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 teacher education program.
05:300:304Arts and the Young Child (3) This course will focus 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
activities.
05:300:305Creativity and Imagination in Educational 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: 01:830:101.
05:300:315Interactive Training for Workplace and Community Settings (3)
Focuses
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)
Focuses
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 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
will be broken into three segments. The first will be primarily a skill-based
segment during which the student participates in technical and improvisational
work. The second section will focus on lecture and discussion of key
theoretical ideas. The third will focus 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.
05:300:335Informal 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.
05:300:341Modern High School Mathematics (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) Develop 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 Resident Assistant 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.
05:300:401Individual 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 (3) 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. Course 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. Course 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)This is
an 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 I (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 Literature: Readers, Texts, and Contexts (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 Second/Foreign 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.
05:300:434Language Foundations I (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.
05:300:441Teaching 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.
05:300:442Problem-Solving Processes in 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 Secondary School 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.
05:300:461Science in the Elementary School (3) Presents science as an integrated body of knowledge using investigative and inquiry techniques. Thematic or problem-based approach to science teaching. Prerequisite: 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
the globe.
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
resisted.
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)This course 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.
05:300:471Teaching 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 and Methods in Social Studies (3) Study of instructional practices, curricular trends, and teaching materials used in social studies. Prerequisites: 05:300:200. Open only to students who have been formally admitted to the social studies teaching program.
05:300:480Literacy for Students with Disabilities (3) This course focuses on instructional practices in special education. It explores special education approaches to teaching literacy to students with disabilities and/or at-risk learners. Procedures covered in this course 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: Open only to special education students.
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.
05:300:494Literacy 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.
