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Course Descriptions

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Education Courses

EDUC 500-549 | EDUC 550-599 | EDUC 600-699 | EDUC 800-849
EDUC 850-899 | EDUC 900-999 | Other Courses

Courses are listed in the following format:

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.

Science Inquiry for Children in the Natural Environment
EDUC 551--3 credits (F)
Students investigate the natural environment, at Bank Street and at the Tiorati Workshop for Environmental Learning in Bear Mountain State Park, to focus on the theory and practice of natural science. Students conduct inquiries under the principle that teachers should learn significant science concepts in ways that they are expected to teach. Students investigate materials, science concepts, and teaching strategies that are appropriate for preschool and elementary school learners. Class sessions include field explorations at the Tiorati Workshop.

Special Study: Integrated Environment of the Hudson River
EDUC 552--3 credits (S2)
Hudson Watch Institute encourages hands-on scientific discovery and cultivates a pedagogy of inquiry science. Participants engage in field investigations of the watershed of a tributary of the Hudson River, as a model of the scientific enterprise. In the past, participants have investigated topography, stream chemistry, stream biota, mushrooms, mammal tracking, and decomposition. Participants evaluate the processes that engage them as learners, reflect on the implications for curriculum, and prepare a unit of study. They also consider how to introduce hands-on scientific and environmental investigations, making use of cooperative learning groups and incorporating assessment strategies.

Native Language Literacy for Spanish-Speaking Children
EDUC 560--2 credits (S)
Through this course students explore the acquisition of literacy skills in the child's first language, in this case, Spanish. The course will focus on four areas: oral language development through storytelling, songs, poems, games, etc.; literacy development; the use of literature and of teacher- and student-made materials; and grammar and spelling. Students will analyze ways of using children's literature and children's writing in a reading program and will explore ways to teach reading and writing in the content areas. Participants will also assess commercially available materials for teaching reading and writing in Spanish, as well as original and translated Spanish children's literature. Teacher- and student-made materials will be examined and developed, particularly in the context of children's varied learning styles. Graduate students will also review the rules of Spanish grammar and orthography. This course is taught in Spanish. Prerequisites: EDUC 537 and EDUC 561 or permission of instructor.

Linguistics: Implications for Teachers
EDUC 561--1 credit (F)
The purpose of this course is to present the theoretical foundations of language and its implications for the classroom. It is an introduction to the systematic study of language and the way language works. The focus is on five basic linguistic areas: phonetics and phonology (sounds and sound patterning), morphology (form of words), syntax (arrangement of words), and semantics (meaning), with special emphasis on the English language, and pragmatics (the use of language). By breaking language into its components, the processes that take place in language acquisition and language learning will become clearer. Concrete examples will portray what linguists and children acquiring a language ("little" linguists) do, emphasizing the complexity, variety, and regularity of language. Other related linguistic areas (language universals, body language, and discourse analysis) will also be addressed. As part of this course, working as a linguist in the field will be required.

The Teaching of Reading, Writing, and Language Arts (Grades K-3)
EDUC 563--3 credits (F, S, S1-S2)
This course examines the processes through which speaking, listening, reading and writing are acquired by young children. Through course readings, discussion, and hands-on experiences, students will develop an understanding of the ways in which theory and research in the fields of language development, linguistic diversity, socio-cultural perspectives, and special education form an essential basis for effective literacy teaching. Each student will observe and work with an individual child, trying out methods and materials in order to develop first-hand awareness of the reading and writing process, and roles of the teacher and child in that process. Through this integration of theory and practice, students will develop an understanding of the ways in which (1) literacy acquisition draws upon the personal, cultural, and linguistic experiences of all learners; (2) literacy acquisition can be facilitated through technology; (3) teachers can and should be the constructors of literacy curriculum that meets the needs of diverse learners; (4) assessment and instruction are ongoing and integrated processes; and (5) effective literacy education is the outcome of the collaboration of home, school, and community.

Language, Literature, and Emergent Literacy (A Focus on Grades N-3)
EDUC 564--3 credits (A)
This course examines the role of literature in the life of the developing child. Students gain an understanding of monolingual and bilingual language development and the relationship between aspects of young children's language and what they relish in stories. Students examine ways to cultivate children's ability to express experiences, ideas, and feelings in poetry, illustrated stories, nonfiction accounts and in oral discussion. Using developmental, multicultural, nonsexist, and aesthetic perspectives, students develop criteria for selecting fiction, non-fiction, poetry and folklore for children of specific ages. Ways to use literature effectively are examined, leading to the students' understanding the functions of a variety of techniques within the young child's classroom: telling stories; reading aloud, stimulating children's participation in a story; and selecting stories to extend children's understandings of social studies and science.

Children's Literature in a Balanced Reading Program (A Focus on Grades 3-8)
EDUC 565--3 credits (A)
The concept of "story" in oral tradition and written literature is the focus of this course. Through storytelling, discussion, and workshop activities, students use their own responses, criteria from the field of literary criticism, and principles of child and adolescent development to analyze and evaluate the literary and curricular merits of childhood and middle childhood fictional materials. Some organizing concepts are the importance of the oral tradition to literary development; the nature of literary structure; the recognition of style in literature; the presence of archetypal themes across cultures; and the uniqueness and purpose of literary language, including its relevance to second language learners. Issues of diversity are discussed through the use of a wide range of fictional material used to construct critical reading skills.

Teaching Reading and Writing in the Content Areas for Elementary and Middle-School Classrooms
EDUC 567--3 credits (F)
Designed as a reading course for teachers in grades four through nine, the course provides a framework for understanding how language, cognition, and social development interact with middle school children's literacy and content learning. Students learn approaches to assessing children's literacy needs. They also learn ways to analyze text forms, both print and electronic, in terms of the kind of responses they call for from children and the support they offer to children's conceptual understanding. Students also develop their repertoire of strategies for supporting the ability of all children to comprehend and create nonfiction text in diverse classroom settings. Special attention is given to the needs of children who are English-language learners, and of children who are struggling readers.

Teaching Literacy in the Elementary Grades (Grades 2-6)
EDUC 568--3 credits (F, S, S1-S2)
This course addresses the ways in which language, cognition and the emotional development of children shape and are shaped by effective reading, writing, and language arts instruction. Employing a social constructivist perspective, it prepares teachers to meet the needs of children from diverse cultural and linguistic backgrounds. Participants will work with individual children, plan for small and large groups, and create classroom environments that support a balanced approach to literacy. Particular emphasis will be paid to the ways in which linking assessment and instruction enables teachers to meet the developing needs of individuals and groups. Opportunities will be provided for exploring the relationship between technology and literacy development. Through the experiences in this course, participants will gain a deeper understanding of the reading process and the roles of the teacher, the family, and the child in that process.

Writing Workshop for Middle Schools
EDUC 570--1 credit (S)
This module will focus on the skills that teachers need in order to implement a writing workshop in their own classrooms. Topics covered in this course will include developing relevant mini-lessons, the role of grammar in writing, working with peer response, and implementing writing conferences. Special attention will be paid to working with children who have diverse learning styles and abilities, and with English language learners. Students will work on their own writing as a vehicle for understanding the writing workshop structure. Each participant is required to bring a piece of writing that he or she wants to develop to the first class.

Storytelling for Children
EDUC 573--1 credit (F, S)
The purpose of this five-session course is to enable students to develop their skills and resources in the art of storytelling for and with children. The course will provide opportunities to study as well as practice repertoire and techniques from world folklore for a variety of age groups and professional settings. Story learning from oral and written sources and curriculum applications and strategies for encouraging group participation are emphasized. Bibliographies and resource packets will be provided.

Folklore in Education
EDUC 574--1 credit (S, S2)
An introduction to folklore as a professional resource and field of study with theoretical and practical applications in schools, museums, Child Life, and community programs (K-8). Multilingual children's games, fold narratives and material lore from a range of cultural traditions will be presented in relationship to literacy and language development, curriculum integration, family-school partnerships and cultural competence. Print and media resources, as well as information on local, regional and international folklore organizations are included to enable further research. This course is also relevant to students and practitioners in special education, ESL/bilingual education, educational leadership, and dual-degree social work programs. For additional information, see FEAST: Folklore Education and Storytelling for Teachers (http://streetcat.bnkst.edu/html/examples.html).

Teacher-Made Materials for Reading and Writing
EDUC 575--l credit (S2)
Two sessions of this five-session course deal with theory, practice, rationale, and the demonstration of games for preschool and elementary classrooms. The others deal with planning, producing, and critiquing the materials designed by students.

Writing in the Elementary Grades
EDUC 576--2 credits (S, S1)
The purpose of this course is to help teachers gain an understanding of the full complexity of writing in the elementary grades. Topics include genre and style, topic, revision, grammar and spelling, language and culture, and the social and cultural issues surrounding writing. Students will share and reflect on their own writing in small groups, as well as study recent thinking and current research on the various pedagogical approaches to teaching writing. Appropriate books and other stimuli to spark good writing will be reviewed as well.

Arts Workshop for Teachers (Grades N-6)
EDUC 590--2 credits (F, S, S2)
This studio course stresses the relationship of expression in arts and crafts to aspects of teaching and learning in other areas. Students develop approaches for discovering the use and origins of materials as well as their role in the curriculum. The course helps teachers to develop a basic art program in their classrooms. Studio experiences include painting, collage, clay work, print making and such crafts as puppet making, dyeing, and weaving. Reading and class discussions deal with the development of art curricula using child development as a base. Students study children's art through slides and children's actual work.

Music and Movement: Multicultural and Developmental Approaches in Diverse and Inclusive Settings (Grades N-6)
EDUC 591--2 credits (A)
This course is designed to introduce key elements of music and movement, such as rhythm, melody, and spatial awareness, in a context of learning theory; cross-cultural perspectives; and widely used methodologies including Dalcroze, Orff/Kodaly, and Laban. Students learn to make and use musical instruments; explore use of materials such as hoops and climbing equipment; and learn to integrate skills and repertoire with ongoing classroom curriculum. Songs, rhythms, poetry and games from a range of folk traditions are included to address children's diverse cultural and linguistic backgrounds. Applications and strategies for children with special needs are incorporated through readings, discussion and guided activities. Also covered are the selection and use of music and movement in relation to art forms such as storytelling, visual media, and dance-drama. Music, athletic, or dance background are not required. The New York City Department of Education and the New York State Division of Teacher Certification accept one (1) credit of this course as teaching special education credit.

Singing in the Early Childhood Classroom
EDUC 592--1 credit (S1)
Singing bonds together the voices of children along with their thoughts and feelings about family, friends, and their personal worlds. In the early childhood classroom, singing can be a daily occurrence in the circle time; consequently, teachers have many choices in designing how songs and singing games complement their social studies curriculum. In addition, there are techniques for piggybacking songs and the words of children to enhance literacy, mathematics, and science concepts. In this course, we investigate the above issues through sharing multicultural materials, readings, and brainstorming. (Guitars, dulcimers, autoharps, and tape recorders welcomed.)