53 courses with the subject GED, 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.
This course examines established theory, research findings and clinical data on the middle childhood stage of development and integrates these findings with practical application. The physical, cognitive, affective and social-moral development of children in this transition stage will be explored.
This course examines curricula and instructional strategies for the middle school grades. Topics of study include interdisciplinary curriculum, personalized instructional strategies for diverse classrooms, learning communities, and instructional technologies. Field experience required.
College supervised participation in teaching that addresses the full range of developmental and educational needs in the candidate’s area(s) of certification. Students teach for a full semester under the guidance of a mentor cooperating teacher in two placements, eight weeks per placement, five-days-a-week, all-day. Students will serve one placement in grades 1-3 and the other placement in grades 4-6. Students are expected to demonstrate competencies developed in all courses in their particular Master of Science (MST) teaching program.
Students in this course will examine theories and research findings that explain how learning happens: how the brain develops, functions, and changes as a result of experience and maturation. These will be matched with suggested pedagogical practices or models of instruction that respond to what we know about learning. Through readings, discussions, trial performance and observation, students will explore these topics in order to better understand and make better choices about how to teach and how to assess learning.
Fundamentals of language development with emphasis on the development of reading skills and strategies, including the uses of technology. Focus on the development of a comprehensive, balanced literacy program integrating reading, writing, listening, and speaking to enable students to meet Common Core standards adopted by New York State. Adaptation of instructional methods and materials to provide enrichment for students with special learning needs and students from linguistically and culturally diverse backgrounds. Prerequisite: GED 2101 Psychology of Learning/Models of Teaching.
Spring
Teaching reading/writing connections across the curriculum in all content areas. Focus is on strategies for increasing comprehension in the content areas; expanding word identification, vocabulary; and spelling; locating and using a variety of informational sources, including technological sources; using multiple genres of expository texts; research and inquiry; responding to individual differences, including special needs learners and learners with linguistic and cultural differences. Prerequisite: GED 2102.
This course is designed to equip the prospective elementary school teachers to teach social studies to children. The content of this methodology course will follow the curriculum standards that have been developed through the National Council for the Social Studies and New York State Standards. The implementation of these standards will build upon the theoretical and practical experiences that students have gained through their graduate coursework, research endeavors, and field experiences. Through the in-depth construction of a unit plan and an annotated bibliography, the students will become “experts” in their chosen area of curriculum research.
In general, every attempt will be made to connect the new concepts to the participant’s previous experience, thereby encouraging the construction of new or adapted sets of concepts and procedures that will form the framework for self-directed future learning and instructional decision making. This approach is designed to serve as a model for the teaching/learning assessment process. The model will be applied to the instructional planning process as well as to the dynamics of situation bound delivery of instruction in science and technology. This may be interpreted as our recognition that every teaching/learning situation is distinct and individual.
Effective teachers have used the process of reflection to guide self evaluation and change to improve their ability to design learning environments that empower students. This course is taken simultaneously with student teaching in childhood education. Student teachers are encouraged to develop positive dispositions toward professional development so that they can become deep- rooted students of pedagogy and human learning. The culminating Action Research Project required for successful completion of the MST is embedded in the final product of this course.
(This will be completed during the Action Research and Evaluation course) Action-research is a long-term project that incorporates self-evaluation, professional development, and educational change. Teachers will use a research paradigm to solve classroom-based problems and make decisions in childhood education.
Candidates in the initial teacher education programs complete a 16 week supervised student teaching experience. Candidates are assigned two placements, each for eight weeks. Placements are at two developmental levels. One placement will be in an elementary classroom (K-6) and one
*Candidates are required to (a) complete 150 hours of field experiences—100 hours in certification area (grades K-12) and 50 hours in childhood education for students with disabilities (grades 1-6), and (b) New York State teacher certification exams prior to student teaching. *Candidates are required to file an application.
College supervised participation in teaching that addresses the full range of developmental and educational needs in the candidate’s area(s) of certification. Students teach for a full semester under the guidance of a mentor cooperating teacher in two placements, eight weeks per placement, five- days-a-week, all-day. Students will serve one placement in grades 7-8 and the other placement in grades 9-12. Students are expected to demonstrate competencies developed in all courses in their particular Master of Science (MST) teaching program.
This course based upon established theories of development, research findings and clinical data, presents a balanced account of adolescence as a critical transition from childhood to adulthood, as a positive and significant period of human growth, and a vital period of personal development, biological, sexual, cognitive, psychosocial and cultural variables; professional and personal implications with respect to education, career, marriage, and other life components. Field experiences required.
This course provides candidates with the knowledge and skills to make decisions about curriculum, instruction, and assessment in the middle/secondary social studies classroom. The course focuses on active learning strategies that address students’ diverse learning styles. National Council for Social Studies and New York State curriculum standards are explored as conceptual frameworks for curriculum and instruction in Social Studies. Candidates are expected to critically examine their assumptions about teaching and learning. Field experiences required. Prerequisite: GED 2101.
This course provides candidates with the knowledge and skills to make decisions about curriculum, instruction, and assessment in the middle/secondary science classroom. The course focuses on active learning strategies that address students’ diverse learning styles. New York State Mathematics, Science and Technology Standards and Regents standards are explored as conceptual frameworks for curriculum and instruction in science. Emphasis will be on research based instructional methods and strategies that enable learners to achieve the benchmarks of these standards, curriculum-based assessment, and integration with other content areas. Adaptation of instructional methods and materials and enrichment for students with special learning needs and students from diverse cultural and linguistic backgrounds. Field experiences required. Prerequisite: GED 2101.
Effective teachers have used the process of reflection to guide self evaluation and change to improve their ability to design learning environments that empower students. This course is taken simultaneously with student teaching in adolescent education. Student teachers are encouraged to develop positive dispositions toward professional development so that they can become deep- rooted students of pedagogy and human learning. The culminating Action Research Project required for successful completion of the MST is embedded in the final product of this course.
(This will be completed during the Action Research and Evaluation course) Action-research is a long-term project that incorporates self-evaluation, professional development, and educational change. Teachers will use a research paradigm to solve classroom based problems and make decisions in adolescent education.
*Candidates are required to (a) complete 150 hours of field experiences—100 hours in childhood (grades 7-12) and 50 hours in childhood education for students with disabilities (grades 7-12), and (b) New York State teacher certification exams prior to student teaching. *Candidates are required to file an application.
This course focuses on the development of language from birth through adolescence. Theories and strategies that support the development of foundational skills such as phonemic awareness, phonics, vocabulary, fluency, and comprehension will be presented as well as those theories and strategies that support the deepening of literacy knowledge as students mature as thoughtful readers, writers, and critical thinkers within specific content areas. Theories and concepts addressed: psycholinguistics, funds of knowledge, sociocultural learning theory, cultural and linguistic responsive theories, emergent literacy, behaviorism, developmental and cognitive views of language development and literacy learning. Topics relevant to today’s classrooms such as the Science of Reading, Word Study, and Assessment will also be addressed. Emphasis is placed on understanding the theories as they relate to successful literacy classroom environments.
Study of the cognitive processes of perception, attention, memory, metacognition, and affective factors that influence student learning, e.g., self- efficacy and motivation. Application of principles of cognitive psychology to the acquisition of beginning reading skills, reading comprehension, studying, writing, mathematics, science, and problem solving. Current research related to cognitive processes and cognitive characteristics of diverse learners, including English language learners and students with disabilities. Implications for student learning and instruction across academic areas will be discussed.
This course offers an overview of quantitative and qualitative research methodologies in education and the behavioral sciences. It introduces teachers to historical, descriptive, experimental, single subject, and ethnographic research methods related to education. The course will present a framework for understanding and evaluating published research and for using educational research to help solve problems in professional practice. Recent contributions to educational issues and practice will be discussed such as the Science of Reading. Candidates will focus their research on topics related to literacy development and effective literacy instruction.
This course will guide candidates through an examination of the multiple purposes and processes of assessment and evaluation in literacy instruction. Candidates will learn to determine appropriate uses of formal and informal assessment measures and individual literacy strengths and weaknesses. Candidates will learn how to identify and provide appropriate explicit and systematic instruction for students with reading difficulties including dyslexia. This requires an understanding of principles addressed in the Science of Reading. Candidates will have experience planning, implementing, and interpreting multiple assessment processes, including but not limited to observation, surveys, running records, rubrics, portfolios, performances, standardized tests, and reading conferences. A supervised field-based instructional report is required. Focus is on the most effective intervention methods for increasing skill development, motivation, engagement, and achievement for readers and writers who struggle, including studying and test-taking strategies.
This course focuses on research-based strategies for assessing instructional effectiveness and teaching literacy at the early childhood, childhood, and adolescent levels. Focus is on development of individual literacy skills and strategies needed to be a successful reader, writer, and speaker within an engaging literacy learning environment and the teaching that supports such including evidenced-based practices supported by the Science of Reading. Topics include developing skills and strategies needed for high level literacy engagement as well as strategies to provide data identified support and guidance. Emphasis is on monitoring individual learning through teacher created and selected assessments, developing integrated learning environments that include strategies that promote ownership and self-regulated reading and writing, development of critical thinking skills, reading/writing connections, and integration of curriculum.
This course focuses on the skills and strategies needed to read and write nonfiction and informational text at the early childhood, childhood, upper elementary, and adolescent levels. Topics include the following: understanding nonfiction text structure and organization, vocabulary development, comprehension strategies, using reference sources, supporting primary and secondary research skills, inquiry-based learning, document-based reading, genre and author studies, reading/writing connections, and incorporating technology as a tool for learning and presenting. Assessing student comprehension, language development, and vocabulary is an integral component of this class.
This course focuses on writing as a developmental process from early childhood to adolescence, and emphasizes the steps of the writing process–writing as thinking. Best practices for assessing writing are reviewed. Strategies for teaching English writing conventions, including word usage, sentence structure, grammar, and spelling are addressed. Reading/writing connections are addressed such as using authors as mentors, evaluating and analyzing genres, and self-evaluating writing. This course will have strong alignment with NYSED Next Generation ELA Standards.
Course participants will research the various manifestations of diversity and its related themes and explore how these are represented in literary works written for children and adolescents. They will create an instructional plan that incorporates these works and leads themselves and their students to develop cultural competence, cultural sensitivity, and cultural awareness. They will reflect on their own disposition toward diversity. Topics include culture and ethnicity, ethnocentrism, ethnorelativism, multicultural perspective, cultural competence, and culturally responsive teaching.
Study of the cognitive processes of perception, attention, memory, metacognition, and affective factors that influence student learning, e.g., self- efficacy and motivation. Application of principles of cognitive psychology to the acquisition of beginning reading skills, reading comprehension, studying, writing, mathematics, science, and problem solving. Current research related to cognitive processes and cognitive characteristics of diverse learners, specifically English language learners. Implications for student learning and instruction across academic areas will be discussed.
This course offers an overview of quantitative and qualitative research methodologies in education and the behavioral sciences. It introduces teachers to historical, descriptive, experimental, single subject, and ethnographic research methods related to education. The course will present a framework for understanding and evaluating published research and for using educational research to help solve problems in professional practice. Recent contributions to educational practice including evidence-based practices with English Language Learners will be discussed.
Winter Interim (3 credits)
Study of theory, policy, and practice of language minority education in the U.S. and international contexts. Key concepts include models and programs of additional language education; policy and politics of language minority education; the impact of culture, heritage, socioeconomic level, home, and community on students’ learning; means for understanding the needs of students with disabilities, including those with dual identifications; fostering effective relationships and interaction to support student growth and learning. Emphasis on pedagogical implications of the aforementioned, with particular attention to native language development, language acquisition and literacy development for developmentally and linguistically diverse students.
Fall (9 credits)
Level III: Electives (3 credits) By advisement --Select a course from MSEd. program in Special Education/Literacy Level IV: Capstone Experiences (3 credits)*
This course offers a supervised experience assessing Standards-based practices and strategies related to planning, implementing, and managing the Teaching of English as a Second Language (TESOL) and content instruction, including classroom organization, teaching strategies for developing and integrating language skills, and choosing and adapting classroom resources to support students. Candidates will authentically assess students, plan a comprehensive intervention program based on researched best practices, implement the program under the supervision of a full-time faculty member. Candidates will engage in teaching ESOL as they observe, model, and provide feedback to colleagues and as they develop and participate in collegial online discussion groups. Candidates will also prepare reports for parents/guardians and meet with them to provide feedback and strategy support at home. The course requires candidates to complete at least 50 hours of college-supervised field experiences with students learning English as a new language in both elementary and secondary schools.
*Candidates are required to complete 100 hours of field experiences in their area of certification (grades 7-12) including 15 hours in adolescence education for students with disabilities and New York State teacher certification exams prior to student teaching; and a college supervised student teaching or practicum experience of at least 70 school days, or its equivalent, with students learning English as a new language, *Candidates are required to file an application.
In this capstone course, candidates will focus on the role of the literacy specialist as a school leader and staff developer. Emphasis will be on developing knowledge, understanding, and performance skills to organize and supervise effective schoolwide literacy programs. Topics of current interest such as the Science of Reading, Culturally/Linguistically Responsive Teaching, and Social/Emotional wellness will be addressed as they impact learning and therefore, school curriculum. Candidates will need to evaluate programs; develop literacy curriculum; plan and implement professional development; prepare to supervise teachers and support staff; and develop the skills and orientations necessary to build positive school/home/community relations. Candidates will explore the theoretical and practical aspects of organizing, administering, and leading literacy programs in schools. By using data, student work samples, research, professional resources, and each other, candidates will refine their beliefs on effective and principled literacy teaching and learning so that upon completion, they are prepared to work as a curricular leader in schools.
*Candidates are required to complete New York State teacher certification exams prior to the practicum. ADVANCED CERTIFICATE IN AUTISM
A summative portfolio evaluation through which degree candidates demonstrate mastery of the outcomes of the degree program. Prerequisites: all 3000 level coursework, approval of the Director of Graduate Education. COURSES IN SPECIAL EDUCATION
Source: St. Thomas Aquinas College's catalog, linked per course · table learning_unit · CourseShelf publish 61
