Chair: Abigail S. McNamee (Carman Hall, Room B-32A)
Coordinator, Early Childhood Education: Cecilia Espinosa (Carman Hall, Room B-15)
Coordinators, Childhood Education: Jeanne Peloso and Scott Wolfson (Carman Hall, Room B-51, B-52)
Department Faculty and Staff:
Professors: Abigail McNamee, Anne L. Rothstein, Helene Silverman; Associate Professors: Nancy Dubetz, Nancy Maldonado, M. Victoria Rodriguez, Alexandria Lawrence Ross, Marietta Saravia-Shore; Assistant Professors: Cecilia Espinosa, Christy Folsom, Carol Gross, Janet Kremenitzer, Jeanne Peloso, Frances Rofrano, Andrea Zakin; Lecturer: Rogelio Fernandez; Program Coordinators: Frances Rofrano and M. Saravia-Shore (Carman Hall, B-47 and B-45)
The Department offers two programs in Early Childhood Education and two programs in Childhood Education. A 36-42-credit program leads to an M.S.Ed. degree in Early Childhood Education (Birth-Grade 2) and a 42-48-credit program leads to an M.S.Ed. degree in Early Childhood Education: Integration of Bilingual Extension (Birth-Grade 2). Both lead to initial and professional certification in New York State and are designed for candidates who have received no previous certification in early childhood but may have certification in a related area, in keeping with the State's emphasis on dual certification.
The Early Childhood programs serve students who (a) have qualified for initial certification in a related area of teacher education as undergraduates and are interested in dual certification with early childhood education at the professional level (advanced degree), or (b) have 12 or fewer undergraduate credits in teacher education and are interested in initial and professional certification in early childhood education.
A 36-42-credit program leads to an M.S.Ed. Degree in Childhood Education (Grades 1-6). A 39-48-credit program leads to an M.S.Ed. in Childhood Education with Bilingual Extension (Grades 1-6). Both prepare teachers to work in integrated, inclusive, bilingual/multicultural settings. They offer initial and professional certification in New York State upon (a) completion of required coursework, (b) submission of passing scores on the certification examinations, and (c) successful completion of a supervised teaching internship in grades 1-6.
The work of the Department is guided by a conceptual framework referred to as L.U.T.E. (Lehman Urban Teacher Education), which expresses the Department's commitment to developing competent, caring, and qualified educators for the nation's urban schools. Lehman gives teachers a focus on philosophy, trends, curriculum, methods, materials, and research in the field. The bilingual extension option adds the possibility of initial certification with an emphasis on the bilingual/bicultural child.
Courses of study in both programs provide an educational model based on child development and child study principles, New York State Education Department standards and core curriculum, and National Council for the Accreditation of Teacher Education (N.C.A.T.E.) standards as described by the National Association for the Education of Young Children (N.A.E.Y.C.).
Entrance Requirements: Early Childhood Education
Degree Requirements
To qualify for the M.S.Ed. degree in Early Childhood Education (Birth-Grade 2), students must fulfill the following requirements: (1) Submit scores on the A.T.S.-W. and C.S.T. (2) Complete 42 credits of prescribed coursework. (3) Submit professional portfolio. (4) Satisfactory research project submitted for publication. (5) Apply for initial or professional certification.
To qualify for a M.S. Ed. in Early Childhood Education/Integration of Bilingual Extension (Birth – Grade 2), students must fulfill the following requirements: (1) Submit scores on the A.T.S.-W. and C.S.T. (2) 48 credits of prescribed course work. (3) Submit professional portfolio.(4) Submit satisfactory research project for publication. (5) Apply for initial or professional certification by completing the requirements for a Bilingual Extension: EDC 738, EDC 739, EDC 727, and SPE 703. (6) Pass Bilingual Education Assessment (B.E.A).
Gifted and Talented Certificate Extension
A 12-credit Extension in Teaching Students who are Gifted and Talented (EDS 725, EDS 726, EDS 727, and EDS 728) is available to any student who already holds an Initial/Professional Certificate as a Teacher of Early Childhood (Birth to Grade 2), Childhood (Grades 1-6), Middle and High School Academic Subjects (Grades 7-12), T.E.S.O.L. (Birth – Grade 12), Literacy Specialist: Early Childhood (Birth – Grade 2), Literacy Specialist: Childhood (Grades 1-6), Literacy Specialist: Middle Childhood and Adolescent Education (Grades 5-12), Early Childhood Special Education (Birth to Grade 2), Childhood Special Education (Grades 1-6), and Adolescent Special Education in an Academic Subject (Grades 7-12). The extension courses focus on the nature and needs of culturally and linguistically diverse gifted and talented students and on best practices for teaching students with these characteristics.
OVERVIEW OF THE PROGRAMS
Students in both Early Childhood Education programs must complete courses in three competency areas, including student teaching. To progress from one competency area to the next, candidates must meet continuation requirements as listed below.
EARLY CHILDHOOD EDUCATION BIRTH-GRADE 2 (36-42 CREDITS)
36 credits for students with initial or provisional certification in Pre-K – Grade 6 or Childhood Education.
42 credits for students without prior teacher certification.
Fulfill requirements for continuation: (1) Complete first 6 credits with a 3.0 G.P.A. (2) Submit academic portfolio for each course of the first 6-12 credits.
Fulfill requirements for entry into student teaching: (1) Successful application to the Student Teaching Coordinator. (2) Complete at least 12 credits in Competency Area II.
Student Teaching and Seminar (6 credits): EDC 783 (2) and EDC 790 (4).
Student Teaching Internship and Seminar (6 credits): EDC 745 (1), 746 (1), 748 (2), 749 (2) OR EDC 747 (2), 748 (2), 749 (2) OR EDC 758 (3), 759 (3).
Fulfill requirements for continuation: (1) Successful completion of student teaching or internship. (2) Submit an academic portfolio for each course of the first 36 credits, with evidence of achieved outcomes. (3) Apply for Initial or Professional Certification.
EARLY CHILDHOOD EDUCATION: INTEGRATION OF BILINGUAL EXTENSION, BIRTH-GRADE 2 (42-48 CREDITS)
The Bilingual Extension of the Initial or Professional Certificate enables one to teach bilingual students. The requirements for the Initial or Professional Certificates must be fulfilled before a Bilingual Extension can be issued. In addition, the Bilingual Education Assessment (B.E.A.) exam is required.
Fulfill requirements for continuation: (1) Complete first 6 credits with a 3.0 G.P.A. (2) Submit academic portfolio for each course of the first 6-12 credits.
Fulfill requirements for entry into student teaching: (1) Successful application to Student Teaching Coordinator. (2) Complete at least 15 credits in Competency Area II.
Student Teaching and Seminar: EDC 783 (2) and EDC 781 (4) (supervised student teaching Bilingual Extension) or EDC 790 (4).
Student Teaching Internship and Seminar: EDC 745 (1), 746 (1), 748 (2), 749 (2) OR EDC 747 (2), 748 (2), 749 (2) OR EDC 758 (3), 759 (3).
Fulfill requirements for continuation: (1) Successfully complete student teaching. (2) Submit an academic portfolio for each course of the first 42 credits, with evidence of achieved outcomes. (3) Apply for Initial or Professional Certification.
Entrance Requirements: Childhood Education
Degree Requirements
To qualify for the M.S. degree in Childhood Education (Grades 1-6), students must fulfill the following requirements: (1) Submit scores on A.T.S.-W. and C.S.T. (2) Complete 36-42 credits of prescribed course work. (3) Submit professional portfolio. (4) Submit satisfactory research project for publication. (5) Submit application for Initial or Professional Certification.
To qualify for the M.S. in Childhood Education-Integration of Bilingual Extension (Grades 1-6), students must fulfill the following requirements: (1) Submit scores on the A.T.S.-W. and C.S.T. (2) Complete 39-48 credits of prescribed coursework. (3) Submit professional portfolio. (4) Submit satisfactory research project for publication. (5) Apply for initial or professional certification by completing requirements for a Bilingual Extension: EDE 738, EDE 739, EDE 727, and SPE 703. (6) Pass the Bilingual Extension Assessment (B.E.A.).
Gifted and Talented Certificate Extension
A 12-credit Extension in Teaching Students who are Gifted and Talented (EDS 725, EDS 726, EDS 727, and EDS 728) is available to any student who already holds an Initial/Professional Certificate as a Teacher of Early Childhood (Birth to Grade 2), Childhood (Grades 1-6), Middle and High School Academic Subjects (Grades 7-12), T.E.S.O.L . (Birth – Grade 12), Literacy Specialist: Early Childhood (Birth – Grade 2), Literacy Specialist: Childhood (Grades 1-6), Literacy Specialist: Middle Childhood and Adolescent Education (Grades 5-12), Early Childhood Special Education (Birth to Grade 2), Childhood Special Education (Grades 1-6), and Adolescent Special Education in an Academic Subject (Grades 7-12). The extension courses focus on the nature and needs of culturally and linguistically diverse gifted and talented students and on best practices for teaching students with these characteristics.
OVERVIEW OF THE PROGRAMS
Students in both Childhood Education programs must complete courses in three competency areas, including a supervised teaching experience. To progress from one competency area to the next, candidates must meet continuation requirements as listed below.
CHILDHOOD EDUCATION GRADES 1-6 (36 - 42 credits)
36 credits for students with initial or provisional certification in Pre-K – Grade 6 or Childhood Education.
42 credits for students without prior teacher certification.
Submit academic portfolio for each course of the first 9 credits.
(1) Successful application to the Student Teaching Coordinator. (2) Complete at least 12 credits in Competency Area II.
Student Teaching and Seminar (6 credits): EDE 795 (4) and EDE 783 (2) .
OR: Student Internship and Seminar (3 credits): EDE 783 (2), EDE 784 (1).
This requirement does not apply to students with Initial or Provisional Certification.
(1) Successfully complete student teaching or internship. (2) Submit an academic portfolio for each course of the first 36 credits with evidence of achieved outcomes. (3) Apply for Initial or Professional Certification.
CHILDHOOD EDUCATION INTEGRATION OF BILINGUAL EXTENSION: GRADES 1-6 (39-48 CREDITS)
The Bilingual Extension of the Initial or Professional Certificate enables one to teach bilingual students. The requirements for the Initial or Professional Certificates must be fulfilled before a Bilingual Extension can be issued. In addition, the Language Proficiency Assessment (L.P.A.) and the Bilingual Education Assessment (B.E.A.) exams are required.
42 credits for students with Initial or Provisional Certification in Pre-K – Grade 6 or Childhood Education.
48 credits for students without prior teacher certification.
Submit academic portfolio for each course of the first 9 credits.
(1) Successful application to the Student Teaching Coordinator. (2) Complete at least 18 credits in Competency Area II.
Student Teaching and Seminar (6 credits): EDE 795 (4) and EDE 783 (2).
OR: Student Internship and Seminar (3 credits): EDE 783 (2), EDE 784 (1).
This requirement does not apply to students, with Initial or Provisional Certification.
(1) Successfully complete student teaching or internship. (2) Submit an academic portfolio for each course of the first 36 credits, with evidence of achieved outcomes. (3) Apply for Initial or Professional Certification.
*Courses preceded by an asterisk are not expected to be offered in 2009-2011.
*EDC 701: Educational Psychology, Child Study, and Development. 30 hours plus fieldwork, 3 credits. Study of factors affecting development and human growth from conception through eight years. Developmental theories and research findings related to the physical, emotional, cognitive, and social growth of the child. Personality theories related to the development of self-concept will be examined. Diagnostic and assessment techniques and measures will be studied. Specific child-study observational skills and procedures will be developed. Pupil evaluation, class assessment, and testing related to child study and development will be made possible through field experiences.
*EDC 702: Educational Psychology, Learning. 60 hours plus fieldwork, 6 credits. Study of factors affecting learning from birth through eight years; learning theories and research findings related to the normal and special child; application of learning theories to mainstreamed classes. Emphasis on maturation, readiness, and basic-skill acquisition. Diagnostic and assessment techniques and measures will be applied in field settings. Three learning modules will be included: sensorimotor, communication and conceptual, logical, and reflective thinking.
*EDC 703: Program Planning for Early Childhood. 30 hours plus confs., 3 credits. Analysis of factors affecting the design and development of educational programs in terms of educational goals and mental health principles.
*EDC 704: Early Childhood Program Trends. 30 hours plus confs., 3 credits. Early childhood program trends in relation to historical, philosophical, and current community and social needs. Patterns will be examined and analyzed. A survey of a broad range of programs will be examined through the use of films, school visits, and speakers, as well as individualized field experiences.
EDC 713: Literacy Development in Early Childhood Settings, Birth to Grade 2. 3 hours, 3 credits. Exploration of ways in which infants, toddlers, and young children develop language and literacy in family, early care, and school settings. Approaches to literacy development, assessment, and instruction, including use of media and technology within an integrated curriculum that meets national and State standards. Visits to early childhood settings with diverse populations, action research, and the development of an academic portfolio. PREREQ: EDC 722. COREQ: EDC 714. No student can receive credit for both EDE 713 and EDC 713.
EDC 714: Social Studies Concept Development in Early Childhood Settings, Birth to Grade 2. 3 hours, 3 credits. Exploration of ways in which infants, toddlers, and young children develop an understanding of basic human needs and interdependence in family, early care, and school settings. Approaches to social studies, assessment, and instruction, including use of media and technology within an integrated curriculum that meets national and State standards. Visits to early childhood settings with diverse populations, action research, and the development of an academic portfolio. PREREQ: EDC 722. COREQ: EDC 713. No student can receive credit for both EDE 714 and EDC 714.
EDC 715: Mathematical Concept Formation in Early Childhood Settings, Birth to Grade 2. 3 hours, 3 credits. Exploration of ways in which infants, toddlers, and young children develop an understanding of mathematical concepts in family, early care, and school settings. Approaches to assessment and documentation in young children's mathematics development through the use of concrete materials and media and technology consistent with national and State standards. Visits to early childhood settings with diverse populations, action research, and the development of an academic portfolio. PREREQ: EDC 722. COREQ: EDC 716.
EDC 716: Developing Young Children's Concepts in Art, Birth to Grade 2. 3 hours. 3 credits. Exploration of ways in which young children develop appreciation of art in family, neighborhood, early care, and school settings. Approaches to assessment and documentation of children's artistic development and expressions of ideas in art using concrete materials, appropriate tools from media and technology, drawings and diagrams, analogy, and modeling consistent with national and State standards. Visits to early childhood settings with diverse populations, action research, and the development of an academic portfolio. PREREQ: EDC 722. COREQ: EDC 715.
EDC 717: Developing Science Concepts in Early Childhood Settings, Birth to Grade 2. 3 hours, 3 credits. Exploration of ways in which infants, toddlers, and young children develop an understanding of science in family, early care, and school settings. Approaches to science documentation, assessment, and instruction, including media and technology within an integrated curriculum to meet national and State standards. Visits to early childhood settings with diverse populations, action research, and the development of an academic portfolio. PREREQ: EDC 722, one undergraduate or graduate laboratory science course. COREQ: EDC 718.
EDC 718: Developing Music Appreciation in Early Childhood Settings, Birth to Grade 2. 3 hours, 3 credits. Exploration of ways in which infants, toddlers, and young children learn to appreciate and create music in family, early care, and school settings. Approaches to music development, assessment, and instructional strategies, including use of media and technology within an integrated curriculum that meets national and State standards. The course requires visits to early childhood settings with diverse populations, action research, and the development of an academic portfolio. PREREQ: EDC 722. COREQ: EDC 717.
EDC 721: Child Study and Developmental Assessment, Birth to Grade 2. 3 hours, 3 credits. Extended study of the integrated factors affecting infants, toddlers, and young children's physical, social, emotional, cognitive, language, and aesthetic development through observation, case study, and exposure to research and dominant theories of child development and learning through multiple technologies. Assessment of how young children differ in their development and approaches to supporting individual development; assessment of conditions that affect young children's development, including risk factors and patterns of specific disabilities, and cultural and linguistic diversity and significance of sociocultural and political contexts. Requires fieldwork with children, action research, and the development of an academic portfolio. COREQ: EDC 722.
EDC 722: Child Development and Program Design in Early Childhood Settings, Birth to Grade 2. 3 hours, 3 credits. Design, implementation, and assessment of developmentally appropriate programs and instructional practices based on: knowledge of the needs and interests of young children including those with disabilities and diverse cultural and linguistic backgrounds; knowledge of the community; curriculum goals; and City, State, and national standards. Study of model programs for, and issues related to, programs for young children reflecting the sociocultural, historical, and political forces that influence the diverse delivery systems through which programs are offered for young children and their families. Focus on the health, safety, physical, emotional, social, cognitive, cultural, and aesthetic aspects of programs. Requires student observation, action research, appropriate use of media and technology, and an academic portfolio. COREQ: EDC 721.
EDC/EDE 727: Teaching English as a Second Language (Pre-K to Grade 6). 4 hours, 3 credits. Methods and materials for teaching children whose native language is not English. Focus on how to teach content with an emphasis on English language arts, using English as a Second Language methodologies. Attention on addressing the influence of language, cultural, and community orientation, and prior schooling experiences on learning in a second language. The course requires work with children in E.S.L. classrooms. PREREQ: Competency Area I and Step 2; EDC 730/EDE 751, and one of the following: EDC 732/EDE 752 or EDC/EDE 733.
EDC 730: Understanding and Documenting Young Bilingual Children's Literacy Development and Concepts of the World Around Them, Birth to Grade 2. 6 hours, 6 credits. Exploration of the diverse ways that infants, toddlers, and young bilingual, bicultural children develop language and literacy. Understanding of basic human needs and interdependence in family, early care, and school settings. Study of approaches to literacy and the social studies documentation and assessment and instructional strategies in native and second languages through media and technology within an integrated curriculum. Requires fieldwork with children, action research, and an academic portfolio. PREREQ: Successful completion of Competency Area I and Step 2.
EDC 731: Understanding and Documenting Young Children's Literacy Development and Concepts of the World Around Them, Birth to Grade 2. 6 hours, 6 credits. Exploration of diverse ways in which infants, toddlers, and young children develop language and literacy and understand basic human needs and human interdependence in family, early care, and school settings. Study of approaches to literacy and the social studies documentation and assessment and instructional strategies, through media and technology as appropriate within an integrated curriculum. Requires fieldwork with children, action research, and an academic portfolio. PREREQ: Successful completion of Competency Area I and Step 2.
EDC 732: Understanding and Documenting Young Children's Concepts of Mathematics and Art, Birth to Grade 2. 6 hours, 6 credits. Exploration of the diverse ways in which infants, toddlers, and young children develop an understanding of mathematical concepts and the appreciation and creation of art in family, early care, and school settings. Study of approaches to formal and informal documentation and assessment of children's development in mathematics and art to insure the continuous development of problem-solving processes and expression of ideas in both mathematics and art. Construction of meaning through a variety of instructional opportunities that support the intellectual and social development of diverse learners, using appropriate tools from media and technology, concrete materials, drawings and diagrams, analogy, and modeling. Requires fieldwork with children, action research, and an academic portfolio. PREREQ: Successful completion of Competency Area I and Step 2.
EDC 733: Understanding and Documenting Young Children's Concepts of the Sciences and Music, Birth to Grade 2. 6 hours, 6 credits. Exploration of the diverse ways in which infants, toddlers, and young children develop an understanding of the sciences and come to appreciate and create music in family, early care, and school settings. Study of approaches to the sciences and music documentation and assessment and instructional strategies, through media and technology as appropriate within an integrated curriculum. Requires fieldwork with children, action research, and an academic portfolio. PREREQ: Successful completion of Competency Area I and Step 2, BIO 150, CHE 136, PHY 135, GEO 166, or equivalent.
EDC 734: Programs and Environments for Infants and Toddler, Birth to 3 Years. 3 hours, 3 credits. Study of five areas of infant and toddler development (physical, cognitive, emotional, social, and language), including children with special developmental needs. Implementation of Developmental Profiles for infants and toddlers as a means for program development and curriculum design for very young children in care. Design of appropriate environments for infants, toddlers, and staff based on health, safety, physical, social, emotional, cognitive, aesthetic, cultural, and family contexts. Examination of caregivers' self-health and professional performance. Observations in infant/toddler fieldwork settings, action research, use of media and technology, and an academic portfolio. PREREQ: EDC 721 and EDC 722.
EDC 735: Family, School, and Community Interaction in Early Childhood Settings, Birth to Grade 2. 3 hours, 3 credits. Study of a theoretical framework for developing skills among teachers to support parental involvement in the education of infants, toddlers, and young children at home, in early care, and in school settings. Emphasis on culturally and economically diverse communities and relationships to community organizations. Fieldwork in early childhood settings and community organizations serving diverse populations, action research, and an academic portfolio. PREREQ: EDC 721 and 722. No student can receive credit for both EDC 735 and EDE 735.
EDC 738: Literacy in Bilingual/Bicultural Early Childhood Settings, Birth to Grade 2. 3 hours, 3 credits. Exploration of ways that infants, toddlers, and young bilingual, bicultural children develop language and literacy in family, early care, and school settings. Approaches to literacy assessment and instruction in both the native and second languages, including use of media and technology within an integrated curriculum to meet national and State standards. Visits to early childhood bilingual settings, action research, and the development of an academic portfolio. PREREQ: EDC 722. COREQ: EDC 739. Note: Required course for Bilingual Extension.
EDC 739: Social Studies Concept Development in Bilingual/Bicultural Early Childhood Settings, Birth to Grade 2. 3 hours, 3 credits. Exploration of ways infants, toddlers, and young bilingual, bicultural children develop an understanding of basic human needs and interdependence in family, early care, and school settings. Approaches to social studies concepts, assessment, and instruction in both the native and second languages, including use of media and technology within an integrated curriculum to meet national and State standards. Visits to early childhood bilingual settings, action research, and the development of an academic portfolio. PREREQ: EDC 722. COREQ: EDC 738. Note: Required course for Bilingual Extension.
EDC 745: Teaching Internship and Seminar I. 1 hour, 1 credit. (For matriculated students in Early Childhood Education who are not certified to teach but who hold teaching positions.) Observation, evaluation, assessment, and structured support via interaction with peers and Lehman faculty around day-to-day, on-site classroom teaching practice. PREREQ: Matriculated status.
EDC 746: Teaching Internship and Seminar II. 1 hour, 1 credit. (For matriculated students in Early Childhood Education who are not certified to teach but who hold teaching positions.) Observation, evaluation, assessment, and structured support via interaction with peers and Lehman faculty around day-to-day, on-site classroom teaching practice. PREREQ: EDC 745.
EDC 747: Teaching Internship and Seminar III. 2 hours, 2 credits. (For matriculated students in Early Childhood Education who are not certified to teach but who assume teaching positions just prior to, or at the outset of, their second semester of matriculation.) Observation, evaluation, assessment, and structured support via interaction with peers and Lehman faculty around day-to-day, on-site classroom teaching practice. PREREQ: Matriculated status: 12-15 credits.
EDC 748: Teaching Internship and Seminar IV. 2 hours, 2 credits. (For matriculated students in Early Childhood Education who are not certified to teach but who hold teaching positions.) Observation, evaluation, assessment, and structured support via interaction with peers and Lehman faculty around day-to-day, on-site classroom teaching practice. PREREQ: EDC 746 or EDC 747.
EDC 749: Teaching Internship and Seminar V. 2 hours, 2 credits. (For matriculated students in Early Childhood Education who are not certified to teach but who hold teaching positions.) Observation, evaluation, assessment, and structured support via interaction with peers and Lehman faculty around day-to-day, on-site classroom teaching practice. PREREQ: EDC 748.
EDC 756: Teacher as Researcher. 3 hours, 3 credits. Continued development and utilization of action research skills appropriate to an area of specialization in early childhood culminating in a potentially publishable article submitted to E.R.I.C., to an appropriate early childhood journal, and to a Lehman in-house publication. PREREQ: Competency Area II and Step 4. COREQ: EDC 757. No student can receive credit for both EDC 756 and EDE 756.
EDC 757: Ethics and Professionalism in Early Childhood Teaching. 3 hours, 3 credits. Study of the early childhood teaching profession, its multiple historical, philosophical, and social foundations. Analysis of teaching practices through the use of self-assessment as a form of evaluation and professional portfolio development. Examination of the purpose and meaning of teaching and the contributions made to the profession through analysis of the students' own teaching experiences. PREREQ: Competency Area II and Step 4. COREQ: EDC 756. No student can receive credit for both EDC 757 and EDE 757.
EDC 758: Intensive Teaching Internship and Seminar I. 3 hours, 3 credits. (For matriculated students who are not certified to teach but who hold teaching positions.) Observation, evaluation, assessment, and structured support via interaction with peers and Lehman faculty around day-to-day, on-site classroom teaching practice. PREREQ: Matriculated status.
EDC 759: Intensive Teaching Internship and Seminar II. 3 hours, 3 credits. (For matriculated students in Early Childhood Education who are not certified to teach but who hold teaching positions.)Observation, evaluation, assessment, and structured support via interaction with peers and Lehman faculty around day-to-day, on-site classroom teaching practice. PREREQ: EDC 758.
EDC 770-771: Advanced Studies in the Curriculum I and II. Each 30 hours plus confs., 3 credits. Curriculum content, methods, and materials in Early Childhood Education as related to affective, cognitive, and social development within the Early Childhood Education program. Different curricular areas will be presented for special consideration each semester.
*EDC 773: Parent-Teacher-Child Relationships. 30 hours plus confs., 3 credits. Designed to help those in early childhood and elementary education understand and effectively handle questions arising from parent-child relationships and teacher-parent-child relationships. Readings, case histories, and data drawn from individual experiences will be used to explore the dynamics of the most frequently encountered problems of children in classrooms. Methods will be developed to form constructive relationships with children, parents, and ancillary school or social agency personnel.
EDC 776: Special Studies in Early Childhood Education. 15-45 hours, 1-3 credits. (May be repeated for up to 6 credits with permission of Graduate Adviser as the topic changes.) Investigation of specific developments, problems, or practices in the field of Early Childhood Education. Topics and credits will vary and be announced each semester.
*EDC 778: Workshop —Teaching as Process in Early Childhood Education. 30 hours plus confs., 3 credits. Providing an understanding of the process of teaching. Analysis of the role of the teacher through an examination of literature, films, and related research. Development of models of teaching; examination and refinement of teaching skills; and examination of the hierarchal functioning of teachers in classrooms, schools, and the community.
*EDC 779: Administration and Supervision in Early Childhood Education. 30 hours plus confs., 3 credits. Responsibilities and functions of administrators and supervisors in staff relationships. Agency and community contacts will be analyzed. Personnel, budget, supplies, and in-service training responsibilities related to nursery schools, child-care centers, private schools, and other institutions for young children will be examined.
EDC 781: Supervised Student Teaching in Bilingual Settings, Pre-K to Grade 2. 300 hours, 4 credits . The student teaching experience will be conducted collaboratively with college, school, and community partners in providing opportunities for prospective teachers to continue to establish best professional practices developed in the Certification Sequence and successfully evaluate the outcomes of those practices. The clinical experience will take place in bilingual/multicultural settings that include students with disabilities and students of different early childhood age/grade levels (pre-K, K, Grades 1-2), with particular emphasis on the bilingual classroom. Student teachers are required to spend five full days each week in their school placement and two hours each week in a professional development workshop. PREREQ: EDC 730; EDC 732, or EDC 733 and Step 3. COREQ: EDC/EDE 483: Student Teaching Seminar.
EDC/EDE 783: Student Teaching Seminar. 2 hours, 2 credits. Utilization of the classroom setting as laboratory; realistic examination of the multidimensional issues that reflect the complexities of teaching. Further development of the ability to problem solve, to consider flexible and varied interactions with children, and to reflect so that students develop as competent, qualified, and caring learners/teachers. Analysis and discussion of concerns, fears, and views within a safe, supportive environment. PREREQ: EDC 730 or EDC 731; EDC 732 or ECE 733 in Competency Area II; and Step 3. COREQ: EDC 790 or EDC 781.
EDC 784: Supervised Student Teaching Internship, Birth to Grade 2. 1 credit. Collaboration between college and school partners to provide opportunities for uncertified teachers in classrooms to continue to establish best professional practices developed in the Certification Sequence and successfully evaluate the outcomes of those practices in the teacher's current setting, supervised by College faculty. PREREQ: Successful completion of 12 credits in Competency II and Step 3. COREQ: EDC/EDE 783.
*EDC 790: Student Teaching Internship for N-III Teachers. Semester field placement and confs., 3 credits. A course in student teaching. This internship will provide for placements at several early childhood levels: family day care, day care, nursery, kindergarten, early childhood centers, and primary grades I-III. Applicants will be required to meet the demands of early childhood personnel. Negative chest x-ray report required.
EDC 790: Supervised Student Teaching —Pre-K to Grade 2. 300 hours, 4 credits. The student teaching experience will be conducted collaboratively with college, school, and community partners in providing opportunities for prospective teachers to continue to establish best professional practices developed in the Certification Sequence and successfully evaluate the outcomes of those practices. The clinical experience will take place in a variety of settings that include culturally diverse populations, students with disabilities, and students of different age/grade levels (pre-K, K, and Grades 1-2). Student teachers are required to spend five full days each week in their school placement and two hours each week in a professional development workshop. PREREQ: EDC 731; EDC 732 or 733; and Step 3. COREQ: EDC/EDE 783.
*Courses preceded by an asterisk are not expected to be offered in 2009-2011.
EDE 510: Schools in a Bilingual/Bicultural Hispanic Community. 3 hours, 3 credits. Analysis of the structure and function of schools in a bilingual/bicultural Hispanic community and the influence of the community on the development of school programs. (English/Spanish)
EDE 512: A Multi-arts Approach to Curriculum Development in the Elementary School with Emphasis on Hispanic Cultures. 3 hours, 3 credits. An exploration of historic and contemporary Hispanic arts and the development of curriculum units for bilingual/bicultural students.
EDE 611-612: Seminar in Elementary School Teaching, I and II. Each 1 hour, 1 credit. Analysis of problems or practices in elementary school teaching. PREREQ: Open only to matriculants in the Program in Elementary Education who are teaching full time and have no previous courses in elementary education.
EDE 621: Introduction to Teaching Reading in the Elementary School. 3 hours, 3 credits. For students who have never taken a course in the teaching of reading. A study of the reading process and strategies for teaching reading, including language development, reading readiness, word recognition, analysis, and comprehension. Formal and informal measures for assessing pupil needs, organizational and classroom management techniques, instructional approaches, and materials for elementary schools will be examined.
EDE 622: Advanced Methods in Teaching Reading in Elementary School. 3 hours, 3 credits. A study of strategies for teaching reading, including critical thinking and study skills and content area reading. Formal and informal measures for assessing pupil needs, organizational and classroom management techniques, instructional approaches, and materials for the reading experience will be examined. PREREQ: EDE 630 and 621.
*EDE 630: Psychology of Development and Learning in Elementary Education. 3 hours, 3 credits. A beginning course for students who have not taken a course in educational psychology. Study of theories and research regarding development and learning from birth through early adolescence, with application to the elementary classroom. Classroom teaching discussed and evaluated in relation to theories, research, and professional development.
*EDE 632: Curriculum Development through the Social Sciences in the Elementary School. 3 hours, 3 credits. Investigation of basic principles of curriculum development in elementary schools, using the content and methodologies of the social sciences to organize social studies instruction. Emphasis on multi-ethnic/multicultural education in a pluralistic society. PREREQ: EDE 630 (or equivalent).
*EDE 640: Teaching Mathematics in the Elementary School. 3 hours, 3 credits. Study of the organization, content, and methods of teaching in elementary mathematics programs. Emphasis on using research results to evaluate critically existing curricula and to organize teaching approaches that lead to the development of problem-solving skills. PREREQ: Passing grade on Departmental Mathematics Content Exam.
*EDE 651: Teaching Science in the Elementary School. 3 hours, 3 credits. Improving the elementary school teacher's cognitive knowledge in the sciences. Helping the teacher utilize concepts suggested by content for the purpose of developing activities and materials suitable for the effective teaching of science as an inquiry process. PREREQ: EDE 630 (or equivalent).
*EDE/ESC 700: Psychology in Education, Group Dynamics. 3 hours, 3 credits. A laboratory course using here-and-now experiences to study interpersonal perceptions; communication networks; and group decision-making patterns, leadership, and structure. Develop skills in diagnosing and improving group functioning. PREREQ: Full-time teaching experience.
*EDE 701: Psychology in Elementary Education, Advanced Educational Psychology. 3 hours, 3 credits. Current psychological theory related to children's basic learning processes. Consideration of multicultural, economic, ethnic, and racial factors in society as they affect classroom learning. Formal and informal approaches to the evaluation of learning as a basis for curriculum decision-making. PREREQ: Previous course in educational psychology. COREQ: Currently teaching.
*EDE/ESC 702: Foundations of Education. 3 hours, 3 credits. Studies of critical periods and movements in American education history, with emphasis on social, political, and intellectual developments and the role of leading educational theorists as agents of change in education.
*EDE/ESC 703: School and Community. 3 hours, 3 credits. Analysis, from historical and contemporary perspectives, of education as a social process and social institution in an urban setting. Emphasis on the teacher's role as facilitator of understanding and change with parents, children, and community in multicultural, economic, ethnic, and racial school settings. A minimum of ten hours community field experience is required.
*EDE 704: Educational Evaluation. 3 hours, 3 credits. Fundamentals of measurement and statistics for the classroom teacher. Emphasis on the planning, construction, administration, analysis, and evaluation of tests and examinations used by the teacher, including teacher-made and standardized tests. The collection and analysis of data are required.
*EDE 705: Project Seminar I. 3 hours, 3 credits. Formulation by each student of a significant project related to teaching in early childhood or elementary education: definition, design, method for carrying out the project, recapitulation of relevant material, and completion of an outline. Students will work individually, or in small groups, with an instructor. PREREQ: Graduate Adviser's permission.
*EDE 706: Project Seminar II. 3 hours, 3 credits. Completion of the project undertaken in EDE 705, including a written report on the research or curriculum development carried out, results of the work, basis for evaluating the results, and the author's recommendations to others interested in the subject. PREREQ: EDE 705.
*EDE 707: Introduction to Educational Research I. 3 hours, 3 credits. Formulation of a research problem by each student; its definition, the method of study appropriate to the problem, recapitulation of pertinent studies, and collection and analysis of data. Students will work individually with a Graduate Adviser and in small groups. PREREQ: EDE 704 and instructor's permission.
*EDE 708: Introduction to Educational Research II. 3 hours, 3 credits. Formulation of a research problem by each student; its definition, the method of study appropriate to the problem, recapitulation of pertinent studies, and collection and analysis of data. Students will work individually with a Graduate Adviser and in small groups. PREREQ: EDE 707.
EDE 713: Literacy in Childhood Settings —Grades 1 to 6. 3 hours, 3 credits. Exploration of ways in which children develop language and literacy in family, neighborhood, and school settings. Approaches to literacy, assessment, and instruction, including use of media and technology, with integrated curricula that meet State and national standards. Work with children in childhood settings with diverse populations, action research, development of an academic portfolio. PREREQ: EDE 722. COREQ: EDE 714. No student can receive credit for both EDE 713 and EDC 713.
EDE 714: Learning and Teaching Social Studies in Childhood Settings —Grades 1 to 6. 3 hours, 3 credits. Exploration of the diverse ways in which children develop an understanding of basic human needs and interdependence in family, neighborhood, and school settings. Study of approaches to social studies, and assessment and instructional strategies, through media and technology, within an integrated curricula to meet State and national standards. Includes work with children in childhood settings with diverse populations, integrative seminar, action research, development of an academic portfolio. PREREQ: EDE 721, EDE 722. COREQ: EDE: 713. No student can receive credit for both EDE 714 and EDC 714.
EDE 715: Learning and Teaching Mathematics in Childhood Settings—Grades 1 to 6. 3 hours, 3 credits. Exploration of the diverse ways in which children develop an understanding of mathematical concepts in family, neighborhood, and school settings. Study of approaches to assessment and documentation of children's development in mathematics to insure continuous development of problem-solving processes and expression of ideas in mathematics. State and national standards are met using appropriate tools from media and technology, concrete materials, drawings and diagrams, analogy and modeling. The course requires visits to childhood settings with diverse populations, action research, and the development of an academic portfolio. PREREQ: EDE 721, EDE 722. COREQ: EDE 716.
EDE 716: Learning and Teaching Art in Childhood Settings—Grades 1 to 6. 3 hours, 3 credits. Exploration of the diverse ways in which children develop the appreciation of art in family, neighborhood, and school settings. Study of approaches to assessment and documentation of children's artistic development to include focus on problem-solving processes and expression of ideas in art. Appropriate tools from media and technology, concrete materials, drawings and diagrams, analogy and modeling will be utilized to meet State and national standards. The course requires visits to childhood settings with diverse populations, action research, and the development of an academic portfolio. PREREQ: EDE 721, EDE 722. COREQ: EDE 715.
EDE 717: Learning and Teaching Science in Childhood Settings —Grades 1 to 6. 3 hours, 3 credits. Exploration of ways in which children develop an understanding of science in family, neighborhood, and school settings. Approaches to science, documentation and assessment of instruction, including the use of media and technology within an integrated curriculum to meet State and national standards. The course requires visits to childhood settings with diverse populations, action research, and the development of an academic portfolio. PREREQ: EDE 722, one undergraduate or graduate laboratory science course. COREQ: EDE 718.
EDE 718: Learning and Teaching Music in Childhood Settings—Grades 1 to 6. 3 hours, 3 credits. Exploration of the diverse ways in which children come to appreciate and create music in family, neighborhood, and school settings. Study of approaches to music assessment and instructional strategies through media and technology as appropriate within an integrated curriculum to meet State and national standards. The course requires visits to childhood settings with diverse populations, action research, and the development of an academic portfolio. PREREQ: EDE 721, EDE 722. COREQ: EDE 717.
EDE 721: Child Study and Developmental Assessment, Grade 1 to 6. 3 hours, 3 credits. Study of the integrated factors affecting children's physical, social, emotional, cognitive, language, and aesthetic development. Exposure to dominant theories of child development and learning through multiple technologies. Informal assessment of how children differ in their development and conditions that affect children's development, including risk factors, patterns of specific disabilities, cultural and linguistic diversity, and sociocultural and political contexts. Observations in childhood settings with diverse populations, action research, and the development of an academic portfolio. COREQ: EDE 722. No student can receive credit for both EDE 721 and EDC 721.
EDE 722: Child Development and Program Design in Childhood Settings —Grades 1 to 6. 3 hours, 3 credits. Design, implementation, and assessment of developmentally appropriate programs and instructional practices based on knowledge of the needs and interests of children, including those with disabilities and diverse cultural and linguistic backgrounds, as well as on knowledge of the community; of curriculum goals; and of City, State, and national standards. Study of model programs for, and issues related to, programs for children reflecting sociocultural, historical, and political forces that influence the diverse delivery systems through which programs are offered for children and their families. Focus on the health, safety, physical, emotional, social, cognitive, cultural, and aesthetic aspects of programs. Observations in childhood settings with diverse populations, action research, appropriate use of media and technology, development of an academic portfolio. COREQ: EDE 721. No student can receive credit for both EDE 722 and EDC 722.
EDE/EDC 727: Teaching English as a Second Language (Pre-K to Grade 6). 4 hours, 3 credits. Methods and materials for teaching children whose native language is not English. Focus on how to teach content with an emphasis on English language arts, using English as a Second Language methodologies. Attention on addressing the influence of language, cultural and community orientation, and prior schooling experiences on learning in a second language. The course requires work with children in ESL classrooms. PREREQ: Competency Area I and Step 2; EDC 738/EDE 738, SPE 703, and one of the following: EDC 739/EDE 739 or EDC/EDE 733. (Note: Required course for Bilingual Extension.)
EDE 728: Literature in the Elementary School. 3 hours, 3 credits. A critical survey of the literature available for elementary school children, with special emphasis on the use of such material for enriching a basal reading program and/or serving in an individualized reading program.
*EDE 730: Science Instruction in the Elementary School, Advanced Course. 3 hours, 3 credits. A course designed to supplement and extend the elementary school teacher's abilities in science teaching. Includes the detailed planning of several science units. Special attention is given to science demonstrations and laboratory work, including the assembly of apparatus and the presentation of the unit for class discussion. PREREQ: One year of college laboratory science and a previous course in the teaching of science in the elementary school.
*EDE 731: Problems of Coordinating Science Instruction in the Elementary School. 3 hours, 3 credits. A course designed to prepare resource teachers for coordinating sciences in the elementary schools. It will include a study of the objectives and content of elementary science curricula; training in the methods and techniques of elementary science teaching; demonstration and laboratory materials, textbooks, reference books, periodicals, and other teaching aids; the problems of ordering and storing science supplies; the use of audiovisual devices; community resources and the conducting of field trips; participation in science fairs and exhibits; science assemblies; and the evaluation of elementary science teaching. One of the important activities will be setting up grade conferences, workshops, and other types of training programs for teachers.
*EDE 732: Curriculum Development in Environmental Education for the Elementary School. 3 hours, including confs. and/or fieldwork, 3 credits. Study of the environment as an integrating theme in the elementary school curriculum. Physical, biological, psychological, and sociological environmental factors: their relationships and interrelationships are considered. Current trends and developments in curriculum, teaching techniques and materials, and community resources will be explored. PREREQ: One year of a college laboratory science and one course in the social sciences.
EDE 733: Learning and Teaching Science and Music in Childhood Settings —Grades 1 to 6. 6 hours, 6 credits. Exploration of the diverse ways in which children develop an understanding of the sciences and come to appreciate and create music in family, neighborhood, and school settings. Study of the approaches to the sciences and music documentation, and assessment and instructional strategies, through media and technology as appropriate within an integrated curriculum. The course requires fieldwork with children in childhood settings with diverse populations, action research, and the development of an academic portfolio. PREREQ: Competency Area I and Step 2. No student can receive credit for both EDE 733 and EDC 733.
EDE 735: Family, School, and Community Interaction in Childhood Contexts —Grades 1 to 6. 3 hours, 3 credits. Study of a theoretical framework for developing skills among teachers to support parental involvement in the education of children at home and in varied childhood settings. Emphasis on culturally and economically diverse communities and relationships to community organizations. Fieldwork in childhood settings and community organizations serving diverse populations, action research, the appropriate use of media and technology, and the development of an academic portfolio. PREREQ: EDE 721 and EDE 722. No student can receive credit for both EDE 735 and EDC 735.
EDE 738: Learning and Teaching Literacy in Bilingual/Bicultural Childhood Settings—Grades 1 to 6. 3 hours, 3 credits. Exploration of the diverse ways that bilingual, bicultural children develop language and literacy in family, neighborhood, and school settings. Study of approaches to literacy, and assessment and instructional strategies in both the native and second languages, through media and technology as appropriate within an integrated curriculum to meet State and national standards. The course requires visits to childhood bilingual settings, action research, and the development of an academic portfolio. PREREQ: EDE 721, EDE 722. COREQ: EDE 739.
EDE 739: Learning and Teaching Social Studies in Bilingual/Bicultural Childhood Settings—Grades 1 to 6. 3 hours, 3 credits. Exploration of the diverse ways that bilingual/bicultural children develop an understanding of basic human needs and interdependence in family, neighborhood, and school settings. Study of approaches to social studies, and assessment and instructional strategies in both the native and second languages, through media and technology as appropriate within an integrated curriculum to meet State and national standards. The course requires visits to childhood bilingual settings, action research, and the development of an academic portfolio. PREREQ: EDE 721, EDE, 722. COREQ: EDE 738.
*EDE 740: Studies in the Teaching of Elementary Mathematics, Advanced Course. 3 hours, 3 credits. Teaching and learning problems in developing mathematical concepts and computational skills in the elementary and intermediate school years. Recent research and new programs in the teaching of elementary school mathematics. PREREQ: A previous course in methods of teaching mathematics in the elementary school.
*EDE 741: Materials and Methods for Mathematics Education. 3 hours, 3 credits. Development and use of mathematics laboratories and multimedia approaches for teaching elementary school mathematics. PREREQ: EDE 740.
*EDE 742: Supervision and Coordination of Elementary School Mathematics. 3 hours, 3 credits. Development of elementary school mathematics programs including: the psychology of learning mathematics, testing and evaluation, selection of textbooks and other materials, and problems in supervision. PREREQ: EDE 740.
*EDE 743: Diagnosis of Difficulties in Learning Elementary School Mathematics. 3 hours, 3 credits. An investigation of children's difficulties in learning elementary school mathematics. Procedures for measuring achievement in mathematics. Practice, under supervision, in diagnosing particular students' difficulties with mathematics. PREREQ: EDE 740.
*EDE 744: Practicum in Developing Remedial Programs for Children Experiencing Difficulty in Learning Elementary Mathematics. 3 hours, 3 credits. Using research for designing, implementing, and evaluating remedial elementary mathematics programs for children with specific difficulties in learning mathematics. PRE- or COREQ: EDE 743.
EDE 745: Teaching Internship and Seminar I. 1 hour, 1 credit. (For matriculated students in Childhood Education who are not certified to teach but who hold teaching positions.)Observation, evaluation, assessment, and structured support of students via interaction with peers and Lehman faculty around day-to-day, on-site classroom teaching practice. PREREQ: Matriculated status.
EDE 746: Teaching Internship and Seminar II. 1 hour, 1 credit. (For matriculated students in Childhood Education who are not certified to teach but who hold teaching positions.)Observation, evaluation, assessment, and structured support via interaction with peers and Lehman faculty around day-to-day, on-site classroom teaching practice. PREREQ: EDE 745.
EDE 747: Teaching Internship and Seminar III. 2 hours, 2 credits. (For matriculated students in Childhood Education who are not certified to teach but who assume teaching positions just prior to or at the outset of their second semester of matriculation.)Observation, evaluation, assessment, and structured support via interaction with peers and Lehman faculty around day-to-day, on-site classroom teaching practice. PREREQ: Matriculation: 12-15 credits.
EDE 748: Teaching Internship and Seminar IV. 2 hours, 2 credits. (For matriculated students in childhood education who are not certified to teach but who hold teaching positions.)Observation, evaluation, assessment, and structured support via interaction with peers and Lehman faculty around day-to-day, on-site classroom teaching practice. PREREQ: EDE 746 or EDE 747.
EDE 749: Teaching Internship and Seminar V. 2 hours, 2 credits. (For matriculated students in Childhood Education who are not certified to teach but who hold teaching positions.)Observation, evaluation, assessment, and structured support via interaction with peers and Lehman faculty around day-to-day, on-site classroom teaching practice. PREREQ: EDE 748.
*EDE 750: Studies in the Teaching of Elementary Social Studies, Advanced Course. 3 hours, 3 credits. Teaching and learning problems in social studies programs in the elementary school. Recent research and new curricula in elementary social studies.
EDE 751: Learning and Teaching Literacy and the Social Studies in Bilingual/Bicultural Childhood Settings —Grades 1 to 6. 6 hours, 6 credits. Exploration in the diverse ways that bilingual, bicultural children develop language and literacy and an understanding of basic human needs and human interdependence in family, neighborhood, and school settings. Study of approaches to literacy and social studies documentation, and assessment and instructional strategies, in both native and second languages through media and technology as appropriate within an integrated curriculum. Requires fieldwork with children in childhood bilingual settings, action research, and development of academic portfolio. PREREQ: Competency Area I and Step 2. No student can receive credit for both EDE 751 and EDC 730.
EDE 752: Learning and Teaching Literacy and the Social Studies in Childhood Settings —Grades 1 to 6. 6 hours, 6 credits. Exploration of the diverse ways in which children develop language and literacy and an understanding of basic human needs and human interdependence in family, neighborhood, and school settings. Study of approaches to literacy and social studies documentation, and assessment and instructional strategies, through media and technology as appropriate within an integrated curriculum. Requires fieldwork with children in childhood settings with diverse populations, integrative seminar, action research, development of an academic portfolio. PREREQ: Competency Area I and Step 2. No student can receive credit for both EDE 752 and EDC 731.
EDE 753: Learning and Teaching Mathematics and Art in Childhood Settings —Grades 1 to 6. 6 hours, 6 credits. Exploration of the diverse ways in which children develop an understanding of mathematical concepts and the appreciation of art in family, neighborhood, and school settings. Study of approaches to mathematics assessment and documentation of children's development in mathematics and art to insure the continuous development of problem-solving processes and expression of ideas in both mathematics and art. Construction of meaning through instructional opportunities that support the intellectual and social development of diverse learners, using appropriate tools from media and technology, concrete materials, drawings, and diagrams, analogy, and modeling. Course requires fieldwork with children in childhood settings with diverse populations, action research, and the development of an academic portfolio. PREREQ: Competency Area I and Step 2. No student can receive credit for both EDE 753 and EDC 732.
*EDE 755: Advanced Methods of Teaching Music in the Elementary School. 3 hours, 3 credits. Development of techniques for teaching sight reading, part-singing, musical improvisation and composition, musical notation, and composition of songs. Establishment of a class performance ensemble and development of assembly programs based on the maturational level and interests of the students. PRE- or COREQ: Preadmission to the M.A.T. program in music education; or permission of the Graduate Adviser in Music Education.
EDE 756: Teacher as Researcher. 3 hours, 3 credits. Continued development and utilization of action research skills appropriate to a particular area of specialization in childhood, culminating in a potentially publishable article submitted to E.R.I.C., to an appropriate childhood journal, and to a Lehman in-house publication. PREREQ: Competency Area II and Step 4. COREQ: EDE 757. No student can receive credit for both EDE 756 and EDC 756.
EDE 757: Ethics and Professionalism in Childhood Teaching. 3 hours, 3 credits. Study of the childhood teaching profession, its multiple historical, philosophical, and social foundations. Analysis of teaching practices through the use of self-assessment as a form of evaluation and professional portfolio development. Examination of the purpose and meaning of teaching and the contributions made to the profession through analysis of their own teaching experiences. PREREQ: Competency Area II and Step 4; COREQ: EDE 756. No student can receive credit for both EDE 757 and EDC 757.
EDE/ECE 758: Intensive Teaching Internship and Seminar I. 3 hours, 3 credits. (For matriculated students in Childhood Education who are not certified to teach but who hold teaching positions.)Observation, evaluation, assessment, and structured support via interaction with peers and Lehman faculty around day-to-day, on-site classroom teaching practice. PREREQ: Matriculated status.
EDE 759: Intensive Teaching Internship and Seminar II. 3 hours, 3 credits. (For matriculated students in Childhood Education who are not certified to teach but who hold teaching positions.)Observation, evaluation, assessment, and structured support via interaction with peers and Lehman faculty around day-to-day, on-site classroom teaching practice. PREREQ: EDE 758.
EDE 760: Second-Language Learning and Teaching in Elementary School. 3 hours, 3 credits. The psychological principles of second-language learning and their application to teaching in the elementary school, with emphasis on the language development of preadolescent school children. PREREQ: One course in educational psychology.
EDE 761: Teaching English as a Second Language in Elementary School. 3 hours, 3 credits. Implications of the nature of language for the teaching of English to elementary school children who are non-native speakers. The development and evaluation of audiolingual skills, reading, and writing, with emphasis on the phonology, structure, and vocabulary of the language. Interrelationships of language and culture. Organization and selection of learning materials suitable for elementary school.
*EDE 762-763: Workshop in the Teaching of Foreign Languages in the Elementary Schools I and II. Each 3 hours, 3 credits. ( I.) Consideration of the objectives, materials, and methods in the teaching of foreign languages to elementary school children through the study of existing literature. Discussion of problems relating to the integration of the foreign language with the total school curriculum. (II.) Practice in the preparation of materials and the development of methods suitable to the participant's school situation. PREREQ: Employment as a teacher and methods of elementary education.
EDE 764: Mainstreaming in the Elementary Classroom. 3 hours, 3 credits. Curriculum planning and management of programs for exceptional children in N-6 classroom settings. Analyzing student needs, designing goals, program planning, and testing, with emphasis on mainstreaming and implementation of individualized education programs in a self-contained classroom. PREREQ: One course in educational psychology and 6 credits in elementary education method courses.
EDE 765: Aesthetic Education in the Elementary School. 3 hours, 3 credits. Development of perceptual awareness of works of art and events in the art world: art, music, dance/movement, drama, and nature-made environment (reacting to, appreciating, and evaluating). Exploration of approaches for incorporating aesthetic education in elementary school curricula.
*EDE 768: Education Workshop for Teachers of Children of Puerto Rican Origin in the Elementary School. 3 hours, 3 credits. A workshop to help elementary school teachers deal with the situations and problems arising in their actual school experiences. Emphasis will be on the preparation, demonstration, and discussion of instructional materials needed for developing communication skills and orientation concepts in newcomers of Puerto Rican origin within the existing organizational and curricular patterns of the elementary school. PREREQ: Employment as a teacher and a course in methods of teaching in elementary school.
*EDE 770: Quantitative Methods. 3 hours, 3 credits. Descriptive and inferential statistics: elementary probability theory, psychological and educational variables, the nature and logic of quantitative observations, data reduction and graphic presentation, statistical computations, and tests of hypotheses and correlational analysis.
*EDE 772: Educational Tests and Measurements for Elementary School. 3 hours, 3 credits. Systematic introductory course for graduate students. The fundamentals of interpreting elementary school test scores. The writing of objective test items for elementary school, methods of evaluating tests for use in the elementary classroom, and up-to-date instruments for testing aptitude and achievement in elementary students. PREREQ: Course in educational psychology or human development.
*EDE 775: Problems of Elementary Education in Metropolitan Areas. 3 hours, 3 credits. Social structures of urban life and their impact on the problems and future forms of the urban elementary school. Critical examination from a variety of viewpoints of major issues arising from urbanization in curriculum, methods, pupil achievement, and organization of the elementary school. PREREQ: One course in educational foundations.
EDE 776: Special Studies in Elementary Education. 1-3 hours, 1-3 credits. (May be repeated for up to 6 credits with permission of Graduate Adviser as the topic changes.) Investigation of specific developments, problems, or practices in the field of elementary education. Topics and credits will vary and be announced each semester. PREREQ: Permission of Graduate Adviser.
EDE 777: Using the Computer in the Classroom. 3 hours, 3 credits. Exploration of the uses of the computer within the elementary school curriculum, including computer-assisted and computer-managed instruction, word processing, file handling, simulation, and inference testing. Instruction-enhancing use of commercial and teacher-developed materials. PREREQ: EDE 630 (or equivalent) and at least 6 credits in elementary school teaching methods courses.
*EDE/ESC 780: Comparative Education. 3 hours, 3 credits. Comparative study of school organization, curricular practices, and contemporary educational problems in selected foreign countries. Special attention will be given to the study of issues that have cross-cultural dimensions.
*EDE/ESC 781: Advanced Studies in Comparative and International Education. 3 hours, 3 credits. Intensive and specialized studies in selected systems of education using appropriate methodologies in comparative education. Review and evaluation of the work of bilateral and international technical assistance for educational development. PREREQ: EDE (ESC) 780 or instructor's permission.
EDE 782: Supervised Student Teaching in Bilingual Classrooms —Grades 1 to 6. 300 hours, 4 credits. The student teaching experience will be conducted collaboratively with college, school, and community partners in providing opportunities for prospective teachers to continue to establish best professional practices developed in the Certification Sequence and successfully evaluate the outcomes of those practices. The clinical experience will take place in bilingual/multicultural settings that include students with disabilities and students of different childhood age/grade levels (grades 1 to 6), with particular emphasis on the bilingual classroom. Student teachers are required to spend five full days each week in their school placement and two hours each week in a professional development workshop. PREREQ: EDE 751, EDE 753 or EDE 733, and Step 4; COREQ: EDC/EDE 483.
EDE/EDC 783: Student Teaching Seminar. 2 hours, 2 credits. Utilization of the classroom setting as laboratory; realistic examination of the multidimensional issues that reflect the complexities of teaching. Further development of the ability to problem solve, to consider flexible and varied interactions with children, and to reflect so that students develop as competent, qualified, and caring learners/teachers. Analysis and discussion of concerns, fears, views within a safe, supportive environment. PREREQ: EDC 730/EDE 751 or EDC 731/EDE 752; EDC 732/EDE 753 or ECE/EDE 733 in Competency Area II; and Step 3. COREQ: EDC 781, EDC 790, EDE 795, or EDE 782.
EDE 784: Supervised Student Teaching Internship —Grades 1-6. 1 credit. Collaboration between college and school partners to provide opportunities for uncertified teachers in the classroom to continue to establish best professional practices developed in the Certification Sequence and successfully evaluate the outcomes of those practices in the teachers' current setting supervised by college faculty. PREREQ: Successful completion of 12 credits in Competency II and Step 3. COREQ: EDC/EDE 783.
*EDE 788: Fundamentals of Curriculum Development. 3 hours, 3 credits. Introduction to the philosophy, psychology, and theory underlying a variety of approaches to the curriculum in the elementary school (N-6). Analysis of curricula in different subject areas, using a variety of models. PREREQ: EDE 701.
EDE 789: Workshops in Curriculum Design. 1- 3 hours, 1-3 credits. (May be reelected for credit, with the Graduate Adviser's permission, when the topic changes.) Theoretical and practical approaches to design of curricula in early childhood and elementary education. NOTE: Curriculum areas announced each semester.
EDE 790: Workshops in Curriculum Materials Development. 1-3 hours, 1-3 credits. (May be reelected for credit, with the graduate adviser's permission, when the topic changes.) Preparation and development of instructional materials for curricula in early childhood and elementary education. NOTE: Curriculum areas announced each semester.
*EDE 791: Seminar in Problems of Elementary Education. 3 hours, 3 credits. Seminar on problems of curriculum design and organization in early childhood and elementary education, with emphasis on issues arising in actual teaching experience. PREREQ: Full-time teaching experience.
*EDE 792: Developing In-Service Programs for Early Childhood and Elementary Education. 3 hours and fieldwork, 3 credits. Planning, organizing, implementing, and evaluating training programs in schools, districts, and municipalities. Students will carry out field assignments. PREREQ: Teaching experience and chair's permission.
*EDE 793: Curriculum Planning and Management for Elementary Education. 3 hours, 3 credits. A course in planning and managing curriculum for entire schools or school districts. Analyzing student needs, defining goals, organizing sequences for instruction, and evaluating curriculum coordination and leadership. PREREQ: Teaching experience and chair's permission.
EDE 795: Supervised Student Teaching —Grades 1 to 6. 300 hours, 4 credits. The student teaching experience will be conducted collaboratively with college, school, and community partners in providing opportunities for prospective teachers to continue to establish best professional practices developed in the Certification Sequence and successfully evaluate the outcomes of those practices. The clinical experience will take place in multicultural settings that include students with disabilities and students of different childhood age/grade levels (grades 1 to 6). Student teachers are required to spend five full days each week in their school placement and two hours each week in a professional development workshop. PREREQ: EDE 752, EDE 753 or EDE 733, and Step 4, COREQ: EDC/EDE 483.
*EDE 796, 797, 798: Advanced Student-Teaching Internship in Elementary School. A minimum of 6 semester hours, 2 credits. An advanced course in student teaching in the elementary school, with an opportunity for increased participation in teaching and other school activity. Applicants will be required to meet acceptable standards of health, character, and personality and to demonstrate a command of English, both written and oral, to meet the demands of the teacher's calling. PREREQ: A course in student teaching in the elementary school equivalent to the requirement in the Lehman College Four-Year Teacher Education Program; or, for students in the curriculum for Teachers of Speech Improvement, a course in clinical practice for speech correction.
SPE 703: Language and Linguistics. 3 hours, 3 credits. Introduction to the scientific study of language, with attention to the major components of linguistic theory: phonetics, phonology, morphology, syntax, semantics, pragmatics, psycholinguistics, and sociolinguistics. This course places emphasis on the multicultural and multilinguistic differences in the analysis and application of linguistic theory.