as the reflective component of student teaching, where students will analyze their teaching and identify how to use community-based assets to enhance their students' learning. Students develop culminating projects that require reflection and that demonstrate professional knowledge, skills, and dispositions required by the program and state. Prepares student teachers for the professional job search and offers preparation for future professional growth. Corequisites: EDUC 49810. (S,Y) Attributes: TE3 Credits
EDUC 41310Pedagogy and Practice of Teaching Languages Other Than English (NLA)
Examination of current research and practice in the effective teaching of languages other than English at the middle and high school levels. Focuses on national and state standards in the teaching of modern languages, instructional planning and differentiation, appropriate uses of technology, approaches to assessment, and issues related to second language development and literacy development. Introduction to professional organizations, journals and resources. Twenty-hour field experience required. Prerequisites: Senior standing; open only to German with teaching option, French with teaching option, and Spanish with teaching option majors. (F,Y) Attributes: TE3 Credits
EDUC 41410Pedagogy and Practice for the Art Teacher (NLA)
Examines the teaching of visual art to students at the elementary, middle, and secondary levels. This course will provide grounding in the history of art education in the United States, current theory and practice teaching art, and artistic development in children and adolescents. Emphasis is placed on the New York State standards in the visual arts for development of art lessons that contain relevant objectives, motivation, methodology, and evaluation techniques. Various art materials, techniques, and processes suitable for k-12 levels will be examined. Additional topics are incorporating art history, aesthetics, and art criticism in the curriculum; health and safety issues of art materials; art room organization; selecting and ordering supplies; and fostering professionalism. This course also provides practice in developing teaching skills through presentation of lesson plans in various media at the elementary, middle, and secondary levels. Twenty hours of observation and fieldwork in local public schools are required. Prerequisites: Senior standing; open only to art education majors (F,Y) 4 Credits
EDUC 43000Capstone Seminar in Education Studies (LA)
Serves as the culminating experience for Education Studies majors; draws on the skills and concepts built through previous coursework in the major and ICC curriculum to synthesize various theories, knowledges, practices, and methods in education studies. Prerequisites: ICSM 10800 or WRTG 10600. (S,Y) Attributes: CP, WI4 Credits
EDUC 49600Senior Seminar in Education Studies (LA)
Synthesizes key understandings from across the Education Studies Curriculum by engaging students in reflection on their program. Students complete a culminating project that represents their development across the minor, the themes across their coursework, and key understandings related to sociocultural issues in education, engagement with communities, and education in the service of social justice. (Y) 1 Credit
Directed fieldwork under a teacher education program faculty member's supervision, culminating in a major paper or comparable product. Written proposal to the teacher education program, describing the terms of the particular project, is required. Open only to juniors and seniors who have completed one or more courses at level 3 or 4 in education. Prerequisites: Permission of instructor. Variable credit. (F-S) 1-9 Credits
EDUC 49810Professional Semester in Education (NLA)
Taken concurrently with EDUC 41210. A full semester of observation and supervised teaching at both the middle and high school levels. Additional coursework requires permission of department chair and coordinator of teacher education. Corequisites: EDUC 41210. (F-S,Y) Attributes: TE12 Credits
Study with a faculty member of specific problems in education. Written proposal to the coordinator of the teacher education program, describing the terms of the particular project, is required. May be repeated up to six credits. Prerequisites: Permission of instructor. (IRR) 0.5-4 Credits
Seminar in the development of a personal philosophy of education; the preparation of a professional portfolio; and the design, completion, and presentation of an action research project. Students must pass two summer semesters of this course, one in the first summer of the program, and the other in the final summer of the program. Required. Pass/fail only. (Sum) Attributes: TE0 Credit
EDUC 50100Literacy Development for Linguistically Diverse Learners (LA)
Study of the acquisition of a new language and implications for pedagogical practices in K-12 education. Topics include the role of culture in language acquisition, stages and processes in the development of an additional language, facilitating oral and written language acquisition, teaching and learning in the content areas for language learners, culturally and linguistically appropriate assessments for language learners, relevant laws and policies that guide practice, and methods for collaborating with linguistically diverse families. Prepares teacher candidates for a related field experience. (Y) Attributes: TE3 Credits
EDUC 50300The Exceptional Child and the Classroom (NLA)
Analysis of the instructional elements, modifications, and behavioral management techniques for the unique needs of exceptional children in middle and secondary, subject-specific class settings; explores the role of teachers and other school professionals and parents in providing services to these students; development of appropriate I.E.P.s and review of state and federal laws governing students with disabilities. (SU,F,Y) Attributes: TE3 Credits
EDUC 50400Advanced Topics in Special Education (NLA)
Prepares special education teacher candidates in the fundamental practices of special education program design and instruction. The course prepares candidates in the implementation and monitoring of the process of assessing, diagnosing, and evaluating students with disabilities and developing individualized education plans. Further, the course prepares candidates in the collaborative planning and implementation of instruction to students with disabilities. Prerequisites: EDUC 50300; EDUC 50810 OR EDUC 64000; EDUC 56500 OR EDUC 56600. (W) 3 Credits
EDUC 50510Pedagogy and Practice for the Mathematics Teacher (NLA)
Examination of current research and practice in the effective teaching of mathematics at the middle and high school levels. Focus on national and state standards in mathematics, instructional planning and differentiation, appropriate use of technology, approaches to assessment, and the integration of literacy in the mathematics curriculum. Introduction to professional organizations, journals, and resources. Field experience required. Prerequisite: Graduate student in good standing or permission of instructor. (F, Y) Attributes: TE3 Credits
EDUC 50700Advanced Content Knowledge in the Discipline (NLA)
Identifies and addresses gaps in teacher candidates’ content knowledge in their respective disciplines and provides them with resources and approaches for assessing and updating their knowledge as the secondary curriculum evolves. Guides students in exploring how central topics in their content area connect with particular pedagogical approaches. Course is repeatable for a maximum of six credits. Permission of Instructor. (U,Y) 3 Credits
Prepares secondary teacher candidates to design, implement, and analyze classroom assessments in their discipline. Teacher candidates are introduced to different approaches to formative and summative assessment, understanding purposes and limitations of both quantitative and qualitative assessment constructs, as well as how to communicate about assessment results with their students and use findings to inform their ongoing instructional planning. Permission of instructor. (F,Y) 3 Credits
EDUC 50810Pedagogy and Practice across the Disciplines (NLA)
Research and practice in models of teaching, motivation, and classroom management that span the disciplines and promote effective teaching at the middle and high school levels. Emphasis on instructional planning, assessment of student learning, differentiation, and the integration of literacy across the disciplines. Introduction to structured observation, reflective practice, and action research. Field experience required. Prerequisite: Graduate student in good standing or permission of instructor. 3 credits. Attributes: TE3 Credits
EDUC 50900Selected Topics in Agriculture Education (NLA)
Provides current students in the MAT program in Agriculture Education, as well as practicing Agriculture educators, with the opportunity to continue their content and pedagogical knowledge in technical fields related to agriculture education. Focuses on a specific technical topic (topics will vary) and prepares students to work within the Curriculum for Agriculture Science Education (CASE) framework and earn certification to teach CASE-recognized courses on the P-12 level. Permission of instructor required. (U) 3 Credits
EDUC 50910Pedagogy and Practice in the Teaching of Social Studies (NLA)
Examination of current research and practice in the effective teaching of social studies at the middle and high school levels. Focus on national and state standards in social studies, mastery of theoretical concepts and their application in the classroom, instructional planning and differentiation, appropriate use of technology, approaches to assessment, and the integration of literacy in the social studies curriculum. Introduction to professional organizations, journals, and resources. Field experience required. Prerequisite: Graduate student in good standing or permission of instructor. (F, Y) Attributes: TE3 Credits
EDUC 51010Pedagogy and Practice for the Science Teacher (NLA)
Examination of current research and practice in the effective teaching of science at the middle and high school levels. Focus on national and state standards in science, instructional planning and differentiation, appropriate use of technology, approaches to assessment, laboratory organization and safety, and the integration of literacy in the science curriculum. Introduction to professional organizations, journals, and resources. Field experience required. Prerequisite: Graduate student in good standing or permission of instructor. (F, Y) Attributes: TE3 Credits
EDUC 51110Pedagogy and Practice for the English Teacher (NLA)
Examination of current research and practice in the effective teaching of English at the middle and high school levels. Focus on national and state standards in English language arts, instructional planning and differentiation, appropriate use of technology, approaches to assessment, and support for students’ literacy development. Introduction to professional organizations, journals, and resources. Field experience required. Prerequisite: Graduate student in good standing or permission of instructor. (F, Y) Attributes: TE3 Credits
Taken concurrently with EDUC 60000. Critical reflection on teaching and learning, including content knowledge, planning and instruction, positive learning environment, diversity, technology, assessment, collaboration and outreach, and professional development. Literacy issues and methodologies. Teachers as action researchers. Prerequisite: Graduate student in good standing. (Y) Attributes: TE3 Credits
EDUC 51310Pedagogy and Practice of Teaching Languages Other Than English (NLA)
Examination of current research and practice in the effective teaching of languages other than English at the middle and high school levels. Focus on national and state standards in the teaching of modern languages, instructional planning and differentiation, appropriate use of technology, approaches to assessment, and issues related to second language acquisition and literacy development. Introduction to professional organizations, journals, and resources. Field experience required. Prerequisite: Graduate student in good standing or permission of instructor. (F, Y) Attributes: TE3 Credits
EDUC 51410Pedagogy and Practice for the Art Teacher (NLA)
Examination of current research and practice in the effective teaching of art at the elementary, middle and high school levels. Focus on national and state standards in art, mastery of theoretical concepts and their application in the classroom, instructional planning and differentiation, appropriate use of technology, approaches to assessment, and the integration of literacy in the art curriculum. Introduction to professional organizations, journals, and resources. Field experience required. (F) 3 Credits
EDUC 51610Pedagogy and Practice for the Computer Science Teacher (NLA)
Examines current research and practice in the effective teaching of computer science at the elementary, middle and high school levels. Focuses on national and state standards in computer science, mastery of theoretical concepts and their application in the classroom, instructional planning and differentiation, appropriate use of technology, approaches to assessment, and the integration of literacy in the computer science curriculum. Introduction to professional organizations, journals, and resources. Field experience required. Permission of instructor required. (F) 3 Credits
EDUC 53200Educational Programs in Agricultural Science (NLA)
Provides an overview of the organization and structure of programs and curriculum in agricultural science and the professional responsibilities of teachers in agricultural science education. Principles of developing and managing courses, instructional materials, curriculum, and programs in agricultural science education will be discussed. (F,U,Y) 3 Credits
EDUC 53500Youth Leadership and Organizations (NLA)
Provides a comprehensive overview of the elements of youth leadership and their relationship to youth organizations. Examines factors affecting membership, purpose, design, operation, and administration of career and technical student organizations, including FFA and 4-H. Field experience required. (F,U,Y) 3 Credits
EDUC 53800Advanced Concepts in Agricultural Education (NLA)
This course focuses on advanced concepts in three overarching areas: agriculture laboratory and program establishment, curriculum and program diversity, and professional development and support networks. (F,U,Y) 3 Credits
EDUC 56500Educational Technology for Childhood Educators (NLA)
Examines the theory and practice of educational computing and technology. Emphasis is on applying and integrating technology to enhance pedagogy and practice. Project oriented, focusing on designing products for instructional activities and environments with various technologies. (Y) 3 Credits
EDUC 56600Educational Technology for Middle and Secondary Educators (NLA)
Examines the theory and practice of educational computing and technology. Emphasis is on applying and integrating technology to enhance pedagogy in classroom and online environments. Project oriented, focusing on designing products for instructional activities and online environments with various technologies. (Y) 3 Credits
Study with a faculty member or specific problems in education. Written proposal to the graduate chair, describing the terms of the particular project, is required. Prerequisites: Permission of instructor. (IRR) 1-3 Credits
EDUC 60000Professional Semester in Education (NLA)
A full semester of observation and supervised teaching at the elementary, middle, and/or high school levels, as appropriate to the certification program in which the teacher candidate is enrolled. Additional coursework may not be taken without permission of department chair and coordinator of teacher education. Prerequisites: EDUC 60500. (S,Y) Attributes: TE, UND6 Credits
EDUC 60500Foundations of Language, Literacy, and Culture
Study of research and theory related to literacy development, early childhood through adolescence. Includes attention to language and literacy in inquiry, literacy in diverse families and communities, literate practices inside and outside of classrooms, biliteracy and literacy across cultures, psycholinguistic theories of reading, reader response, and the research on literacy methods, curricula, and texts commonly used in classrooms. 3 credits. (Y, Summer) 3 Credits
EDUC 61000Teaching and Learning in Diverse Elementary Schools (NLA)
Provides an overview of the elementary school curriculum and environment; the roles and responsibilities of childhood educators; the relationship of school, family, and community; a focus on the integrative nature of elementary school curriculum with a focus on visual art and music integration; and principles and practices of motivation, management, and social interaction. Emphasizes on culturally responsive teaching in diverse school settings. (Y) 3 Credits
EDUC 62000Curriculum and Instruction in Elementary School Social Studies
This course focuses on the content and design of the social studies curriculum in the elementary school; current research, theory, and standards in social studies; strategies for instruction, differentiation, and assessment; and available resources. Integration of literacy and technology. Emphasis on community and citizenship, critical thinking, multidisciplinary approaches, and the use of primary resources. Field experience required. Prerequisite: Graduate student in good standing, or permission of instructor. Required. (Y) Attributes: TE3 Credits
EDUC 63000Curriculum and Instruction in Elementary School Science
This course focuses on the content and design of the science curriculum in the elementary school; current research, theory, and standards in science; strategies for science instruction, differentiation, and assessment; laboratory procedures and safety practices; and available resources. Integration of content-area literacy and technology. Emphasis on the development of an inquiry-oriented approach. Field experience required. Prerequisite: Graduate student in good standing, or permission of instructor. Required. (Y) Attributes: TE3 Credits
EDUC 64000Curriculum and Instruction in Elementary School Mathematics
This course focuses on the content and design of the mathematics curriculum in the elementary school; current research, theory, and standards in mathematics; strategies for mathematics instruction, differentiation, and assessment; and available resources. Integration of content-area literacy and technology. Emphasis on children's conceptual understandings of mathematics and the development of pedagogical proficiency for using both "traditional" and "reform" math curricula. Field experience required. Prerequisite: Graduate student in good standing, or permission of instructor. Required. (Y) Attributes: TE3 Credits
EDUC 65000Curriculum and Instruction in Elementary School Language Arts and Literacy (NLA)
This course focuses on the content and design of the language arts and literacy curriculum in the elementary school; current research, theory, and standards in literacy, strategies for literacy instruction, differentiation, and assessment; and available resources. Emphasis on reading processes, writing processes, word study (including phonemic awareness, word analysis, spelling, and vocabulary), listening, speaking, and dramatic expression. Integration of technology. Field experience is required. Prerequisite: Graduate student in good standing, or permission of instructor. (F, Y) Attributes: TE3 Credits
