05:300:200Introduction to Education (3) (effective fall 2017)
Taking a multidisciplinary approach to the study of education, this course examines educative practices in and outside school contexts. It focuses on critical issues in U.S. education, including: the structures of schools and schooling, theories of learning and teaching, students' experiences, teachers' experiences, inequality, family and community relationships, and contemporary school reform policies.
Prerequisite for admission to the five-year teacher education program.Corequisite: 05:300:201.
05:300:201Introduction to Education Field Based Lab - Clinical Experience (.5) (effective fall 2017)This clinical course is designed around five-to-six facilitated experiences in urban schools so that students can systematically and carefully begin to understand the unique challenges and opportunities of urban schools and communities. Students will have opportunities to meet with stakeholders at urban schools as well as observe in schools and communities. Corequisite: 05:300:200.
05:300:303Why we Play: Play in Children, Adults, and Animals (3)Play is a part of life among all social animals as well as among humans. Play begins in childhood, but transforms and has critical import for later life. Students will learn about how play has been considered from ancient times to the present and be able to interpret play in their own lives and lives of those around them. Activities include observation of children playing, playing yourself, and written assignments. This course offers the opportunity for students to determine their personal perspective on the question of play.
05:300:304Arts Across the Curriculum (3)Focuses on drama, movement, visual art, music, and creative writing,
individually and together, as well as imagination and creativity. Students in
this course will experience the processes of these arts themselves and create
products/presentations using various forms. They will learn how to stimulate
arts processes and lead arts activities with young children, how to talk about
these activities with children, and how to evaluate and assess these
05:300:305Creativity and Imagination in Professional Settings (3)Students will become acquainted with the fields of creativity and mental imagery through online and live lectures, readings, and leading and/or participating in a variety of activities designed to stimulate personal creativity. Students will respond to almost weekly probes and submit journal entries stimulated by those probes. Students will develop two different presentations that demonstrate their personal take on creativity. Students will work in groups to create two concluding pieces (a creativity box and an original text segment) that utilize the creative and imaginative skills and abilities of all participants in that group.
05:300:306Educational Psychology: Principles of Classroom Learning (3) Surveys areas of psychology most relevant to education. How children think, learn, and remember; influence of motivation; and principles of measurement. Prerequisite for admission to the teacher education program.
05:300:307Human Development: Birth through the Transition to Adulthood (3)Introductory course in human development providing an overview of learning and developmental processes from birth through the transition to adulthood. Development during infancy, early childhood, middle childhood, adolescence, and early adulthood is considered. Changes in physical, neurological, social, cognitive, and emotional functioning during these periods are examined through the lenses of sociocultural, developmental, and learning sciences.
05:300:314Presentation of Self in Professional Settings (3)Focuses on the theoretical foundations and the practical development of each student's personal presentation. Covers both theory and practice so that, by the end of the course, each student will be ready for graduate school, to be interviewed for a job, to interact with others in a new work situation, or to speak in front of a group.
05:300:315Interactive Training for Workplace and Community Settings (3)
on how to use adult learning theory and interactive face-to-face and web-based
strategies to design and implement training in a variety of settings including
workplaces, community-based organizations, and schools.
05:300:317The Teacher in Film: Analyzing What Hollywood Has Been Telling Us about Teaching (3)
on films in which a teacher is the central character. Students will study these
films as a cinematic art form, as positive inspirational role models for
students considering a teaching career, and as unrealistic examples that shape
the public's view concerning teaching.
05:300:318The Teacher (and Other Professionals) as Performer: The Presentation of Self (3) Focuses on the techniques
and skills used in the theater by actors, directors, dancers, playwrights, and
designers, all modified and transformed by each student to create a personal
approach for dealing with various educational interactive settings. The course
is broken into three segments. The first is primarily a skill-based
segment during which the student participates in technical and improvisational
work. The second section focuses on lecture and discussion of key
theoretical ideas. The third focuses on each student's personal
presentation of self within an educational setting.
05:300:319Community-Based Learning in Urban Environments (3) This course is designed to
assist students in learning from local urban community centers, as well as from
the families and individuals who use these services, about how multiple
organizations serve an educative function. Through readings and practical
hands-on, community-based experiences, students will come to understand both
the broad educative needs as well as the enormous resources that exist within
the communities and families of urban and other diverse settings. At the same
time, students will gain practical skills for working with and learning from
families and individuals in community-based settings.
05:300:320Introduction to Gifted Education (3)This introductory course in gifted education focuses on the cognitive and psychosocial development of gifted individuals over a lifetime. Emphasis will be placed on exploring the characteristics of giftedness and the influences that support or hinder the development of potential talent. The relationship between creativity, intelligence, and giftedness will be explored, along with implications for educational settings.
05:300:322The Social and Emotional Needs of Gifted Learners (3)This course is designed to provide a strong background for students related to working with gifted children to promote positive affective
development. It will feature core affective characteristics and needs,
and demonstrate the connections to students' cognitive make-up.
Emphasis will be on affective approaches to use in the classroom as well
as more formalized programs and services in guidance and counseling
deemed essential for their talent development. Course readings, discussions, and assignments focus on special issues and concerns for
addressing the social and emotional needs of this population of
learners including asynchronous development, perfectionism, risk avoidance, fear of failure, and over-excitabilities. Special
emphasis will be placed on special populations of gifted
learners--twice exceptional learners, students from poverty and minority
groups, and underachievers.Prerequisite: 05:300:320.
05:300:335Informal Science Education (3) This course focuses on the teaching and learning of science in out-of-school contexts. These contexts are widely referred to as "informal learning" contexts and include: zoos, aquariums, science centers, natural history museums, docent-led walks/tours, after-school programs, and eco-enviro tours. As part of this course, we will read and discuss literature on informal science education (ISE). Learning theory in this area draws heavily from sociocultural perspectives on knowing and learning, and we will discuss its influence, along with cognitive and educational psychology, on the teaching and learning of science in out-of-school contexts.
05:300:336Climate Change: Course for Educators (3)
Explores the science of climate change. Students will learn how the climate system works; what factors cause climate to change across different time scales and how those factors interact; how climate has changed in the past; how scientists use models, observations, and theory to make predictions about future climate; and the possible consequences of climate change for our planet. The course explores evidence for changes in ocean temperature, sea level, and acidity due to global warming. Students will learn how climate change today is different from past climate cycles and how satellites and other technologies are revealing the global signals of a changing climate. Finally, the course looks at the connection between human activity and the current warming trend and considers some of the potential social, economic, and environmental consequences of climate change. It is intended for educators and those who are interested in learning and teaching in this area.
05:300:337Space, Time, and Motion: Course for Educators (3)Throughout
history, humans have grappled with questions about the origin, workings, and
behavior of the universe. This seminar begins with a quick tour of discovery
and exploration in physics, from the ancient Greek philosophers on to Galileo Galilei,
Isaac Newton, and Albert Einstein. Einstein's work then serves as the departure
point for a detailed look at the properties of motion, time, space, matter, and
energy. It is intended for educators and those who are interested in learning
and teaching in this area.Prerequisite: Students should have taken an introductory physics course.
05:300:338The Solar System: Course for Educators (3)This course provides an overview of what we know about the solar system: how it
began and evolved, its components and their properties, and how these elements
interact as a system. However, much of our knowledge remains incomplete, and so
unanswered questions and mysteries figure prominently in the story. This course
addresses our scientific understanding of the solar system, how we know what we
know, and many hotly debated questions at the cutting-edge of scientific
research. It is intended for educators and those who are interested in learning
and teaching in this area.
05:300:339Earth Systems: Course for Educators (3)Though
the geologic record is incredibly ancient, it has only been studied intensely
since the end of the 19th century. Since then, research in fields such as plate
tectonics and climate change, and exploration of the deep sea floor and the inner
Earth have vastly increased our understanding of geological processes. This
course delves into the five questions listed below in order to understand how
our dynamic planet evolved and what processes continue to shape it. In the
process, learners will get to know the Museum of Natural History's Hall of
Planet Earth, explore geologic time, and gain an understanding of how
scientists study vast Earth systems. It is intended for educators and those who
are interested in learning and teaching in this area. 1. How do geologists
"read" the rocks? 2. How has the Earth evolved? 3. What causes
climate and climate change? 4. Why are there ocean basins, mountains, and
continents? 5. Why is the Earth habitable?
05:300:341High School Mathematics Content: Teaching and Assessment (3) In-depth study and concentration of some key ideas in the high school mathematics curriculum. Viewing of mathematics in terms of the ideas built up in the minds of students. Prerequisites: 01:198:111 or equivalent; 01:640:250,251.
05:300:342Supervised Undergraduate Tutoring in Mathematics (3) Develops teaching strategies, an interactive style, and an approach to high school mathematics content in a one-on-one tutorial or small group setting. Students work with other undergraduates in lower-level, E-credit mathematics courses. Prerequisites: 01:640:250,251.
05:300:350Education and Computers (3) Establishes a foundation for using the computer and technology in a variety of educational settings across all subject areas. The course is hands-on in nature, with focus on current trends. Additionally, learners can expect to discuss theory, practice, and social/philosophical issues related to the use of computers in education. Some familiarity with computers is recommended; no prior computer skills are required.
05:300:361Science: Knowledge and Literacy (3) Examines the emerging role of science education in society. Special attention given to the influence of professional societies. Places current trends in science education in a historical perspective that reflects the development of science in the United States. Prerequisite: Science course at the 200 level or above.
05:300:364History of American Education (3)A historical survey of
American education from the colonial period to the present. Topics considered
will include the following: 1) colonial American education, 2) the origins of
common schools, 3) the development of a public school system, and 4) 20th- and
21st-century educational reform.
05:300:365 Contemporary Issues in Education (3) A critical examination of contemporary issues in
educational theory, policy, and practice.
05:300:371Foundations of the Resident Assistant Experience I (1.5)This course has been designed to assist in the development of a more comprehensive understanding of the theoretical and practical knowledge needed for the Resident Assistant (RA) position at Rutgers University. The learning experience will provide an understanding of student and community development, leadership, communication, and diversity theories. Through exposure to theories, experiential learning situations, and the use of critical thinking and reflective analysis, participants will develop the background and knowledge that will allow them to conceptually understand their new leadership role.
05:300:372Foundations of the Resident Assistant Experience II (1.5)This course has been designed to assist in the development of a more comprehensive understanding of the theoretical and practical knowledge needed for the Resident Assistant (RA) position at Rutgers University. The learning experience will provide an understanding of the theories and their practical implementation processes for peer counseling/advising; behavioral and mental health issues; conflict mediation; ethical and moral development; and group development. Through exposure to theories, experiential learning situations, and the use of critical thinking and using their current experiences in the RA position, participants will develop the knowledge to create a richer, more comprehensive experience in the RA position and subsequently enhancing the experience for the RA's students.
05:300:383Introduction to Special Education (3) Overview of the diverse physical, psychological, and social disabilities of special education children.
05:300:385Teaching English Language Learners (3)This introductory course provides preservice teachers and current practitioners with an understanding of how to teach English language learners or emerging bilinguals. Undergraduate students will be provided with the foundations of teaching English language learners and will be guided in constructing successful knowledge, skills, and dispositions for teaching students who are learning English.
05:300:386Language Learning and Community Engagement in Argentina (3)The main goal of this course is to provide students with an understanding of modern Argentinian
culture and society in all its complexity; from national heritage to
contemporary social problems, and the role language and education play in this
society. The course entails service-learning, and as such students will
participate in teaching activities in La Paz elementary and/or secondary school
as scheduled in the syllabus. Students will also acquire and improve Spanish linguistic and communicative
skills through experiential learning opportunities in the Rosario community.
Students will be immersed in Spanish-speaking contexts through a combination of
community engagement and coursework. Family stays are also a vital component, providing students with a personal perspective and knowledge of
Spanish, Rosario family lifestyles, and Argentine culture.
05:300:401Individual and Cultural Diversity in the Classroom (3) Focuses on the range of student diversity in contemporary classrooms, including cultural, linguistic, and academic differences. Emphasizes strategies to enhance academic success, promote interaction, and facilitate the inclusion of diverse students in the regular school setting. Prerequisite: 05:300:200.
05:300:402Special Topics in Education (BA) Seminar on selected topics of current interest. Topics differ each semester. Consult instructor for description of topic under study.
05:300:403Independent Study in Education (BA) Independent project in education to be carried out in consultation with appropriate faculty. Arrangements for a project supervisor must be made prior to registering for this course.
05:300:406Community-Based Language Learning (3)The Community-Based English Language Learning course is required for students who are new participants in the
Conversation Tree: Community-Based Language Partnerships (formerly the SALSA
Program). The course provides a curriculum-based service-learning experience built upon a community-identified need for English language instruction and aligns with the university's mission of contributing to the cultural and social well-being of the community. Topics include demographic trends in the United States and New Jersey; an introduction to second-language learning theory and practice; and the meanings of civic engagement, community, and citizenship in a multicultural society. The course provides opportunities to work with adult English language learners at a community center and to discuss these experiences, connecting practice to scholarly research.
Students must be admitted via an application process.
05:300:407Community-Based Language Learning Leadership (1-3)The Community-Based English Language Learning Leadership Course is required for returning Conversation Tree students who desire to take on a leadership role in the Conversation Café. The course provides a curriculum-based service-learning experience built upon a community-identified need for English language instruction and aligns with the university's mission of contributing to the cultural and social well-being of the community. Topics focus on facilitation, session planning, leadership, communication, and troubleshooting for the Conversation Cafés. The course provides opportunities to act in a leadership capacity with adult English language learners at a community center hosting a Conversation Café and to discuss these experiences, connecting practice to scholarly research.
Prerequisites: For returning Conversation Tree students only; students must have taken CBLL (05:300:406) as a prerequisite.
05:300:408Community-Based Language Learning Internship (1-3)The Community-Based Language Learning Internship is for language education students or students returning to the Conversation Tree: Community-Based Language Partnerships (formerly the SALSA program). The course provides a curriculum-based service-learning experience built upon a community-identified need for English language instruction and aligns with the university's mission of contributing to the cultural and social well-being of the community. In this internship, students continue to serve as an English conversation facilitator or team leader at community partner sites alongside students enrolled in the Community-Based Language Learning (CBLL) and CBLL leadership courses. Students will continue to develop knowledge and skills to foster the language development of adult English language learners, as well as skills related to working together as a team (collaboration, communication, flexibility, etc.).Prerequisite: Students must have taken CBLL (05:300:406) or Principles of Second and Foreign Language Acquisition (05:300:430 or 15:253:520:80).
05:300:409Children's Literature in the Early Childhood and Elementary School (3)Children's literature is studied based on genre and includes author and illustrator studies. Literature is connected to content area teaching and extended literary experiences to enhance literacy development.
05:300:410Learning and Development in a Social Context: Preschool and Primary Years (3)Advanced course in child development for prospective teachers with a focus
on learning and development during the preschool, kindergarten, and primary
years. Children's social and emotional development, as well as emerging skills in
language, representation, and problem solving, is examined from a cognitive
developmental-ecological framework. Students will integrate theory and research
with observations of children in classroom and community contexts.
05:300:412Learning and Teaching in the Early Childhood Classroom (3) Addresses teaching strategies and curricula appropriate for the young child aged 3 to 8. Emphasizes the role of play in learning and development and instructional strategies to foster cognitive, social, and emotional development. Curriculum planning around integrated, thematically related experiences explored. Prerequisite: Admission to the teacher education program.
05:300:413Practicum in Early Childhood/Elementary Education I (1.5) Fieldwork in a local elementary school to observe and participate as a teaching assistant; one full day per week for nine weeks in a prekindergarten, kindergarten, or first- through third-grade classroom. Prerequisite: Admission to the teacher education program. Can be taken before or after 05:300:414. Coordinated with 05:300:412 and 494.
05:300:414Practicum in Early Childhood/Elementary Education II (1.5) Fieldwork in a local elementary school to observe and participate as a teaching assistant; one full day per week for nine weeks in a fourth- through eighth-grade classroom. Prerequisite: Admission to the teacher education program. Can be taken before or after 05:300:413. Coordinated with 05:300:441, 461, 471, and 495.
05:300:421Language and Linguistics: Exploring Language, Culture, and Power (3) Examines sociocultural theories of language and considers the critique they offer of traditional school grammar. Explores the educational and political implications of teaching traditional school grammar in light of these critiques.
05:300:422Teaching Literacy: Readers, Texts, and Assessments (3) Examines a variety of theories about what literary reading is and why it should be taught. Develop strategies for introducing, sequencing, and discussing literary texts, as well as for integrating the study of literature into the other language arts. Field experience required.
05:300:423Teaching Writing: Social and Cognitive Dimensions (3) Examines a variety of perspectives on the nature of the writing process. Considers research and theory on how teachers should teach and respond to writing. Field experience required. Prerequisite: 05:300:421.
05:300:424Adolescent Literature (3)Designed to allow teacher candidates the opportunity to engage with a range of adolescent and young adult literature for middle and high school students. The course structure allows for a view of adolescents as multiliterate beings with rich and diverse cultural worlds and identities, and an exploration of how literature can be used to engage adolescents in meaningful learning. The course is intended to provide a space for students to think and talk about how their own personal connections with literature texts inform their evolving personal theory of and professional approach to literacy instruction.
05:300:430Principles of Language Learning: Second and World Language Acquisition (3) Introductory course that examines the research and theory on first and second language acquisition related to children, teens, and adults in the United States and abroad. Prerequisites: 05:300:200, admission to the teacher education program.
05:300:431Introduction to World Language/Elementary Methods (3) Provides an introduction to the field of world language teaching and its methodology. Prerequisite: Admission to language education programs.
05:300:432World Language Secondary School Methods (3) Prepares world language teachers with pedagogical methods and techniques for secondary school language instruction.Prerequisite: Admission to language education programs.
05:300:433Language and Culture (3) Relationship of linguistic, cognitive, attitudinal, and behavioral patterns within each culture and how they affect cross-cultural communication and language education. Prerequisites: 05:300:200, admission to the teacher education program.
05:300:434Foundations of Language (3) Nature of language relevant to teachers involved with other languages and cultures. Topics include functional motivation of linguistic structure, linguistic sign, phonetics, phonemic and morphemic analysis, word semantics, and correctness. Prerequisites: 05:300:200, admission to the teacher education program.
05:300:438Methods for Teaching and Assessing World Language Learners (3)Provides an introduction to methods of teaching and assessing world language learners. Through course readings, seminar discussions, clinical experiences, and in-class presentations, students will develop expertise in two main areas: 1) methods for teaching students of world languages; and 2) research-based best practices and policies for working in a variety of programs. The class includes a clinical experience that includes observations in a school in New Jersey.Prerequisite: Admission to language education programs.
05:300:439 Methods for Teaching and Assessing English Language Learners (3)Provides an introduction to methods of teaching and assessing English language learners. Through course readings, seminar discussions, clinical experiences, and in-class presentations, students will develop expertise in two main areas: 1) methods for teaching emergent bilinguals; and 2) research-based best practices and policies for working in a variety of programs. The class includes a clinical experience that includes observations in a school in New Jersey.Prerequisite: Admission to language education initial licensure program.
05:300:441Teaching Mathematics in the Elementary School (3) Concrete, manipulative approach to teaching mathematics concepts. Psychology of learning mathematics; the elementary curriculum; effective teaching techniques. Prerequisite: 05:300:200. Open only to students who have been formally admitted to a teacher education program.
05:300:442Mathematical Practices: Doing and Teaching Mathematics (3) Focuses on understanding one's own mathematical problem-solving processes and how such processes develop in mathematics learners of all ages. Prerequisite: Admission to the teacher education program.
05:300:443Methods of Teaching and Assessing Secondary Mathematics (3) Reviews the status of secondary mathematics teaching in the United States, the reform movement of the 1990s, and current thinking about issues of concern to practicing teachers. Encourages development of personal style and approach to teaching high school mathematics. Topics include instructional planning, assessment, individual differences, cultural and gender differences, and teaching styles. Prerequisite: Admission to the teacher education program.
05:300:444Practicum in Teaching Secondary School Mathematics (3) Gives prospective secondary mathematics teachers an opportunity to observe experienced teachers, serve as an aide, work with individuals and small groups, and teach several class sessions in a high school setting. Prerequisite: Admission to the teacher education program. Corequisite: 05:300:443. Students spend two complete mornings in the school each week.
05:300:450Urban Education I (1.5)Deepens students' understandings of the strengths and complexities of urban schools and communities, with the ultimate goal of developing the knowledge, skills, and dispositions essential to socially just teaching in urban and diverse settings. Through school- and community-based inquiry and critical reading students will become more knowledgeable about the contexts of students and the issues facing urban schools and communities.
Prerequisite: Admission to the teacher education program.
05:300:451 Urban Education II (1.5)Deepens students' understandings of the strengths and complexities of urban schools and communities, with the ultimate goal of developing the knowledge, skills, and dispositions essential to socially just teaching in urban and diverse settings. Students will use their clinical placements to practice and reflect on the skills, knowledge, and dispositions that are necessary for successful teaching for social justice in urban settings.
Prerequisite: Admission to the teacher education program.
05:300:452Teaching Emerging Bilinguals in PK-12 Classrooms I (1.5)In this first module, our objective is to foster a set of dispositions toward emerging bilinguals, language, and power, and the social-political context of learning English in U.S. public schools. The goal is to introduce students to key terms and best practices that will be followed up on in content-specific settings in module II. By learning about emerging bilinguals, their experiences, and communities, students will consider their own positioning within and responsibility to language learners in their school communities.
Prerequisite: Admission to the teacher education program.
05:300:453Teaching Emerging Bilinguals in PK-12 Classrooms II (1.5)In this second module, our objective is to continue to sensitize students to the linguistic and cognitive demands of academic English within their disciplines. By learning about emerging bilinguals, their experiences, and communities, students will be able to take a critical stance towards the discourse within their disciplines regarding stereotypes, the achievement gap, and language deficits. They will continue to develop a funds-of-knowledge toolkit to disrupt mainstream views of emerging bilinguals. Students will learn instructional strategies for affording emerging bilinguals equitable access to the teaching and learning interactions and the unique social life of the classrooms they are working within.Prerequisite: Admission to the teacher education program.
05:300:461Science in PK and Elementary School: Learning and Assessment (3) Presents science as an integrated body of knowledge using investigative and inquiry techniques. Thematic or problem-based approach to science teaching. Prerequisites: Admission to the teacher education program and completion of student's liberal arts college science requirement.
05:300:462Demonstrations and Technology in Science Teaching (3) Creating science teaching support materials using resources available over the internet. For use in creating laboratory, demonstration, and related activities that would complement classroom practice. Involvement in the broad internet community of interest in science and science teaching. Prerequisite: Admission to the teacher education program.
05:300:463Comparative Education (3) This course will
investigate a wide variety of social, cultural, economic, and political issues
in schooling in an international context. Included will be a study of
implications of education for pressing contemporary social issues in Africa, western and eastern Europe, Oceania, the Americas, and the Near and Far
East. The goal will be to develop a critical understanding of the impact of
globalization on education, as well as an understanding of the dominant and
alternative paradigms of education and development, and how these translate into
educational policy and practice in communities, schools, and classrooms across
05:300:464Race and Ethnicity in American Schools (3)This course focuses on race
and ethnicity in American schools. Beginning with a historical exploration of
the social construction of race/ethnicity in the United States, the course aims
to help students think about the meaning of race/ethnicity and its significance
in U.S. society. Drawing on multiple disciplinary frameworks, the course
examines schools as sites where racial/ethnic inequality is both produced and
05:300:465Sexuality, Gender, and the Politics of U.S. Public Schooling (3)As Americans became increasingly aware of differing sexualities and multiple genders, the public school site has become a venue for great battles over which understandings will be transmitted--and which will not. From early concerns over public schools creating "sissified boys" to the contemporary debates over sexuality education, teen pregnancy, and gay-straight alliances, the public school site has been an arena of much public concern and anxiety around issues of sexuality and gender.
05:300:466Urban Education (3)This is an introduction to urban education. The course is designed to deepen your understanding of the complexity and challenge of providing quality education in urban schools. It also aims to inspire you with examples of innovative and successful education programs in urban settings. We will examine urban education from a variety of disciplines and perspectives. You will conduct research of urban communities and schools. The class is centered around the following key questions: How do urban contexts shape urban schools? What is the role of schooling both in producing and reducing economic inequality? How do youth develop as learners in urban settings? What practices push this development in a positive direction?
05:300:467Global Education: 21st-Century Trends and Issues (3)Introduces students to critical global themes and issues shaping the design, delivery, and impact of educational policies and practices in the United States, as well as internationally. Students will analyze how rapidly evolving networks of global communication, patterns of world migration, trade and environmental change, efforts to manage regional and global conflicts, and movements to expand social justice and realize guarantees of human rights are changing both the content and processes used in diverse educational settings, including schools, workplaces, and other institutions. Competing (and often conflicting) conceptions of global citizenship will also be examined, along with their implications for what it means to be an educated person during the 21st century.
05:300:468Migration, Globalization, and U.S. Education (3)Globalization
and mass migration are reconfiguring the modern world and reshaping the
contours of nation-states. This course focuses on the experiences of the
youngest members of these global migration patterns--children and youth--and
asks: What do these global flows mean for educating young people to be members
of the multiple communities to which they belong? What is globalization and why
is it leading to new patterns of migration? How do children and youth
experience ruptures and continuities across contexts of migration? How do
language policies affect young people's capacity to be educated in a new land?
What does it mean to forge a sense of belonging and citizenship in a "glocalized" world, and how does this challenge our models of national
citizenship? How are the processes by which young people are incorporated into
their new country entwined with structures of race, class, and gender? Drawing
on fiction, autobiography, and anthropological and sociological research this
class will explore these questions from a variety of disciplinary perspectives.
05:300:469Queer Issues in School (3)Introduces students to queer issues as they arise in and around U.S.
public schools. Draws on multiple disciplines (e.g. history, sociology,
law) to examine the intersections of queer issues and queer theory, the
experiences of queer students and queer educators historically and at the
present, educational laws and policies, curricula and pedagogies,
intersectionality and queer diversities, and queer activism. Using course
readings, class discussions and activities, and written reflections, students
will learn to apply queer theory to begin uncovering queer erasure, homophobia,
and heterosexism in schooling contexts. In addition, students will collaborate
toward designing more socially just formations of U.S. public schooling vis-a-vis
05:300:471Teaching Social Studies in Elementary School (3) Examines strategies and materials for teaching social studies in the elementary school. Focuses on a cluster of teaching models to engage children in the active pursuit of knowledge, skills, and values. Prerequisite: Admission to the teacher education program.
05:300:472Materials, Methods, and Assessment for Secondary Social Studies (3) Study of instructional practices, curricular trends, and teaching materials used in social studies. Prerequisites: 05:300:200. Admission to the social studies teacher education program.
05:300:480Literacy for Students with Disabilities (3) Focuses on instructional practices in special education. Explores special education approaches to teaching literacy to students with disabilities and/or at-risk learners. Procedures covered are applicable to inclusive, as well as more restrictive settings, and address the needs of students from a broad array of cultural, linguistic, and economic backgrounds. This course is taken in conjunction with a field placement, where students apply specific procedures and strategies from class. Prerequisite: Admission to the special education teacher education program.
05:300:481Materials and Methods in Special Education (3)This course focuses on instructional practices in special education. Students will learn to plan instruction for students with disabilities. They will learn a variety of research-based instructional strategies for diverse learners. Students will learn to develop lesson plans for a variety of instructional settings and in collaboration with other professionals. Research-based practices will be used to plan instruction, implement instruction, and evaluate instructional effectiveness. This course is taken in conjunction with a field placement, where students apply specific procedures and strategies from class.Prerequisites: 05:300:200 and 383.
05:300:488Dance Clinical Practice Phase 2a (2)This Clinical Practice requires a minimum of 181 hours of classroom practice (two full days per week) in an assigned GSE Clinical Partnership school under the supervision of a fully credentialed cooperating teacher in the candidate's are of anticipated licensure.Prerequisites: Admission to the teacher education program and successful completion of Clinical Experience Phase 1.
05:300:489Dance Clinical Practice Phase 2b (2)This Clinical Practice requires a minimum of 181 hours of classroom practice (two full days per week) in an assigned GSE Clinical Partnership school under the supervision of a fully credentialed cooperating teacher in the candidate's are of anticipated licensure.Prerequisites: Admission to the teacher education program and successful completion of Dance Clinical Experience Phase 2a.
05:300:494Literacy Development in the Early Years (3) Focus on literacy skills for children from birth through third grade. Emphasis on emergent literacy strategies, language and vocabulary development, word study, comprehension, writing, and parent involvement. Children's literature is explored.Prerequisites: 05:300:200, admission to the teacher education program.
05:300:495Literacy Development in the Elementary and Middle School (3) Focus on literacy skills for grades 3-8. Emphasis on higher order comprehension skills, vocabulary development, content area reading, writing, and struggling readers. Upper elementary and adolescent literature is explored. Prerequisites: 05:300:200, admission to the teacher education program.
05:300:498Clinical Experience Phase 1 (.5)This clinical internship requires 50-60 hours of structured observation
and guided participation in a GSE partnership school. Activities
include: working with individual and small groups of students;
participating in school and community activities geared toward youth
development; analyzing and understanding the context of urban schools;
observing and analyzing the experiences of students in urban schools
including emerging bilinguals and students with special needs. Prerequisite: Admission into initial licensure program.
05:300:499 Clinical Practice Phase 2 (4)This Clinical Practice requires a minimum of 181 hours of classroom practice (two full days per week) in an assigned GSE clinical partnership school under the supervision of a fully credentialed cooperating teacher in the candidate's area of anticipated licensure.
Prerequisites: Admission to the teacher education program and successful completion of Clinical Experience Phase 1.