Graduate Courses (Early Childhood/Elementary Education 251)
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15:251:561
Teaching Mathematics in PK and Elementary 1: Operations, Algebra, and Place Value (2)
Focuses on the details of children's mathematics thinking, as
well as how to use student thinking to ground learning about the
teaching of mathematics. As we address student thinking and
instructional practices, we will also discuss ways to accommodate
various learners and critical aspects of the teaching and learning of
mathematics and equity (racial, ethnicity, SES, gender, language, [dis]ability), the use of mathematical tools, and pedagogically meeting
the needs of all students. We will use the state content standards,
readings, student work, classroom video, curricula, students' practicum
placements, instructional scenarios, as well as design and
implement lessons to examine these issues. The course will help students
think about implementing mathematics instruction that is conceptually
focused.
Prerequisite: Admission to special education or elementary education initial licensure program.
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15:251:562
Teaching Mathematics in Elementary 2: Fractions, Geometry, and Data (2)
Focuses on the details of children's mathematics thinking, as well as how to use student thinking to ground learning about the teaching of mathematics. As we address student thinking and instructional practices, we will also discuss ways to accommodate various learners and critical aspects of the teaching and learning of mathematics and equity (racial, ethnicity, SES, gender, language, [dis]ability), the use of mathematical tools, and pedagogically meeting the needs of all students. We will use the state content standards, readings, student work, classroom video, curricula, students' practicum placements, instructional scenarios, as well as design and implement lessons to examine these issues. The course will help students think about implementing mathematics instruction that is conceptually focused.
Prerequisite: Admission to special education or elementary education initial licensure program.
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15:251:570
Advanced Pedagogical Techniques for the Elementary Classroom (3)
Implications of recent
research on teaching for classroom practice; emphasis on ways the research can
help inform teachers' decisions about classroom organization, management, and
instruction. Topics include classroom design; allocated, instructional, and
engaged time; grouping; seatwork; motivation; teacher expectations; cooperative
learning; and inclusion. Required field experience in a school.
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15:251:572
Curriculum Development in the Elementary School (3)
Principles governing the construction of a curriculum for a modern elementary school and the practices followed in making and using such a curriculum.
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15:251:574
Integrated Curriculum with Young Children (3)
Over
the course of the semester, students will learn how early childhood teachers
use children's experiences, interests, and ways of learning (e.g., play) to
plan responsive curricula that also teaches specific content and helps children
to learn how to learn in more formal contexts. To understand how teachers of
young children integrate subject matter in a student-centered environment, this
class will focus on methods of inquiry and sources of knowledge that can be
used with young children.
Required for all P-3 licensure programs.
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15:251:575
Learning and Teaching in the Middle School: Curriculum and Assessment (3)
Addresses instructional strategies, curricula, and learning environments appropriate for the middle school child (grades 6-8). Taught partially in GSE clinical partnership schools. Requires a field-based component.
Prerequisite: Admission to the program and satisfactory completion of first year (senior year).
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15:251:577
Historical and Contemporary Issues in Early Childhood Education (3)
Conceptual foundations for
contemporary practice in early childhood programs, including day care,
preschool, and early primary years. Psychological theory and research
undergirding various models of developmentally appropriate practice in early
childhood; strengths and weaknesses of various curriculum approaches
(Piagetian, Montessori, and behaviorist).
Prerequisite: 15:251:578 or experience in an early childhood setting (birth through second grade).
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15:251:578
Theories and Practices in Early Childhood Education (3)
Theories and methodologies related to the education of young children; teaching strategies and classroom environments analyzed in light of the development levels of preschool and primary school children.
Prerequisite: 15:295:512 or permission of instructor.
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15:251:580
Inquiry-Based Teaching, Learning, and Assessment (3)
Students learn how teachers use students' experiences, interests, and ways of learning to plan responsive curricula. Through structured experiences, students learn that an inquiry approach to teaching and learning can teach specific content while helping children to learn how to learn in more formal contexts. Students learn how to integrate subject matter in a student-centered environment and practice methods of inquiry and sources of knowledge that can be used with elementary and middle school students.
Prerequisite: Admission to special education and elementary education initial teacher licensure programs.
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15:251:581
Early Childhood Curriculum and Assessment (3)
Examines the complex relationships between learning and teaching in early childhood classrooms (pre-K to grade 3). The focus will be integrating theory with practice. We will use urban field placements and personal stories as well as those of teachers, children, and other theorists to examine the diverse ways young children learn and the many strategies that might be employed when teaching them. We will consider and practice a variety of teaching strategies, examine the curriculum content that young children might explore, and learn about the diversity of contexts in which early childhood education takes place. Attention will be paid to multiple sources for curriculum decision-making--social, historical, political, developmental, and personal.
Prerequisite: Admission to five-year elementary/P-3 initial teacher licensure program.
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15:251:670
Seminar in Early Childhood/Elementary Education (3)
Selected topics in early childhood and elementary curriculum and instruction with a focus on critical research issues, such as developmentally appropriate curriculum, effective teaching and learning strategies, design of learning environments, or child care.
Prerequisite: Permission of instructor.
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15:251:671
Practicum in Early Elementary Teaching (BA)
Field experience associated with pedagogy courses. Consists of four full days in a primary grade classroom (K-2); one visit per month for four months.
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15:251:672
Practicum in Upper-Elementary Teaching (BA)
Field experience associated with pedagogy courses. Consists of four full days in an upper-elementary classroom (grades 3-5); one visit per month for four months.
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15:251:674
Practicum in Early Childhood/Elementary Education (BA)
Field experience emphasizing the solution of problems or the development of projects relating to some aspect of early childhood or elementary education. Each student selects a problem or project as a major focus.
Prerequisite: Permission of instructor.
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15:251:675
Independent Study in Early Childhood/Elementary Education (3)
Identification and study of a substantive problem related to early childhood or elementary education.
Prerequisite: Permission of instructor.
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15:251:676
Research in Early Childhood/Elementary Education (3)
An exploration of research topics, methodologies, and techniques appropriate for conducting research in early childhood/elementary education.
Prerequisite: Permission of instructor.
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Courses 
