EDU - Education

The course is designed to lead practicing tutors into an examination, through readings and discussion of what tutoring is, why and how it works and what tutoring can and cannot accomplish in a college setting. Because the course is designed to run concurrently with practical tutoring, candidates need to apply to and be accepted by College Tutoring Services. Acceptance is based on transcript, faculty evaluation and interviews and takes place during the semester prior to that during which the course is taken. In order to earn 2 credit hours, students must attend a series of five workshops with planned activities and discussion designed to lead to greater cultural self-awareness and therefore awareness of other peoples' cultural selves.

Adolescence Education majors are introduced to teaching by enrolling in a 25-hour observation participation experience.

Introduction to childhood and early childhood education, its principles and practices. Organization of elementary schools, planning, teaching styles, classroom management, and instructional materials are among the topics considered. Direct teaching experiences with children are an integral part of the course.

Provides participants an opportunity to observe classroom operations, observe and describe the many roles of teachers, conduct focused observations and interviews, conduct two formal lessons with individuals, and small or large groups of children on a teaching learning project.

An integration of how one writes and how one can effectively teach writing to students. Using the writing workshop approach, the courses examines principles, teaching methodologies, and techniques pertaining to the writing process from both the perspective of writer and teacher.

Elements of probability theory; fundamental concepts and techniques of statistics with application. May not be repeated for credit. Note: Credit for at most one of the following courses may be applied towards a student's requirements for graduation: BUAD 200, ECON 200, EDU 200, POLI 200, SOC 200, and STAT 200.

Designed to assist students in becoming widely acquainted with the great wealth of trade (library) books and media available for today's children, preschool through middle school. Course content includes all literary types.

Foundations course in the study of education. Introduction to social, historical, and philosophical foundations of education and the relationship between school and society.

This course is an introduction to Children's Literature in Reading and includes a study of genre as well as discussion of literacy acquisition, reading instruction and use of children's literature for evaluation and remediation of reading difficulties.

Development of the child from beginning of life: prenatal development through age 12. Study of physical, cognitive, social, emotional, and moral development of the child. Credit will not be given for both EDU 220 and EDU 225.

The course examines early childhood care and education with particular emphasis on center-based settings for children Birth-5 years. Topics include theories of child development that inform best practices, characteristics of quality care and education ("educare"), developmentally appropriate curriculum (with an emphasis on how children learn through play in well-prepared environments), appropriate assessment for young children (with an emphasis on observation), and strategies to build strong family partnerships.

Physical, mental, and emotional influences on adolescent development in terms of habits, interests and social adjustment. Factors in home and school that influence adolescent behavior and personality, and procedures for evaluating relevant research.

Orderly sequence of childhood growth and development. Principles of physical, intellectual and personality changes emphasized, along with procedures for evaluating relevant research.

An introduction to computer managed instruction, computer based instruction, and the design and use of multimedia resources in the classroom.

Introductory survey of nature, needs, and education of children who are exceptional because of intelligence, behavioral disorders, and/or physical development.

Candidates work directly with pupils with learning difficulties in area schools and agencies.

Introduction to techniques, activities, and materials employed in teaching elementary school candidates how to read. Focuses on traditional texts and reading materials, as well as hands-on experience in applying microcomputers in the teaching of reading. The use of writing as a technique in the teaching of reading will also be employed. Specifically designed to prepare students for participation in elementary school classrooms.

Overview of the processes involved in literacy acquisition and the instructional approaches that acknowledge current thinking. Relationship of reading and writing, and aspects of writing development and writing process appropriate to each stage of reading development. Topics: models of reading and writing conceptual and methodological issues related to instruction and acquisition of reading, the role and use of technology in literacy instruction, assessment of candidates' reading and writing, diversity in reading acquisition - the role of technology in facilitating reading and writing for diverse learners.

Identifying and reporting suspected child abuse and maltreatment; preventing child abduction; preventing alcohol, tobacco, and other drug abuse; providing safety education; providing instruction in fire and arson prevention; and preventing and intervening in school violence. The course meets the requirements for New York State certification based on the statutory requirements found in the Commissioner's Regulations subdivision 52.21.

The course will present a general introduction to central themes in Child Abuse Detection and Reporting and Abduction Prevention at the local, state and federal levels of education and the law. Students will gain a working knowledge through case study analysis, assigned readings, related journals, situational analysis, group participation, reference review, video and lecture.

The course will present a general introduction to central themes in the areas of alcohol, tobacco, and drug abuse prevention at the local, state, and federal levels, and to the role of the classroom teacher in prevention efforts. Students will develop their knowledge through discussion, situational analysis, assigned readings, Internet assignments, interviews, video and lecture.

The course is designed to provide pre-service teachers (B-12) with an introduction to essential concepts in fire safety and school violence prevention. Students will develop their knowledge through Internet assignments, assigned readings, situational analysis, group discussion, video and lecture.

An introduction to basic concepts, theories, and issues involving multicultural education, cultural diversity, and the educational system. Emphasis is on the development of a sound theoretical framework from which practical application to classroom situations will evolve. Candidates will teach, interact with, and/or observe children and youth from diverse cultural and linguistic backgrounds and employ a variety of teaching strategies.

The course examines learning environments for children ages Birth to 3 with particular emphasis on center based settings. Topics include a review of infant/toddler development, characteristics of quality education, developmentally appropriate curriculum in developmental areas, guidance based on observation and family dynamics and relations affecting infant development and growth, and parenting/teaching strategies.

Required for students enrolled in EDU 305 Cultural and Linguistic Diversity. Students spend seven to eight weeks in elementary and secondary classrooms, in traditional and/or non-traditional settings. Students will be paired to enable peer coaching and peer assisted learning to occur. Students will develop an instructional unit, and teach sample lessons; for small groups or entire classes, and incorporate multicultural concepts, including culture awareness; tolerance and acceptance; cooperative learning; multiple intelligence theory; and multicultural literature, among others.

The course is designed to familiarize the beginning teacher with various developmental and learning theories, instructional implications relating to each theory, and classroom application of relevant principles.

A methods class designed to help candidates further their knowledge and skills to plan and implement developmentally appropriate learning activities for young children (birth - age 8). Emphasis on integrated curriculum planning to meet developmental needs of young learners.

Principles, materials, curriculum, and methods for teaching in the middle school. Required for certificate extension to middle school grades.

Basic study of school law as applied to the organization of education from the federal and state perspective. Special attention is focused on the teacher and the law with respect to tort liability, due process, rights and responsibilities of teachers, students and parents. Impact of court decisions on the school.

Areas of psychology utilized in the teaching and learning processes. Analyzing and interpreting scientific data related to individual differences, growth, learning, group processes, and evaluation.

Examination of significant research in areas of human learning and motivation as they relate to effective instructional strategies. An investigation into how teachers can translate theories and research from such areas as achievement motivation, learner cognitive style, emotional climate of the classroom, concept learning, creativity, and problem-solving into constructive classroom action.

Critical examination of students with special needs in inclusive educational settings with an emphasis on the connections between core curriculum, ongoing assessment, and varied instructional strategies. Principles, procedures, and the application of various assessment techniques will be discussed. Organization, development, implementation, modification, and evaluation of instruction across the curriculum will be presented.

An examination of the etiology, characteristics, and psychological development associated with developmental disabilities. While focusing largely on mental retardation, the course is non-categorical in orientation. Particular attention is paid to techniques and strategies for integration of developmentally disabled children into the mainstream of education.

In this service learning course, college students will serve as mentors for K-5 pupils outside the classroom (12-15 hours). Critical issues regarding working with youth, particularly in urban schools, will be addressed and explored through professional development sessions (3-6 hours).

Study of special areas in education not covered by existing courses, with special emphasis on Curriculum and Instruction. Content varies from semester to semester. Students should consult the appropriate online Course Offerings and department notices.

Study of special areas in education not covered by existing courses, with special emphasis on Language, Literacy, and Leadership. Content varies from semester to semester. Students should consult the appropriate online Course Offerings and department notices.

This 2 credit course is a pre-requisite for the Belize Service Learning Project (INED 499). It provides an orientation to the elementary schools, students and teachers in Belize and to Belizean culture in general. It prepares participants to work with cooperating teachers in Belizean schools. Participants design instructional activities and create educational materials that will be donated to cooperating schools and the Belizean Scouts Organization after INED 499. Open to all students in Early Childhood, Childhood, and Childhood Inclusive Education, Adolescence Education, Social Work, Communication Disorders, Music Education, Music Therapy, graduate students in the COE, and other interested students. (Students may take EDU 395 for their own enrichment without participating in the January trip to Belize.)

Content, curriculum, materials, and procedures in teaching mathematics in the elementary school based on the National Council of Teachers of Mathematics (NCTM) recommendations and standards.

Materials and procedures in a process-centered science curriculum. Investigation of new curricula illustrating guided discovery approach to teaching sciences.

Curriculum, materials, and procedures in teaching social studies in the elementary school.

Candidates will explore and critique aspects of effective reading and writing programs for elementary and early childhood children who are in inclusive settings. Course content will enable candidates to review and select research-based materials, strategies, and assessments that promote learning to read and write and reading and writing to learn. Course connections to EDU 305 will enable candidates to reflect on and critique reading and writing curriculum practices that are culturally relevant and lead to successful literacy learning in balanced, comprehensive programs.

Candidates will demonstrate their understanding of literacy assessment and instruction by critically exploring assessments, instructional practices, and programs for diverse learners and struggling readers and writers in elementary and early childhood inclusive settings. Using case study and assessment results, candidates will develop and recommend effective, balanced strategies and approaches to literacy instruction that are culturally responsive and meet the needs of all students.

Prepares students to teach in early childhood classrooms. Information on the national and state learning standards in science, social studies, and the creative arts. Topics include constructivist curriculum planning, preparing the teaching/learning environment, the anti-bias curriculum, project work, authentic assessment, and the role of play in the early childhood classroom.

Focus on extending candidates' knowledge and skills in classroom management and organizational methods, as well as instructional strategies and content. The course also assists candidates in the successful completion of the applied teaching and learning project in their student teaching experiences.

Principles, materials, and methods for teaching middle school (grades 5 to 9) mathematics. The course serves as the primary methods course for students pursuing initial certification in Middle Childhood Education - Mathematics Specialist.

Principles, materials, and methods for teaching English, foreign languages, mathematics, science, or social studies in the secondary school. Assignment to sections according to subject matter. Note: must be taken before senior student teaching. Required for Adolescence Education.

A field assignment to teach in Childhood Education. Assignments provided in grades 1 to 3; arrangements made by the Office of Field Experiences. Open only to candidates accepted in Childhood Education. Prerequisites: Enrollment and satisfactory progress in professional education courses; ongoing recommendation of the College of Education.

A field assignment to teach in Early Childhood Education. Assignments in Pre-Kindergarten; arrangements made by the Office of Field Experiences. Open only to candidates accepted in Early Childhood Education. Prerequisites: Enrollment and satisfactory progress in professional education courses; ongoing recommendation of the College of Education.

A field assignment to teach in Childhood Education. Assignments provided in grades 4 to 6; arrangements made by the Office of Field Experiences. Open only to candidates accepted in Childhood Education. Prerequisites: Enrollment and satisfactory progress in professional education courses; ongoing recommendation of the School of Education.

A field assignment to teach in Early Childhood Education. Assignments in a kindergarten; arrangements made by the Office of Field Experiences. Open only to candidates accepted in Early Childhood Education. Prerequisites: Enrollment and satisfactory progress in professional education courses; ongoing recommendation of the College of Education.

A field assignment to teach on the primary level in the elementary school. Open only to candidates accepted into the Fredonia-Hamburg Program. Prerequisites: Enrollment and satisfactory progress in professional education courses; ongoing recommendation of the College of Education.

A field assignment to teach in Early Childhood Education. Assignments in a grade 1 or 2 classroom; arrangements made by the Office of Field Experiences. Open only to candidates accepted in Early Childhood Education. Prerequisites: Enrollment and satisfactory progress in professional education courses; ongoing recommendation of the College of Education.

A field experience assignment to teach in the intermediate level in the elementary school. Open only to candidates accepted into the Fredonia-Hamburg Program. Prerequisites: Enrollment and satisfactory progress in professional courses; ongoing recommendation of the College of Education.

A field assignment to teach middle school mathematics. Assignments provided in grades 5 through 9; arrangements made by the Office of Field Experiences. Open only to students accepted into SUNY Fredonia's Middle Childhood Education - Mathematics Specialist Program.

A field assignment to teach in secondary education. Assignments provided by subject area in grades 7 through 12; arrangements made by Office of Field Experiences. Open only to students accepted in Adolescence Education Certification.

Prepares the preservice teacher with strategies for facilitating family involvement in the education process. The course will place emphasis on the skills of communication (both personal and written). Topics covered include: parent conferences, volunteers in the classroom, barriers to parent involvement and one-way and two-way communication strategies.

A field assignment to teach in Early Childhood Education. Assignments in Pre-Kindergarten or Kindergarten; arrangements made by the Office of Field Experiences. Open only to candidates majoring in Dual-Certification Early Childhood/Childhood Education who have been admitted to the professional sequence.

A field assignment to teach in primary grades, 1-3. Assignments in grades 1, 2 or 3; arrangements made by the Office of Field Experiences. Open only to candidates majoring in Dual-Certification Early Childhood/Childhood Education who have been admitted to the professional sequence.

A field assignment to teach in intermediate grades, 4-6. Assignments in grades 4, 5, or 6; arrangements made by the Office of Field Experiences. Open only to candidates majoring in Dual-Certification Early Childhood/Childhood Education who have been admitted to the professional sequence.

A field assignment to teach in Childhood Inclusive Education. Assignments provided in grades 1 - 3; arrangements made by the Office of Field Experiences. Open only to candidates accepted in Childhood Inclusive Education. Prerequisites: Enrollment and satisfactory progress in professional education courses; ongoing recommendation of the College of Education.

A field assignment to teach in Childhood Inclusive Education. Assignments provided in grades 4 - 6; arrangements made by the Office of Field Experiences. Open only to candidates accepted in Childhood Inclusive Education. Prerequisites: Enrollment and satisfactory progress in professional education courses; ongoing recommendation of the College of Education.

Participation in a professional, subject related experience, with emphasis on Curriculum and Instruction. The student must submit a proposal stating what the experience is, how it relates to their course of study, and how it will be monitored and evaluated. The instructor will be responsible for the supervision of the intern. The proposal must be approved one month in advance by the advisor, instructor, and chairperson prior to registration.

Participation in a professional, subject related experience, with emphasis on Language, Learning, and Leadership. The student must submit a proposal stating what the experience is, how it relates to their course of study, and how it will be monitored and evaluated. The instructor will be responsible for the supervision of the intern. The proposal must be approved one month in advance by the advisor, instructor, and chairperson prior to registration.

Study of a particular problem in education, with emphasis on Curriculum and Instruction. Periodic meetings with instructor and the writing of a substantial paper.

Study of a particular problem in education, with emphasis on Language, Learning, and Leadership. Periodic meetings with instructor and the writing of a substantial paper.

Methods for observing and measuring child behavior. Principles of research in the study of children. Study of contemporary areas of concern in child development including psychological consequences of marital discord, day care, television, paternal behavior, and family size.

Influence of physical, sexual, and social factors upon total personality during adolescence. Relationship to formation of attitudes toward self and others. Social, emotional, intellectual, and vocational adjustment demanded of youth in contemporary life.

Practical applications of evaluation theory in the schools: preparation and use of teacher-made tests; selection, administration, and interpretation of standardized tests; the use of assessment data in school-related decision-making.

Introduces teachers to instructional approaches for meeting the needs of exceptional learners. Addresses practical considerations regarding placement options, instructional adaptations, and effective use of support services.

Examination of the writing process with emphasis on the theoretical and practical issues in the teaching of composition. Details the importance and role of audience, voice, focus, prewriting, conferencing, peer editing, assessment, purpose, and mechanics. Participants write in several modes as part of observation and study of their own composing strategies, including an investigation of the stage or step model of writing.

The course is designed to provide an overview of literacy (reading, writing, viewing, speaking, listening, thinking) as a developmental process. It includes models of literacy that support learning and instruction, as well as addressing issues concerning emergent literacy, planning and evaluation, and programs funded at the state and federal levels.

Implications of individual group relationships for teachers and administrators with respect to more effective teaching, higher student motivation, leadership identification and development, school climate and organizational development.

Study of an overall framework of teaching of and about thinking and teacher behaviors which create classroom conditions for thinking. Basic approaches to the teaching of thinking skills are explored through current programs, systems, and resources.

The course will examine the history of dramatic experiences in the K-6 public school system, including oral and dramatic traditions in cultures around the world. Children's/adolescent literature titles will be the catalyst to develop projects that include storytelling and dramatic activities.

This Linking Content to Pedagogy course provides an in-depth study of the culture of poverty (in contrast to middle class) using research-based frameworks. Candidates will explore characteristics of poverty and social class and relate these characteristics to academic readiness and success in order to develop classroom tools, interventions, and resources for use with P-12 children and their families.

Study of the philosophy, organization, and curriculum of the middle school. Emphasis on the role of the teacher in the middle school. Research and experimental models are examined.

Orientation to major philosophical outlooks and problems in contemporary education.

The course provides an historical overview of methods and approaches to teaching English as a Second Language. Approaches and strategies may include grammar-translation approach, the Silent Way, the Audio-lingual Method, Total Physical Response, Jazz Chants, and the Natural Approach as well as Cooperative Learning, Multiple Intelligences, Whole Language, and psycho-sociolinguistic approaches. The course provides an opportunity for students to develop curriculum units, applying curriculum theory to various content areas. Students will apply ESL methods and materials to curriculum units and develop instructional strategies that exemplify "best practices" in the field. Students will employ innovative and technological strategies. English language development (ELD) lesson and unit planning as well as assessment of these are presented.

Analysis of the school in relation to other socializing influences. Examines cultural change and its effect upon education; the school in relation to specific problems of changing American communities; and research on teaching as an occupation.

Addresses identification, definition, and analysis of problems and issues facing education today; current criticisms of public schools; responsibilities of the schools; questions of curriculum development; and how well schools are teaching basic skills.

Evidence-Based Practices for Inclusive Settings meets new legislative and legal mandates for educators to provide their students with?Ç£scientifically-based?Ç¥ instructional practices for improving academic and behavioral performance. This course will help practitioners to link their respective academic "content" with"evidence-based" pedagogical practices.

Study of secondary curriculum, inclusive of new mandates; emerging practices; varied viewpoints; relevant research; programs; and the roles of classroom teacher and school administrator in curriculum development.

Historical interpretation of American education. Characteristics of American colonial education and significant developments in American elementary, secondary, and higher education during the 19th and 20th centuries.

Designed to expand traditional understanding of classroom management that focuses on discipline and behavioral problems. The course follows a comprehensive classroom management approach, focusing on areas of knowledge and skills that teachers need in order to be effective classroom managers.

The course provides an opportunity to expand and practice teaching skills in an international setting. Participants will gain information on an educational system different from their own, gain experiences with the traditions and cultural values of the host country, and participate in classrooms where they can observe, assist, and teach. On-site U.S. faculty will assign readings to complement the practical experiences and will lead discussion seminars on topics and themes associated with the international experience.

Curriculum planning and revision, kindergarten through twelfth grade, as it relates to the moral-legal dilemmas facing teachers and students today. Elements include: (1) law-related education; (2) various theoretical positions regarding moral development; (3) moral dilemmas (case studies) drawn from schools; and (4) curricular implications and revisions needed.

Focuses on teaching approaches and methodology used in the development of literacy skills by Spanish speaking students in the U.S. Emphasizes the understanding of the active interaction of reading, writing, listening, and speaking in the process of acquiring and mastering communication skills. Reviews and analyzes current technology and curricular materials used to teach the language arts. Students will develop and teach reading and/or writing lessons using course materials. Required for teachers pursuing a New York State Bilingual Education extension.

Focuses on building successful partnerships with families with diverse structures. Identifies models of family involvement in schools; strategies for increasing family involvement in classrooms; current educational mandates; implications for schools; and relevant research.

Focuses on nutritional and psychological influences on prenatal, infant, and toddler growth and development, inclusive of current research in infant development; childbirth; breastfeeding; infant simulation; intellectual development; attachment behavior; and infants in group care.

After reviewing models of first and second language acquisition, the course will discuss sociolinguistic phenomena such as code switching, dialects and idiolects, language transfer, loan words, and appropriate discourse. Common misconceptions regarding "Spanglish" and other linguistic phenomena will be discussed. Phenomena associated with "languages in contact" will be emphasized. Students will apply theoretical models to classroom practice through research and projects. (May be taken instead of EDU 565: Language and Learning by TESOL candidates.)

Practical suggestions for teacher working in secondary school, with a focus on materials and teaching procedures for specific units of work such as: teaching as problem-solving, evaluation strategies, instructional techniques, and recent developments in educational thinking and practice that have affected the curriculum. Special attention to selected topics according to needs and interest of participants. Note: A selected area is to be designated: General, English, Mathematics, Foreign Languages, Science, or Social Studies.

Provides an overview of the Japanese educational system and Japanese educational psychology. Examines historical influences on Japanese educational values; and the nature of typical Japanese schools at all levels of compulsory education. Unique educational approaches, such as juku and kumon, are reviewed.

Focuses on the impact of expectations on student teacher interactions. Participants will learn how their own behaviors may inadvertently create self-fulfilling prophecies, how student performance and relationships with students may be affected, and how reducing perceptual and behavioral biases can result in a better classroom environment. Note: Cross-listed as PSY 546.

The course provides an overview of critical issues on various types of young adult literature, including forms of media that represent literature. Candidates will examine historical and contemporary literature, both fiction and non-fiction. They will also identify and select appropriate reading materials, and teaching strategies to meet diverse needs of adolescent students, based on socio-cultural and academic backgrounds.

Candidates engage interactively in various activities, discussions and readings about the development of writing skills and strategies in Pre K - 6. Current state standards, text types, appropriate teaching strategies for diverse learners, and assessment will be addressed.

Candidates engage interactively in various activities, discussions and readings about the development of writing skills and strategies in secondary schools. Current state standards, text types, appropriate teaching strategies for diverse learners, and assessment will be discussed.

In-depth exploration of selected topics in professional education, with emphasis on Language, Learning, and Leadership. Principal focus of the course varies.

This course provides an overview of the needs and education of children diagnosed with Autism Spectrum Disorder (ASD). Among the areas explored in this course are: a review of the historical background; causes and diagnosis; signs, symptoms, and characteristics; strategies in education, social interactions, and language development; education-related laws and rights; impact on family dynamics and parent support. In addition the course will include current trends pertaining to Autism Spectrum Disorder.

Individual research on problems of special interest, under the guidance of one or more faculty members.

In the third clinical course, candidates apply multiple literacy and instructional techniques to enhance student's decoding, comprehension, and writing. The course addresses candidates in both elementary and secondary literacy programs.

Provides advanced graduate students the opportunity to work individually on problems of special concern not otherwise available through regular course offerings under the direction of a qualified faculty member. Emphasis on Curriculum and Instruction.

Provides advanced graduate students the opportunity to work individually on problems of special concern not otherwise available through regular course offerings under the direction of a qualified faculty member. Emphasis on Language, Learning, and Leadership.

A field assignment to teach ESOL/BE (K-12): Candidates with current K-6 certificates are assigned to grades 7-12. Candidates with current 7-12 certificates are assigned to grades K-6. Candidates without current certification are assigned to both K-6 and 7-12 settings. Candidates without current certification complete two 20 day assignments. Supervision is provided on a one-to-one basis at the practicum site. Arrangements are made by the Office of Field Experiences. Open only to candidates in the TESOL MSEd and TESOL & BE CAS programs. Prerequisites: Satisfactory completion of EDU 518, 519, 540, 568, 569 & ongoing recommendation of Department of Language, Learning & Leadership.

The comprehensive examination is one of the capstone options for candidates in the Curriculum and Instruction, Literacy Education: Birth-Grade 6, and Literacy Education: Grades 5-12 programs. It is a three-part, intensive written examination in the areas of education research, foundational studies (psychology, sociology, exceptionality, and diversity), and content area pedagogy. Examinations are tentatively administered on the first Saturday of December, March, and August, but examination dates are subject to change. The course is graded S/U and may be repeated once if a grade of U is earned. Prerequisite: Enrollment in final semester of graduate study or approval of the Dean of the College of Education.

Research including the preparation of a project, essay, or thesis.

Research including the preparation of a project, essay, or thesis.