Department of Curriculum and Instruction

The Department of Curriculum and Instruction offers the following graduate programs at the Brentwood Campus. These programs adhere to regulations set forth by the New York State Department of Education for individuals applying for certification after February 1, 2004. Each graduate student should consult with his or her academic advisor each semester and carefully review any Bulletin addenda set forth in subsequent publications.
Early Childhood Education B-2, M.S.
Childhood Education 1-6, M.S.
Childhood Education/Special Education 1-6 dual certificate, M.S.
Childhood Education/Literacy B-6 dual certificate, M.S.

Graduate Admission Policies and Procedures
An applicant must have a bachelor's degree from an accredited college or university. Admission requires a general undergraduate grade point average of 2.50 and a 2.75 average in the major area. A student who does not meet the minimum grade point average may petition for acceptance on a limited matriculation basis. Undergraduate preparation should include a concentration in one of the liberal arts and sciences and college-level work in English, mathematics, science and social studies. Undergraduate preparation should also include at least one year of college-level study in a language other than English.

Student Teaching
Each candidate for student teaching is required to attend an application seminar before October 1 for placement in the following Spring or before April 1 for placement in the Fall semester. He or she must have completed the appropriate departmental prerequisites for student teaching. Student teaching is a full-time endeavor. Therefore, the student should not register for any additional courses during his or her clinical experience semester. To qualify, teachers must spend full days at an assigned school during the entire Fall or the entire Spring semester. Applications for student teaching are submitted to the Office of Clinical Education and Professional Certification. The student must also register with the academic advisor. If a student elects to waive college-supervised student teaching, it is imperative that he or she notify his or her advisor and select elective courses to satisfy degree requirements and get approval from the Department Chairperson.Students who waive student teaching must apply independently to New York State for certification. Independent certification applications and student teaching waiver forms are available from academic counselors or from the Director of Clinical Education and Professional Certification.

Curriculum and Instruction Courses

EDU 639/EDI 639 Play in the Curriculum
This course is designed to give the student an understanding of the direct link between play and early childhood development. It will explore the connection between how play can support the curriculum and how the curriculum can support play. The focus will be on theories of play with the goal of developing the whole child. There will be a synthesis between theory and practice.
Ten hours of fieldwork required
Prerequisite EDU 703/EDI 604
Fall and Spring, 3 credits

EDU 700A/EDI 600 Psychological and Developmental Foundations of Education
This course is designed to introduce students to psychological theories and principles that affect teaching, learning, and development. Students have the opportunity to observe student and teacher behavior as well as classroom environments in order to identify operative psychological theories and principles.
Summer and Fall, 3 credits

EDU 700B/EDI 601 Social Foundations of American Education
This course introduces students to the social, economic, political and intellectual foundations of American education. It describes the development of the American school systems in a rapidly changing environment, with emphasis on the relationship between education and society. Main topics to be explored are the structure and purposes of schooling, the professionalization of teaching, educational policy making and school social factors influencing teaching and learning, and the relationship between education and work. Class discussions are based on both primary and secondary sources.
Summer and Spring, 3 credits

EDU 701/EDI 602 Analysis of Behavior Seminar
Small group seminar aimed at increasing candidate's awareness and understanding of the behavior (personality, motivation, learning) of students, themselves as professional educators, and the interfactional impact of teacher and student. Findings from psychology, group dynamics, sociology, and other behavioral sciences are considered as they apply to candidates' educational roles.
Every Semester, 3 credits

EDU 702/EDI 603 Psychology of Teaching
This course is an analysis of how school conditions, including teacher's behavior, influence student's acquisition and subsequent application of information and abilities. Emphasis is on setting educational objectives and managing classroom variables to help students achieve them.
On Occasion, 3 credits

EDU 703/EDI 604 Child Development: Birth - Grade 2
Scientific findings on the physical, intellectual, emotional and social development of children are examined. The integration of perception, cognition and the growth of the total personality are stressed, and their significance for teaching and guidance processes is emphasized.
Ten hours of fieldwork required
On Occasion, 3 credits

EDU 706/EDI 606 Contemporary Issues in American Education
This course offers analyses of selected contemporary issues in American education. The issues are considered in terms of their origin, present institutional manifestations, and socio-economic policy implications for schooling or education at the district, state and national levels of American society.
On Occasion, 3 credits

EDU 712/EDI 612 Teaching Social Studies in Grades 1-6
This course examines social studies curriculum development through examination of theory and current practices in the school. Inquiry approach, model development, organizational patterns, and teaching strategies are examined through current research.
Summer, 3 credits

EDU 713/EDI 613 Teaching Mathematics Grades 1-6
Educational and psychological dimensions of learning and teaching mathematics in grades N-6, are examined in the context of current trends in mathematics education. The development of mathematics concepts and understandings is explored through relevant activities and materials. Model programs and teaching approaches are discussed in light of current recommendations for mathematics education.
Summer and Fall, 3 credits

EDU 714/EDI 614 Teaching Science in Grades 1-6
This course is an examination of existing programs, materials and problems of science education in the light of current psychological and philosophical theories. Development of science activities with emphasis on the process of science, conceptual understanding, meeting individual differences, discovery approach and utilization of inexpensive and easily available materials for experiments and demonstrations is covered.
Summer and Spring, 3 credits

EDU 715A/EDI 615 Early Childhood Curriculum: Birth - Preschool
Models, principles, curriculum and practices of developmentally appropriate infant, toddler, and preschool care giving; emphasis on knowledge, skills and dispositions necessary to plan and facilitate development of infants, toddlers and preschoolers.
Ten hours of fieldwork required
Prerequisite EDU 703/EDI 604
Fall and Spring semesters, 3 credits

EDU 715B/EDI 616 Early Childhood Curriculum: Kindergarten to Grade 2
Models, principles, curriculum and practices of developmentally appropriate kindergarten, first and second grade education; emphasis on knowledge, skills and dispositions necessary to plan and facilitate development of school-age children.
Ten hours of fieldwork required
Prerequisite EDU 703/EDI 604
Fall and Spring semesters, 3 credits

EDU 718/EDI 618 Creative Expression for Early Childhood
Techniques for instructing young children to handle various art materials creatively and expressively are explained. Techniques of storytelling, creative dramatics, and related language activities are explained for use with young children along with the integration of the creative arts into the total curriculum.
On Occasion, 3 credits

EDU 725/EDI 625 Observation and Assessment in Early Childhood
Developmental perspective on measurement and evaluation in early childhood years. Considers standardized tests, observations, checklists, rating scales, portfolios, and teacher-designed tests and rubrics; their advantages and disadvantages for use with young children; and professional ethical issues pertaining to evaluating young children.
Ten hours of field work required
Prerequisite EDU 703/EDI 604
Fall and Spring semesters, 3 credits

EDU 802/EDI 642 Contemporary Philosophies of Education
This course is an overview of major contemporary philosophies of education. Considerable attention is given to the practical application of the various theories of reality, knowledge, and value to the classroom situation. The student is encouraged to develop his or her own philosophy through dealing with educational problems he or she has encountered.
Annually, 3 credits

EDU 803/EDI 643 Race, Class and Gender: Teaching Diverse Populations
The principles and practices of multicultural education are studied in a course that provides a practical approach to the implementation of a culturally diverse curriculum. Major issues covered include human rights, involvement of parents and the community, criteria for multicultural curricula, assessment and evaluation strategies, global issues in education, and formulating an agenda for educational and social action.
Annually, 3 credits

EDU 810/EDI 650 Methods and Materials in Teaching English to Speakers of Other Languages or Dialects
This is a basic course in the analysis of the teaching of grammar, pronunciation, reading and vocabulary development to students who speak other languages or nonstandard dialects of English, using the principles and application of descriptive linguistics and including problems of cross-cultural communication. A survey of methods and materials, techniques and media appropriate for individual and group instruction on the elementary, secondary, adult and college level is included.
Annually, 3 credits

EDU 827/EDI 677 Curriculum and Assessment for Classroom Teachers
This course examines principles of curriculum construction, planning, development, and justification in relationship to historical, theoretical and practical considerations of purpose, content, and the organization of educational experiences. Consideration is given to the principles of curriculum research and evaluation. This course embraces concerns about the school and non-school settings for educational experiences.
Summer and Fall, 3 credits

EDU 829/EDI 679 Advanced Methods and Evaluation in ESL Applied to the Classroom
This course focuses on the application of ESL theory and techniques to the development of specific lesson plans, ESL curriculum, and evaluation techniques. The use of testing instruments for the diagnostic and evaluative purposes is studied. Observations of teachers working in the field are incorporated into the discussion and evaluation of teaching strategies. A microtaping with videotape is made of student performance.
Annually, 3 credits

EDU 830/EDI 680 Bilingual Education and ESL: Theory and Practice
This course examines the history of bilingual education and ESL in the United States and provides a study of present theories and practices, and of available materials in these fields. Discussions explore the different types of bilingual and ESL programs and the importance of a bicultural component.
Every Semester, 3 credits

EDU 831/EDI 681 Teaching Language Arts and Reading with a Bilingual Approach
This course considers theories, practices, and available materials in the teaching of language arts and reading to speakers of other languages. Emphasis is placed on a bicultural approach to be used by the classroom teacher to meet the needs of Spanish-speaking children. (Given in Spanish and English)
On Occasion, 3 credits

EDU 833/EDI 683 Teaching Mathematics and Science with a Bilingual Approach
This course explores current principles, practices and materials in the teaching of mathematics and science to speakers of other languages. The course includes the development and adaptation of the mathematics and science curricula to meet the needs of Spanish-speaking children. Emphasis is placed on a bicultural approach with demonstrations and evaluations of teaching procedures. (Given in Spanish and English.)
On Occasion, 3 credits

EDU 837/EDI 687 Cultural Linguistics (Cross-Listed as LIN 518)
This course examines human communication in its cultural context including the origins of language, the creation of new language signs and symbols, nonverbal communication, and contemporary issues in language and culture.
Annually, 3 credits

EDU 839/EDI 689 TESOL in Content Areas: Science, Humanities, and Social Science
This course examines current principles, practices, and materials in the use of TESOL in the specific content areas. The course includes the development and adaptation of science, humanities, and social science curricula to meet the needs of the non-English speaking child.
Annually, 3 credits

EDU 900I/EDI 700 Introduction to Educational Research
The primary purpose of this course is to help teachers and other education professionals become more informed consumers and producers of educational research relative to their areas of specialization or expertise. The course introduces the major principles that govern the conduct of action or evaluation research. It examines elements common to different types of research design and criteria appropriate to the evaluation of published research. The course also reviews measurement principles relevant to teaching.
Annually, 3 credits

EDU 905/EDI 705 Thesis Seminar
This course is available only to those matriculated masters degree candidates electing to develop and write a thesis under the supervision of an approved faculty member. Registration must be approved by the studentˇ¦s department chairperson or designated representative.
As Required, 3 credits

EDU 906/EDI 706 Independent Study
The course, Independent Study, involves in-depth development of a project idea related to study in a previous course. Permission to take this course is based on the (1)merit of the proposed study; (2)the needs and background of the student, i.e. his or her ability to carry out such a study. Permission to take this independent course would necessitate the signature of the faculty member conducting the study and the department chairperson and Dean of the School of Education. It is understood that the faculty member who would direct the project would be qualified in the area designated by the student and that the student would make the choice of faculty (with the previous stipulation). Hours arranged with the approval of the instructor. The department must approve 6 credits.
As Required, 1, 2, or 3 credits

EDU 910/EDI 709 Supervised Student Teaching and Seminar for Grades 1-6
This course is the systematic, extended observation and student teaching experience under supervision in selected private and public school setting. Half of the experience is in a kindergarten through grade 3 setting and the other half is in grades 4 through 6. A minimum of 360 hours of observation and student teaching and participation in appropriate staff and school activities is required. Students must spend at least 110 of those 360 hours in actual teaching; the balance is spent in related activities. A weekly seminar integrates theory with practice and provides orientation to the teaching profession.
Prerequisites: EDU 700A/EDI 600, EDU 700B/EDI 601, EDU 701/EDI 602, EDU 712/EDI 612, EDU 713/EDI 613, EDU 714/EDI 614 and 6 credits in Reading/Literacy.
Fall and Spring semesters, 6 credits

EDU 910D/EDI 710 Student Teaching in Childhood Education/Literacy (Grades 1-6) and Childhood Education/Special Education (Grades 1-6)
Supervised student teaching experience for students in childhood education/literacy and childhood education/special education programs. Students will combine student teaching in schools as described in EDU 910/EDI 709 with practica and student teaching experiences in the department of Special Education and Literacy.
Fall and Spring semesters, 3 credits

EDU 912E/EDI 713  Student Teaching and Seminar in Early Childhood Education
The one semester student teaching experience provides an opportunity for the teacher candidate to integrate theory and practice through development and implementation of learning experiences for young children from birth through grade 2 in two settings. The teacher candidate will integrate theories of child development, family systems, theories of learning, content knowledge, and early childhood curriculum and pedagogy. The student teaching experience also provides the teacher candidate with opportunities to learn how to work in collaboration with field-site staff, to work as a member of an interdisciplinary team, and to reflect on their practice in collaborative relationships.
Fall and Spring semesters, 6 credits

EDU 921/EDI 721 Practicum in Early Childhood Education
Designed to give the student a deeper understanding of the aspects of quality early childhood programs. Students will observe in a variety of early childhood settings and will analyze their findings in keeping with relevant research in the field. The physical, intellectual, sensual, creative, emotional, and spiritual needs of young children in general education and inclusion settings will be explored in depth.
Prerequisite: Completion of all core courses and pedagogical core courses
Fall and Spring semesters, 3 credits

EDU 925/EDI 725 Advanced Seminar in Action Research in Early Childhood Education
This culminating experience synthesizes student understanding of early childhood education. Taken in the final semester of the program, it enables students to conduct a field-based project in an early childhood setting, utilizing the body of knowledge gained in coursework, research and field experiences.
Prerequisite: Completion of all core courses and pedagogical core courses
Fall and Spring semesters, 3 credits

EDU 926/EDI 726 Supervised Student Teaching and Seminar in Teaching English to Speakers of Other Languages (K-12)
This course is the systematic, extended observation and student teaching experience under supervision in selected public and private school settings. This course is designed for students who seek certification in teaching in kindergarten through grade twelve (K-12). A minimum of 360 hours with 110 hours in actual teaching under supervision of certified staff in classroom instruction and appropriate school activities are required. Students who qualify would spend half a semester student teaching on the elementary school level and the other half teaching their academic subject area on the secondary level in a TESOL setting. A weekly seminar integrates theory with practice and provides orientation to the teaching profession.
Prerequisite: Permission of advisor and appropriate methods courses.
Every Semester, 6 credits