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Education Courses

Course Title
Course number--# of credits (terms offered)

Please use the following key to the codes used to indicate terms offered*:

(A) - All terms (Fall, Spring, Summer I, Summer II)
(F) - Fall term
(S) - Spring term
(Jan) - January term
(S1) - Summer I term
(S2) - Summer II term
(S1-S2) - Across Summer I and Summer II terms
(2/S) - Every other Spring term
(2/F) - Every other Fall term
(2/S2) - Every other Summer II term
(3/S2) - Every third Summer II term

*Every effort is made to offer courses as listed. Offerings are subject to change.

Child Development
EDUC 500--3 credits (A)
In this course we will examine the interactions among the cognitive, social, emotional, linguistic and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socio-economic class and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture; the role of developmental theory; and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children.

Child Development and Variations with a Focus on Middle Childhood (Grades 5-9)
EDUC 501--3 credits (F, S2)
This course focuses on understanding, teaching and meeting the needs of children in upper elementary grades and the middle school years. The interaction of physical growth and social, emotional and cognitive development will be an organizing focus in the course. Different developmental theories will be examined and related to graduate students' own backgrounds and current teaching situations. A range of learning and behavioral variations will be explored in the context of family, school lives, and community. Issues related to race, class, gender, sexuality, power, ability and disability will be recurring themes. Specific topics will include emerging concepts of self and others, dependence and autonomy, and the social and educational implications of the wide range of developmental differences among children during the upper elementary and middle school years. Topics and issues will be addressed and explored through a combination of readings, projects, case studies and discussions. The course gives an overview of the beginning of life through infancy and early childhood, ultimately focusing on the development of children in grades 5 through 9.

Language Acquisition and Learning in a Linguistically Diverse Society
EDUC 505--2 credits (A)
Based on the belief that language is an essential foundation for the learning that takes place in formal and informal education, this course will look at the typical stages of language acquisition in monolingual and multilingual children. Participants will examine the various theories about language acquisition and diversity, and about the role that caregivers and teachers play in the child's development of language. In addition, they will analyze the political, educational, social, and emotional aspects that determine the stratification of languages and dialects. A significant part of the course will deal with the ways in which students learn English as a second language and the strategies that teachers can use to help them learn the language and to fully integrate English language learners into general and special education classrooms.

Issues in Physical Development of the Early Adolescent
EDUC 506--1 credit (S)
The changes in physical growth and development leading up to and including the early adolescent years are the focus of this course. Students will also examine attitudes toward sexuality, cultural differences, and the impact these changes have on the child's school functioning. Movement, exercise, sports, and games will be looked at for their appropriateness for this age group.

Curriculum in Early Childhood Education (Grades N-3)
EDUC 510--3 credits (F, S, S2)
This course assists students in setting a framework for planning and developing curriculum based on the principles of growth and development, areas of knowledge, and their own values. Using this framework for decision making, students examine issues and questions that emerge when creating the physical and social learning environment. Opportunities offered by particular materials, activities, and disciplines are explored. Emphasis is given to social studies, viewed as the core of an integrated curriculum. It is also the catalyst for cultivation of democratic values and practices and the principal means by which the curriculum is connected to the diversity of the children's worlds - family, culture, neighborhood, and extended environment. Curriculum as a primary means of motivation, communication, and classroom management is examined. Theory and practice are interwoven as students plan, develop, and reflect on a variety of curricular experiences that meet the diverse needs of children from nursery through third grade.

Curriculum Development through Social Studies (Elementary and Middle School)
EDUC 511--3 credits (F, S)
Students work on individual and group assignments to produce thematic curricula in social studies for middle grades children. Specific attention is paid to working with children of diverse cultural backgrounds, learning styles and abilities, and language abilities. Students study the content, structure, and methods of responsive social studies curricula within the context of the developing adolescent. Workshop style sessions include such topics as mapping, trips, and the use of artifacts; the infusion of technology and the arts; authentic assessment; the role of state standards; and curriculum integration.

Social Studies as the Core of the Integrated Curriculum for Children with Special Needs (Grades 1-6)
EDUC 513--3 credits (F, S, S2)
This course provides the opportunity for students to analyze and develop integrated curricula in social studies from a variety of historical and current perspectives, within the context of professional, state and local standards. Students integrate knowledge from the six disciplines of social studies: history, anthropology, sociology, political science, geography and economics into the design of a constructivist, inquiry-based social studies curriculum. The course explores ways children come to learn about themselves and others. There is an emphasis on meeting the needs of all children, including attention to diverse linguistic and cultural backgrounds, and different learning abilities and styles.

Curriculum in Early Childhood Education: Developing Learning Environments and Experiences for Children of Diverse Backgrounds and Abilities
EDUC 514--3 credits (F, S, S2)
This course assists students in setting a framework for developing curriculum in early childhood settings that will encompass multiple learning situations and broad variations in students' needs. The curricular framework emerges from principles of child development, with a focus on cultural and linguistic diversity, content area knowledge, and awareness of one's own values. Using social studies as the core of an integrated curriculum, students will explore the opportunities offered by curricular areas and materials, and will examine the questions and issues that arise in creating social and learning environments. Students use the curricular framework to make decisions as they plan, evaluate, reflect on, and adapt curriculum experiences, combining approaches from special education and early childhood education to build successful learning environments for all children.

Curriculum Development and Sheltered Instruction in Dual Language / Bilingual Classrooms
EDUC 515--3 credits (F)
This course is designed to acquaint teachers with current curriculum mandates and methods of implementation in a Dual Language classroom. Emphasis will be placed on social studies as the core in a dual language setting, including language planning and models of authentic assessment. Participants will have the opportunity to plan and develop curricula based on principles of child development, content knowledge and the culture and values of the community of teachers and learners. Students will develop curricula both in English and in the native language. Attention will be given to the classroom environment, the selection of materials, literature, art and mixed media, trips and community resources. Teacher - family partnerships will also be discussed. Prerequisites: EDUC 513 or EDUC 514 and EDUC 601 or permission of instructor.

Geography in the Social Studies Curriculum (Upper-Elementary and Middle-School Years)
EDUC 517--3 credits (S)
This course presents upper-elementary and junior high school teachers with a framework for incorporating geographic knowledge and thinking into the social studies curriculum. The interrelationship of physical geography and human culture is stressed, with a major portion of the course devoted to the study of a particular civilization (e.g., the Incas) as a model. Other topics include map making and map reading, trips, developing students' research skills, games and simulations, earth science and earth history, and current events. Through the course, the cognitive and social development of the child, the philosophic principles of progressive education and their implications for social studies are studied through examination and discussion of our own work and through discussion of readings from Lucy Sprague Mitchell, Dorothy Cohen, Jean Piaget, Lawrence Kohlberg, and others. Students develop a piece of social studies curriculum, grounded in geographic knowledge and relevant to their teaching, for presentation as a final project.

Museum/School Curriculum Development
EDUC 518--3 credits (F)
In this course, students learn how to develop and teach programs that are integrated with elementary or middle school classroom curricula in the areas of science, language arts, social studies and art. Students develop inquiry-based teaching techniques through which children can explore and interpret the information, concepts, and cultural values that an object or a collection communicates. With a strong emphasis on conceptually oriented, developmentally appropriate program and curriculum design, students explore active learning techniques including activities in the natural environment, analyzing objects, creative writing, movement, drama, and perception games. Students are exposed to many teaching approaches in museums throughout the metropolitan area, and put theory into practice by designing their own curricula. Another emphasis is the nature of children with disabilities and special health-care needs and the effect of those disabilities and needs on learning the behavior in museums.

Educating Infants and Toddlers: Environments
EDUC 519--3 credits (S)
In this course students examine, define, and expand the varied meanings of the environment as it applies to the early care and education of children under three and their families. The integrating principles are socioeconomic influences as well as developmental principles. Typical infants and toddlers as well as those with special needs are considered in planning environments. Issues surrounding diversity and anti-bias care are addressed throughout in order to increase the awareness and sensitivity of caregivers. Students gain experience in designing, setting up, and maintaining nurturing environments. Principles of design and material selection are grounded in developmental theory about the needs of all children. Topics include the relation of physical space to learning and development, scheduling the child's day, staff relations, care of the family, and issues in care giving such as separation, health, safety, and the nature of care. The broad focus includes settings in centers, family child-care homes, and hospitals. Students keep a journal of children's lived experience in care, visit and report on a care setting, and write a final paper on an aspect of environment.

Educating Infants and Toddlers: Programs and Activities and Emergent Literacy
EDUC 520--3 credits (F)
This course offers students the opportunity to choose and examine critically the parameters of a program for typically developing infants and toddlers as well as those with special needs. In addition, each student will read about and critique an exemplary program. In order to concretize real-life issues, the course will include a presentation of current local programs, including early intervention programs that serve diverse populations. Students will explore varied aspects of the infant/toddler program such as language and books, music, art, blocks, sand, waterplay, and cooking. A special session on understanding the early intervention law is included. A major focus of the course is on understanding infant/toddler play and the adult's role in supporting and fostering it. The study of play culminates in a toy-making workshop which is a highlight of the course.

Integrating Technology into the Curriculum to Support Student Learning and Inquiry
EDUC 525--1 credit (A)
This course focuses on integrating technology into the curriculum to create access to learning for students with different strengths and challenges. Two questions are explored in depth: What technologies should we use to support student inquiry? When should we use these tools and with which students? Structured as a mini-curriculum designed to provide a model and engage participants in an authentic, project-based learning experience, the course uses both technology and non-technology tools. Students will use print materials and Internet resources, consult with experts, document and explore using digital images, and create a multi-media presentation to communicate what they have learned. Reflection is another key component; students are asked to reflect on their experiences in the course from the perspective of learner and teacher. While curriculum development and pedagogy are at the heart of the course, students also learn technology skills including use of scanners, Adobe Photoshop, PowerPoint, digital, still and video cameras, and also how to use and evaluate Internet resources. Students discuss these skills within the context of their own classrooms to support inquiry-driven learning.

Foundations of Modern Education
EDUC 530--3 credits (A)
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street's history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. The course is designed to help teachers to expand and deepen their understanding of the social, political, and economic forces that influence the work of educators and children and their families.

Principles and Problems in Elementary and Early Childhood Education
EDUC 531--3 credits (F)
This course is designed to enable teachers to expand and deepen their understanding of the social, political, and economic forces that influence the work of educators and the lives of children and their families in this country. The course includes an historical overview of the aims and purposes of early childhood and elementary education in the United States, the presentation of selected social policy issues, and visits to various schools to examine the relationship between theory and practice and differing approaches to education. Course content, readings, assignments, school visits, and class discussions help teachers to consider critically their own values and to approach decision making, an integral part of teaching, with greater clarity and confidence.

Seminar in Museum Education I
EDUC 533--2 credits (F)
This foundation course examines the history and philosophy of museums and museum education, emphasizing the role of museums in a pluralistic society. A key focus is on learning theories and on the relationship of learning in museums to learning in schools. Students examine the progressive educational philosophy of John Dewey and consider issues such as cultural diversity, interpretation from multiple perspectives, and museum-school partnerships (on-site and virtual). Through readings, discussions, visits to museums, talks with museum professionals, and written and technology-based assignments, students develop a theoretical framework for learning in museums and schools. For matriculated Museum Education students or by permission of the program director.

Introduction to the Middle School
EDUC 534--2 credits (F)
Students will develop familiarity with the history, philosophy, structure, and practice of middle schools. The growth of the middle school movement will be traced to its progressive roots. The course examines middle schools as sites of complex and changing cultures, which are shaped by students' socio-cultural backgrounds and chronological-behavioral stages, as well as current trends and approached to middle school education. Changing cultures and contexts of middle schools will serve as the basis for an exploration into creating schools that are safe for children's learning and social-emotional development through analysis of the Peaceable Schools community building/conflict resolution model.

Science for Teachers (Grades N-6)
EDUC 535--2 credits (A)
In this workshop course, students explore basic science through discussion and hands-on experience with materials such as snails, plants, clay, boats, batteries, and bulbs. Students are helped to choose appropriate topics that may be integrated into a core curriculum. A methodology of exploration and discovery is used as a paradigm for working with children in the science curriculum.

Foundations: The Influence of Culture and Politics on Literacy Theory and Practice
EDUC 536--2 credits (F, S)
This course examines the ways in which historical, philosophical, cultural, and political trends have impacted research and pedagogy in the field of literacy (reading, writing, and language arts). Students explore how literacy theory and practice have been influenced by changing visions of teaching and learning; standards and assessment; the roles of special education and the education of English language learners; the appropriate nature of home, school, and community relationships; and the needs of the workforce. Students will be expected to use various forms of media and transitional research to deepen their understanding of these issues and become more critical readers of research studies and popular reports.

Foundations and Practice of Dual Language/Bilingual Education
EDUC 537--1 credit (F)
This course presents the basic principles and theories of bilingual education, its history in the United States and around the world, and the variety of bilingual programs available, with special emphasis on dual language education. This course will also examine the sociolinguistic and psycholinguistic aspects of bilingualism. As part of this course, guests from dual language schools will be invited to the class so that students can interview the key stakeholders: teachers, students, administration personnel, and parents. This experience will make evident the essential elements that a dual language school needs to have in place to be successful in its goals of graduating bilingual, bicultural, and biliterate children with high academic achievement. This course is taught in English and Spanish.

Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N-6)
EDUC 540--2 credits (A)
This course provides the student with an overview of mathematics learning for children from nursery school through grade six. Theories of development are used as a basis for designing age appropriate curriculum. Students experience approaches and methods for teaching concepts and skills through the use of materials and tools such as Cuisenaire Rods, Dienes Blocks, Unifix Cubes, calculators and computers. Emphasis is on developing concepts by discovery, by observing patterns and relationships, and through supporting spatial, numerical and logical reasoning. Students examine the multiple factors that contribute to an individual's level of comfort in learning math: degree of conceptual understanding, previous experience with math, learning style, pace, preferred modality, ability to memorize, and specific learning disabilities. Students explore the range of alternate strategies used by learners to compensate for learning disabilities, and study successful child-invented approaches to solving mathematical problems. Formal and informal diagnostic tools are reviewed and practical classroom management techniques for grouping and individualizing instruction are discussed. The New York City Department of Education accepts one (1) credit of this course as special education credit.

Mathematics for Teachers in Diverse and Inclusive Educational Settings: A Focus on the Upper-Elementary and Middle-School Years
EDUC 541--2 credits (S1)
In this course, students examine ways to take 9- to 13-year-old children from using concrete materials to the abstract thinking necessary for higher forms of math. Using the perspective of developmental theory and recent research in the area of brain development, students gain new understanding of learning strategies and specific techniques to balance a middle-years math program among manipulative material (including the calculator and the computer), conceptual thinking, and basic skills. Students explore the range of alternative strategies used by children (including the learning disabled) that reflect differing learning styles and compensation for learning disabilities. Formal and informal diagnostic tools are reviewed and classroom management techniques for grouping and individualizing to meet the need of the mainstreamed children are discussed. The New York City Department of Education accepts one (1) credit of this course as teaching special education credit.

Diagnosis of Learning Problems and Intervention Techniques for the Mathematics Educator
EDUC 542--2 credits (S, S2)
This course has been designed to convey the process of clinical teaching. Through focus on an individual child, students will be concerned with the practical and theoretical aspects of learning style, language as a learning tool, perceptual abilities and disabilities, dyscalculia, and specific arithmetic disability. Students will learn to analyze children's strengths and weaknesses and to describe and clearly communicate specific recommendations for the child's parents and classroom teacher.

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