600

EDU 637 Psychological Foundations of Literacy

The course presents knowledge about basic psychological, cognitive foundations of reading, writing, spelling, and viewing. It addresses linguistic components that are essential for Candidates to know in order to provide literacy instruction and intervention to the increasingly diverse group of learners in today's classrooms. The course also prepares Candidates to take the New York State Content Specialty Test (CST) for Literacy.

3

EDU 683 ESOL Practicum & Supervision Grades 7-12 (40 day)

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.

1.5

Prerequisites

EDU 569

EDU 601 Issues, Trends, and Research in Autism

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.

3

EDU 603 Issues, Trends, and Research in Elementary (Childhood) Science

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.

3

EDU 605 Issues, Trends, and Research in Elementary (Childhood) Language

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.

3

EDU 611 Advanced Seminar in Elementary Education

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

3

EDU 613 Literacy Interventionist Practicum II

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.

3

Prerequisites

EDU 552 and EDU 583 and EDU 623*

Cross Listed Courses

* Indicates that the course can be taken in the same semester

EDU 616 Supervision I: Theory/Practice

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.

3

EDU 617 Supervision II: Supervision to Improve Instruction

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.

3

EDU 620 Public School Finance

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.

3

EDU 623 Leadership and Advanced Literacy Assessment

EDU 623 is the second of two required assessment courses for graduate candidates in the Master of Science in Education, Literacy Birth to Grade 12 Program. This course investigates specific literacy assessments, especially norm referenced assessments for both group and individual evaluation. In this advanced assessment course, candidates will learn data analysis and the targeted instruction that emerges from it. They will study how assessment plays a distinct role in the evolution of their leadership roles in schools.

3

Prerequisites

EDU 552

EDU 625 Early Childhood Curriculum

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.

3

EDU 628 Reading Specialist Practicum

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.

1

Prerequisites

EDU 552 and EDU 579 and EDU 583

EDU 629 Issues, Trends, and Research in Early Childhood Education

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

3

EDU 630 Educational Administration Special Topics

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.

3

EDU 635 Curriculum Development in Social Studies Education

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.

3

EDU 636 Issues, Trends, and Research in Elementary School Social Studies

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.

3

EDU 640 Issues, Trends, and Research in Elementary (Childhood) Mathematics

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.

3

EDU 642 Activity-Oriented Elementary Mathematics

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.

3

EDU 643 Math Assessment in Support of All Learners

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.

3

EDU 651 Research in Literacy: Writing Intervention

EDU 651 is a theoretical and research-based advanced graduate seminar course designed to enable candidates to write a qualitative case study that demonstrates their content knowledge in the field of writing instruction, exhibiting their reflective stance towards the existing body of literature on writing intervention, as well as their understanding of the research methodological perspectives studied during the course.

3

EDU 655 Clinical Applications of Literacy Instruction

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.

3

Prerequisites

EDU 583 and EDU 613

EDU 659 Capstone: Literacy Portfolio

The purpose of this course is to document growth of knowledge, reflection, and best practices throughout the Master’s Program in Literacy. The course includes the creation of a professional portfolio with artifacts selected and revised in alignment with the International Literacy Association’s Standards for the Preparation of Literacy Professionals.

3

Prerequisites

EDU 513 and EDU 552 and EDU 574 and EDU 575 and EDU 579 and EDU 623 and EDU 651

EDU 660 Conducting Educational Research

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.

3

Prerequisites

EDU 570

EDU 664 Governance, Media and Crisis Management

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.

3

EDU 670 Independent Study: 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 Curriculum and Instruction.

1-12

EDU 671 ESOL Practicum & Supervision(20 Day)

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.

3

Prerequisites

EDU 569

EDU 672 Independent Study: Language, Learning, and Leadership

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.

1-12

EDU 673 ESOL Practicum & Supervision, Grades PreK-6 (40 Day)

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.

1.5

Prerequisites

EDU 569

EDU 674 Bilingual Education (BE) Practicum & Supervision- 20 Day

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.

3

EDU 675 Teaching Indigenous Languages, preK-12, Practicum & Supervision- 20 Day

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.

3

EDU 680 Master's Comprehensive Examination

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.

0

EDU 690 Master's Thesis/Project

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).

3-6

Prerequisites

EDU 660

EDU 691 Master's Thesis/Project

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

3-6

EDU 695 Capstone Continuation

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.

1