600

This course provides a supervised student teaching experience for graduate students earning initial certification in ESOL pre-K-12. To be recommended for this certification, students must be placed in an approved ESOL classroom at appropriate grade levels to ensure they have experience across the pre-K-12 levels. This course will involve a field placement in the adolescent setting (grades 7-12). The field placement shall be for five days per week until placement requirements have been fulfilled. Classroom theory is applied to field practice. Students will be observed by a field supervisor a minimum of three times in this placement.

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.

Focuses on issues, trends, and research in teaching science in the elementary school. Emphasis on individual readings and seminar discussions, using primary and secondary sources of research.

Focuses on the structure and organization of English language arts programs; examination of past and current research; and evaluation of current programs. Emphasis on individual readings and seminar discussions, using primary and secondary sources of research.

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

The course is the another of four practicum courses to train Candidates as reading specialists who provide reading intervention through individualized, assessment- based and learner-orientated instruction. Candidates move to mastery of interventionist skills as the course emphasizes impact on student learning. Candidates also practice their literacy coaching and leadership skills with classroom teachers and parents.

The first level administrative course is designed to provide students with an introduction to school leadership theory and practice and the structure of education at the local, state and national level. The role of the administrator as a service agent for instruction and his/her function as the coordinator of school programs will be emphasized. Students will construct their perception of the role of the principal with an emphasis on the diverse and sometimes conflicting responsibilities. The paradox of the principalship, the need to be both an effective leader and manager, will be emphasized.

The course explores the nature, responsibilities, and developing status of elementary and secondary principals and supervisors. The course is designed to provide an exploration of the issues of school culture, leadership, change theory, and data analysis as they relate to school leadership in P-12 education. Course content will focus on creating a culture of learning, investigating the elements of effective leadership, and planning for school improvement.

The course is designed to provide an introduction to the theory and practice of supervision. Course content will focus on developing the skills an effective supervisor uses in recruiting, selecting, observing, evaluating, and conferencing with teachers in order to improve instruction. In addition, students will explore models of effective teaching and critically review laws, policies, and administrative regulations regarding teacher supervision and evaluation.

The course provides an overview of the theory and practice of supervising instructional programs with an emphasis on reviewing data and revising curriculum to improve student outcomes. Course content focuses on developing the skills an effective supervisor uses in organizing and working with groups to improve instruction. The role of the school leader in building learning communities that support instructional improvement will be emphasized. The course content and activities will focus on the curriculum revision process with an emphasis on the role of standards, best practice, professional development and assessment. Students will review the history of curriculum in the United States. In addition the need for curriculum to be responsive to the special needs presented by students' background will be investigated.

The field experience provides the opportunity to directly participate in the activities related to the functions of a school administrator/supervisor/leader in a school district. Candidates attend seminars to discuss leadership issues and explore topics raised by their experiences in the field.

The field experience provides the continuing opportunity to directly participate in the activities related to the functions of a school administrator/supervisor/leader with an emphasis on community, district policy, board of education, legislation, evaluation and communication. Candidates attend seminars to discuss leadership issues and explore topics raised by their experiences in the field.

The course focuses on the factors associated with the financial support of public education at the local, state and national levels. The analysis and study of legislation, Commissioner's Decisions, Board of Cooperative Education (BOCES) and regulations as they pertain to the support of programs that lead to the development of local budgets as an educational objective of the school district, Board of Education and the community will be studied.

The course is a continuation of EDU 552, the first assessment course. This course requires Candidates to develop competence in using and analyzing the results of more formalized and norm-referenced assessments such as the Peabody and Woodcock Johnson. The course also enables the Candidates to develop their literacy coaching skills as they assist teachers and others with data analysis and assessment issues.

The course is devoted to the intensive study of selected current or emerging problems in administration, supervision and leadership. The course will explore significant issues involving: the Politics of Education; studies in Administrative Leadership; School - Community Relations; Collective Negotiations; School Personnel; Curriculum, Instruction and Assessment.

Focuses on educational experiences for children; parent involvement; health, psychological, and social services; planning and adaptation of facilities; utilization of materials and equipment; and development of internal program evaluation.

The course is devoted to the study of law and the principles of law as they apply to organization and administration of education at the local, state and national levels. Special attention to the laws, rules, regulations and court decisions that influence district employees, policy, administrative operations and the community will be emphasized. The use of negotiation strategies to reach agreement will be studied.

EDU 628 is a field-based practicum taken as a co-requisite with the EDU 579 Social Foundations of Literacy course. It provides Candidates in the Birth to Grade 12 Literacy Program with a minimum of 25 hours of practicum in intervention and coaching within formal educational settings wherein Candidates apply and practice what they learn in the co-requisite course about identifying and assisting all types of diverse students.

Explores basic issues in early childhood education, current trends, and past and current research.

Advanced course devoted to the analysis of one topic, which may be selected from the following: Creating Safe and Productive Schools, The Politics of Education, Studies in Administrative Leadership, School-Community Relations, Collective Negotiations, School Personnel Administration, Administering Innovation Programs, or Management Objectives.

Investigates basic principles in curriculum development in elementary social studies. Examines current social studies curricula and materials. Students develop social studies curriculum projects of special interest.

Examines the structure and organization of social studies programs. Focuses on past and current issues, trends, and research in social studies education; and evaluation of current social studies programs.

Examines issues and trends in elementary school mathematics programs. Reviews components of modern programs in elementary school mathematics, based on an examination of experimental programs, trends, and current materials. Focuses on content, instructional materials, procedures, and evaluation of current programs.

Prepares teachers to teach elementary mathematics through laboratory and learner-oriented activities. Class members prepare laboratory materials, kits, and activity-type lessons for their own classrooms.

Investigation and interpretation of assessment strategies and evaluation methods in mathematics education. Includes the study of current state assessments in mathematics as well as the design and use of criteria to evaluate performance in mathematics and their application to understanding and diagnosing learning difficulties in mathematics. Examines the role of assessment in making instructional decisions. Current research on mathematics assessment is also examined.

The course provides Candidates with an opportunity to analyze issues in the field of literacy and the research connected to them. The course is also the pre-requisite to the Literacy Program capstone project course and requires Candidates to select their capstone topic and write a proposal for that project.

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.

The course is the capstone for the graduate literacy program and is designed to help Candidates refine their skills in the analysis and evaluation of research and the process of conducting educational research. Candidates should have completed at least 27 credit hours of their program, including EDU 651 or EDU 660, before registering for the course.

This course will help prepare TESOL educators understand the various functions, benefits of, and uses for educational research and is a part of the three-course sequence for the College of Education (COE) as defined by the COE’s Master’s Project Handbook. Completing this course will further help TESOL candidates better design research projects suitable to the field and are to be constructed and created at the high standard to which students are held accountable. The research projects developed in this course should help further the field of education, particularly as related to TESOL (both teaching and learning). This course will scaffold students who have learned how to synthesize research from EDU 570 through the stages of designing a research proposal, thus preparing them for the final stages of their degree wherein students successfully complete their own Master’s project or thesis in EDU 690. This knowledge will help advance TESOL candidates into becoming scholarly teachers who are able to reflect on their core educational values, continually engage in their own learning process, and know how to approach issues, concerns or problems within their school community.

The course is specifically developed for candidates interested in the School District Leadership Certificate. Candidates must have completed all sections of the School Building Leadership requirements. Emphasis on school district policy development, its legal references, local, state, judicial and federal influences and regional implications on personnel, students and community and the board of education will be explored. Political entities that influence administrative and board of education decisions will be explored. The ethical dilemmas between what is legal and what is ethical will be researched and rational positions developed.

The course is specifically developed for candidates interested in the School District Leadership Certificate. Candidates must have completed all sections of the School Building Leadership requirements. Emphasis on central office administration, coordination of other municipal entities, local, state and federal regulatory agencies will be studied. Board of education/central administration coordination and communication, evaluation and planning will be studied with emphasis on positive district communication, coordination and public/taxpayer relations. The study of and the implementation of district crisis plans and adherence will also be studied.

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

This course provides a supervised student teaching experience for graduate students who are already certified in an approved area of education and who are earning their initial certification in ESOL pre-K-12. To be recommended for this certification, students must be placed in an approved ESOL classroom at appropriate grade levels to ensure they have experience across the pre-K-12 levels. All effort will be made to place those already holding an early childhood or childhood certificate in a middle school or secondary school (grades 5-12) and those students already holding a middle school or adolescent certificate in an elementary school setting (grades pre-K-6). The field placement shall be for five days per week until placement requirements have been fulfilled. Classroom theory is applied to field practice. Students will be observed by a field supervior a minimum of two times in this placement.

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.

This course provides a supervised student teaching experience for graduate students earning initial certification in ESOL pre-K-12. To be recommended for this certification, students must be placed in an approved ESOL classroom at appropriate grade levels to ensure they have experience across the pre-K-12 levels. This course will involve a field placement in the early childhood/childhood setting (preK-6). The field placement shall be for five days per week until placement requirements have been fulfilled. Classroom theory is applied to field practice. Students will be observed by a field supervisor a minimum of three times in this placement.

This course provides classroom instruction and field experience for educators of English language learners. It provides a supervised student teaching experience for graduate students who are already certified in an approved area of education (20 day placement ) and for those graduate students who are earning their initial certificat ion in TESOL pre-K-12 (40 day placement). Students are placed in an approved ESL/BE classroom at a grade level appropriate to ensuring they have experience across the pre-K-12 levels. All effort will be made to place those students already holding an early childhood or childhood certificate in a middle school or secondary school (grades 5-12) and students already holding a middle school or adolescent certificate in an elementary school setting (grades K-6). The field placement shall be for five days per week until your placement requirements have been fulfilled. This means for those students with prior certification, a 20 day placement is required. For those with no prior teaching certification, a 40 day placement is required. Classroom theory is applied to field practice. Students will be observed by a field supervisor a minimum of two times for a 20 day placement and three times for a 40 day placement.

This course provides classroom instruction and field experience for candidates pursuing the CAS- Teaching Indigenous Language preK-12. It provides a supervised student teaching experience for graduate students who are already certified in an approved area of education (20 day placement). Students are placed in an approved Indigenous Language learning setting at a grade level appropriate to ensuring they have experience across the pre-K-12 levels. The field placement shall be for five days per week until your placement requirements have been fulfilled. This means for those students with prior certification, a 20 day placement is required. Classroom theory is applied to field practice. Students will be observed by a field supervisor a minimum of two times for a 20 day placement.

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.

Congratulations! You have reached the end of the research sequence courses as defined by SUNY Fredonia’s College of Education (COE). Prerequisites for enrollment in this class include 30 credit hours in your program of study and a grade of B or better in EDU 660. TESOL students have unique requirements for this final capstone course as defined by the COE’s Master’s Project Handbook. Therefore, EDU 690 is offered primarily as a structured independent study where students, with guidance, complete their approved Master’s Research Project independently. Students will make appointments with the professor as necessary. Students entering the class without an approved EDU 660 or Human Subjects Review (HSR) proposal must meet with the professor every week until your proposal is approved by the professor. The primary goal of this course is to enable TESOL candidates to develop and complete your capstone project/thesis while learning skills and being provided with resources and support. Students will design and complete a high quality project/thesis. Students will either continue their work in 660 or will develop an exhaustive literature review and a hypothesis/problem area/research question(s) to be examined, and design a methods section. Depending on which option (curriculum project/action research/master’s thesis) will determine the remaining requirements, but students will be obliged to meet all expectations outlined in the COE Master’s Project Handbook. You will be required to disseminate your findings/project to an approved conference (e.g., SUNY Fredonia’s Research Expo is a great place to start).

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

Graduate students are required to remain continuously enrolled until completion of thesis/capstone work in order to allow continuing usage of university resources and to accurately account for faculty involvement.