05:300:200 Introduction to Education (3) Taking a multidisciplinary approach to the study of education, this course examines educative practices in and outside of 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.

05:300:201 Introduction to Education Field-Based Lab - Clinical Experience (.5) 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.

05:300:202 Introduction to How People Learn (3) Education occurs not just in schools but in nearly every setting where people live and work--workplaces, organizations, communities, families, museums, and so on. Nearly all professions involve educating others. This course helps students learn to be effective educators in out-of-school contexts. It examines processes of effective learning and motivation in a variety of learning settings, such as learning through games, learning in after-school programs, and learning through cultural apprenticeships. It also examines connections of learning with issues of equity, diversity, and culture within and across these settings.

05:300:303 Why 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.

05:300:304 Arts 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 the course will experience the processes of these arts themselves and create products/presentations using various art forms. They will learn how to stimulate arts processes and lead art activities with young children, how to talk about these activities with children, and how to evaluate and assess these activities.�

05:300:305 Creativity 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.

05:300:306 Educational Psychology: Principles of Classroom Learning (3) Surveys areas of psychology most relevant to education. How children think, learn, and remember; influence of motivation; principles of measurement.
Prerequisite: 01:830:101.

05:300:307 Human 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.

05:300:308 Introduction to Motivation This course provides an overview of motivation in formal and informal educational settings from a psychological perspective. Most theories and research on motivation are framed around two major components of ones� motivation: Can I do this task? Why do I want to do this task? We will address these questions through the theoretical lenses of major theories of motivation including expectancy value theory, attribution theory, achievement goal theory, self-determination theory, theories of personal and situational interest, and engagement. We will examine how and why ones� responses to these questions shape their engagement and learning.

05:300:313 Introduction to Tutoring Tutoring occurs not just in schools, but also in a variety of out-of-school contexts, standardized test preparation, museum exhibits, and so on. Tutors are typically more experienced peers, teachers, or anyone with expertise in a particular subject matter. The most effective tutors not only have expertise in their subject area, but also have a thorough understanding of the strategies needed to monitor and produce meaningful learning in both one-on-one and group settings. In this course, students learn to be effective tutors in K-12 settings, both inside and outside of the classroom. It also examines connections of learning and tutoring with issues of equity, diversity, and culture within and across these settings. Students in this course will engage in frequent role-playing activities to apply what they learn about effective tutoring.

05:300:314 Presentation 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.

05:300:315 Interactive 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.

05:300:317 The 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.

05:300:318 The 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.

05:300:319 Community-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, and 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.

05:300:320 Introduction 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.

05:300:322 The 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.

05:300:324 Community-Based Learning: Theory and Practice Children and teens learn a great deal from community-based programs that take place outside of school. These programs contribute to the development of the whole child and are an important part of a healthy, balanced life. This course helps students learn about development from early childhood through adolescence in order to understand how to meet the needs of youth in out-of-school learning environments. It examines ways to develop youth�s potential by developing positive relationships with youngsters within community-based programs. Students will better understand issues of equity, diversity, and culture as they pertain to community-based learning.

05:300:326 Introduction to Teaching with Digital Tools This online course available to all graduate students at GSE was developed based on the philosophy that knowledge is socially constructed and that students and teachers learn best when learning by doing. Students will have various opportunities to engage in both individual and collaborative, project-based activities that emphasize learning through inquiry. They will explore theories of learning and how they inform the effective uses of technology in K-12 environments. Additionally, students will investigate what the latest research has to say about the integration of technology in K-12 classrooms, with emphasis being placed on the types of 21st-century skills that are required to be successful in today's digital age society. By engaging students in a variety of project-based activities throughout the semester, this course will introduce them to the various ways that new technologies are challenging traditional ways of communicating and learning. Students will be introduced to various online communication and collaboration tools while exploring how these new technologies are changing the teaching landscape. The course will also introduce students to the potential challenges and benefits that arise from these changes.

05:300:328 Developing the Digital eLearning Environment Provides an in-depth overview of both theory and practice related to online distance education. The principles identified and the issues studied in the course are applicable across a variety of settings, including but not limited to: K-12 classrooms, universities, community colleges, business/industry, and health care. Also examines the theoretical framework, historical development, pedagogical issues, and practical applications of both online and hybrid eLearning education. Prerequisite: 05:300:326 or by instructor approval.
Prerequisite: 05:300:326 or by instructor approval.

05:300:335 Informal 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.

05:300:336 Climate 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.

05:300:337 Space, 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.

05:300:338 The 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.

05:300:339 Earth 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?

05:300:341 High School Math 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.

05:300:342 Supervised 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.

05:300:350 Education 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 a 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.

05:300:361 Science: 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.

05:300:363 Public School Policy and Reform (3) This course is designed as an elective for upper-level undergraduate students interested in understanding policy and reform efforts related to elementary and secondary education in the United States. The course is built around readings of very recent books on education policy topics, ranging from racial residential segregation and the government policies that codified and reinforced that segregation, to modern education policies that further exacerbate racial inequality, the financing and economics of elementary and secondary education, issues with the measurement of the quality of our education systems, and the politics of teaching and the teacher workforce over time.

05:300:364 History 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, 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.

05:300:371 Foundations 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.

05:300:372 Foundations of the Resident Assistant Experience II (1.5)

The 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 enhance the experience for the RA's students.

05:300:383 Introduction to Special Education (3) Overview of the diverse physical, psychological, and social disabilities of special education children.

05:300:385 Teaching 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.

05:300:386 Language Learning and Community Engagement in Argentina (3) Provides 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. This 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. A critical component to this course is that 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 of the course, which provide students with a personal perspective and knowledge of Spanish, Rosarino family lifestyles, and Argentine culture.

05:300:401 Individual 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.

05:300:402 Special Topics in Education (3) Seminar on selected topics of current interest. Topics differ each semester. Consult instructor for description of topic under study.

05:300:403 Independent 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.

05:300:406 Community-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. Prerequisite: Students must be admitted via an application process.

05:300:407 Community-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 Caf�. 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 Caf�s. The course provides opportunities to act in a leadership capacity with adult English language learners at a community center hosting a Conversation Caf� and to discuss these experiences, connecting practice to scholarly research. Prerequisite: For returning Conversation Tree students only; students must have taken CBELE as a prerequisite.

05:300:408 Community-Based Language Learning Internship (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 partner 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 04:300:403) or Principles of Second and Foreign Language Acquisition (05:300:430 or 15:253:520:80).

05:300:409 Children'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.

05:300:410 Learning 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 are examined from a cognitive developmental-ecological framework. Students will integrate theory and research with observations of children in classroom and community contexts. Prerequisite: Admission to the teacher education program.

05:300:412 Learning 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.

05:300:413 Practicum 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.

05:300:414 Practicum 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.

05:300:420 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.

05:300:421 Language 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 the light of these critiques. Prerequisite: Senior status.

05:300:422 Teaching 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. Prerequisite: Senior status.

05:300:423 Teaching 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.

05:300:424 Adolescent Literature (3) Allows 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 you to think and talk about how your own personal connections with literature texts inform your evolving personal theory of and professional approach to literacy instruction.

05:300:430 Principles 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.

05:300:431 Introduction to World Language/Elementary Methods (3)

Provides an introduction to the field of world language teaching and its methodology.

Prerequisite: Admission to the language education program.

05:300:432 World Language Secondary Methods (3)

Prepares world language teachers with pedagogical methods and techniques for secondary school language instruction.

Prerequisite: Admission to the language education program.

05:300:433 Language 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.

05:300:434 Language 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, world semantics, and correctness. Prerequisites: 05:300:200; admission to the teacher education program.

05:300:438 Methods 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.

05:300:441 Teaching Mathematics in the Elementary School (3) Concrete, manipulative approach to teaching mathematics concepts. Psychology of learning mathematics; the elementary curriculum;�effective teaching techniques. Prerequisites: 05:300:200; admission to the teacher education program.

05:300:442 Problem-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.

05:300:443 Methods 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.

05:300:444 Practicum 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.

05:300:450 Urban 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.

05:300:452 Teaching 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.

05:300:453 Teaching 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 toward 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.

05:300:461 Science 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. Prerequisites: Completion of student's liberal arts school science requirement and admission to the teacher education program.

05:300:462 Demonstrations 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.

05:300:463 Comparative 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.

05:300:464 Race 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.�

05:300:465 Sexuality, 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.

05:300:466 Urban Schools: Policy and Practice (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?

05:300:467 Global 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.

05:300:468 Migration, 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.

05:300:469 Queer 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 queer issues.

05:300:470 Human Rights and Education (3) Explores critical relationships between education in the United States and the core concepts, policies, and practices of international human rights. Course topics include: the historic development of international human rights law and policies, the rights of children, historic and contemporary conflicts in the United States dealing with the right to public education, and the theory and practices related to building a human rights culture in school settings. Course readings, activities, and assessments are designed for application to any school setting and are not focused on a single subject field or certification program. Online conferences with experts in the field of human rights education will be implemented during the semester for course participants.

05:300:471 Teaching 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.

05:300:472 Materials 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.

05:300:474 Integrated Curriculum with Young Children 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.

05:300:480 Literacy 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 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. Open only to special education students.

05:300:481 Materials 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.

05:300:488 Dance 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 area of anticipated licensure. Prerequisites: Admission to the teacher education program and successful completion of Clinical Experience Phase 1.

05:300:489 Dance 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 area of anticipated licensure. Prerequisites: Admission to the teacher education program and successful completion of Dance Clinical Experience Phase 2A.

05:300:494 Literacy 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.

05:300:495 Literacy Development in the Elementary and Middle School (3) Focus on literacy skills for grades 3 through 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.

05:300:498 Clinical 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.