Instalacións

EduC 500 Educational Foundations from diverse Perspectives

This course provides a critical overview of the historical, legal, financial, organizational, and philosophical groundings of education. Candidates will examine, debate and speculate about a variety of issues as they impact schools and teachers now and into the future. These basic concepts of education are examined from the diverse perspectives of race, gender, disabilities, and language learners. Aspects of education such as funding, instructional strategies, and due process procedures will be examined from a social justice perspective. Concerns such as equity and access, alternative ways of knowing, funds of knowledge, and other cultural factors will be examined. The role of the teacher as facilitator of critical thinking and as promoter of socially responsible action in the society will be considered. Ten hours of fieldwork required. 3 credits.

EduC 501 Education in today’s Schools

This course provides a critical overview of the forces (historical, legal, financial, organizational and philosophical) that provide for the foundation of education. It examines the structure, culture, and the curriculum of “A Place Called School.” It will provide a forum for students to examine, debate, and speculate about the controversies that impact schools and teachers now and into the future. It explores the current educational challenges including charter schools, global education, technology, bilingual education, diversity, racism, sexism, school violence, and child abuse. Ten hours of fieldwork required. 3 credits.

EDUC 502 Foundations in Education for Students with Disabilities

This course offers a comprehensive perspective on students with disabilities and provides an in-depth understanding of disabilities and the impact of those disabilities on learning and behavior. Candidates examine disability categories, current trends, effective planning, and the historical, legal, and social foundations of education for students with disabilities.

Candidates explore life span issues, community agency partnerships, career issues, and support services needed by students with disabilities and their parents. Fifteen hours of fieldwork required. 3 credits.

EduC 504 Cultural Perspectives and the teaching Learning Process

Required for TESOL and bilingual students only, other students will need chair’s permission.

In this course, candidates will investigate those multicultural factors that have the greatest impact on teaching and learning: cultural, racial, ethnic, language and socioeconomic diversity. As a result of scholarly research, classroom presentations, and group discussion, students will be able to prepare lesson plans that are culturally and ethnically responsive to diverse learners and that center on issues of social justice and civic action. This course will focus on the selection and integration of teaching strategies, assessment, and curriculum in order to reflect language, ethnicity, gender, and other components of culture. In addition, students will integrate into the course appropriate learning and performance standards as described in New York State curriculum guides. Research and site-based observations of diverse classrooms will help students acquire the background knowledge, skills, and attitudes needed to effectively teach students who are learners of diverse cultural, ethnic, and linguistic backgrounds, including special needs. Ten hours of fieldwork required. 3 credits.

EduC 505 teaching English as a Second Language

This course introduces students to the historical, legal, theoretical and practical frameworks of teaching English to learners of English as a Second/Other Language, in pre-school through 12th grade classrooms, in the U.S.A. Course content includes language acquisition theories for children and adults, as well as for students with special needs, inclusive of considerations of Standard English as a second or third language for children who speak other languages, or dialects at home. Research and site-based observations of area ESL classrooms will help students acquire the background knowledge, skills, and attitudes needed to effectively teach students who are learners of English as a Second Language.

Student identification, academic placement, and a variety of successful instructional approaches & strategies, that motivate all students to learn, will be explored. Classroom discussion will address issues faced by professionals in the field of teaching English as a Second Language, effective instructional models, assessment materials, approaches and teaching practices used in teaching all language skills, and recognition of the psycho-social problems involved in second language acquisition and development. Ten hours of fieldwork required. 3 credits.

EduC 506 Educational Evaluation and Assessment from Early Childhood through Adolescence

Study of testing concepts and the application of assessment to the classroom setting. The focus is on relating assessment principles to standards-based instruction, identifying appropriate performance standards, effectively communicating these standards, and providing appropriate feedback to students. Included are planning of summative assessments, the construction and use of multiple choice, true-false, and essay type items, performance assessments and portfolios, student observation techniques and ratings scales, and the use and interpretation of standardized test data. Ten hours of fieldwork required. 3 credits.

EduC 507 Approaches to Literacy Instruction in Early Childhood through Adolescence

Examination and analysis of effective literacy instruction for students at all levels. This course includes the exploration of appropriate techniques for diverse learners. Techniques for continued assessment in reading, remediation, and enrichment will also be discussed.

Requires practical application of methods in classroom and field assignments such as observation records, tutoring, and diagnostic evaluation and analysis. Ten hours of fieldwork required. 3 credits.

EduC 508 theory and Practice in Bilingual Education

This course is designed to prepare bilingual and ESOL teachers to successfully work with language minority students, in the context of bilingual/ESL programs. It includes the study of the historical, psychological, social, cultural, political, theoretical, and legal foundations of bilingual education programs in the United States. Students will examine and analyze different bilingual program models so that they may apply such knowledge to the implementation of pedagogically effective practices for second language learners using both the L1 and L2, in curriculum implementation. Communication with parents and families concerning students’ academic and social outcomes will be highlighted. In addition, the use of community resources, programs and services to effectively improve instruction in bilingual programs will be discussed. This course supports Mercy College’s commitment to preparing educational professionals to work in diverse urban and suburban school communities and incorporates INTASC standards for licensing of new teachers.

Ten hours of fieldwork required. 3 credits.

EduC 509 Linguistics and Language development

This course introduces students to the essential concepts of Language Development and modern linguistic components that are most relevant to first and second language pedagogy. Training is given in the fundamentals of phonology, morphology, syntax, and pragmatics. Students will also study key concepts of sociolinguistics in order to gain a solid understanding of the social and cultural dimensions of language. These include:

the history of the English language, language change and variation, and the relationship between dialects and ethnic identity. Finally, candidates will gain familiarity with current research in language development and classroom practice, including language acquisition and literacy development. Ten hours of fieldwork required. 3 credits.

EduC 511A Methods and Materials in Secondary Mathematics Education Prerequisite: completion of 12 credits of coursework

Offered fall and spring only

Examination and analysis of curriculum materials and instructional strategies for teaching and learning mathematics in grades 7–12. Includes content-specific lesson planning that addresses the New York State Learning Standards, demonstrations, simulated activities, and field activities in 7–12 classrooms. Fifteen hours of fieldwork required. 3 credits.

EduC 511B Methods and Materials in Secondary Science Education Prerequisite: completion of 12 credits of coursework

Offered fall and spring only

Examination of perspectives, philosophies, theories, methods, materials, and the application of an inquiry-based approach, assessment and management strategies to the teaching and learning of secondary science education (grades 7–12). Fifteen hours of fieldwork required. 3 credits.

EduC 511C Methods and Materials in Secondary Social Studies Education Prerequisite: completion of 12 credits of coursework

Offered fall and spring only

Examination and analysis of curriculum materials and instructional strategies for teaching and learning social studies in grades 7–12. Includes content specific lesson planning that addresses the New York State Learning Standards, demonstrations, simulated activities, and field activities in 7–12 classrooms. 5 hours of fieldwork required. 3 credits.

EduC 511d Methods and Materials in Secondary English Education Prerequisite: completion of 12 credits of coursework

Offered fall and spring only

Examination and analysis of curriculum materials and instructional strategies for teaching and learning English in grades 7–12. Includes content-specific lesson planning that addresses the New York State Learning Standards, demonstrations, simulated activities, and field activities in 7–12 classrooms. Fifteen hours of fieldwork required. 3 credits.

EDUC 513 Introduction to Early Childhood Education: Foundations, Methods, and Materials

This course presents an overview of the foundations in early childhood education.

Candidates will address processes of developmental change including a study of the three domains that are integral to early childhood education: affective, cognitive, and psychomotor, for the period of birth–grade 2. The significance and effectiveness of past and present trends regarding the different types of early childhood programs will be discussed. Attention will also focus on the importance of play for the learning and development of the child. Ten hours of fieldwork required. 3 credits.

EduC 514 Working with Parents and Families of Children, in Early Childhood and Childhood

This course examines how working with parents/caregivers helps teachers to develop a better understanding of their students, and ways to develop appropriate strategies for successful collaborations with parents in schools and communities. This course also includes analyses of parenting styles, family structures and dynamics, techniques for improving communication between parents/caregivers, teachers, and children, as well as strategies for using community-based resources to support families and children. Ten hours of fieldwork required. 3 credits.

EduC 515 Educational Psychology and Middle Childhood development

A study of human development and behavior during middle childhood. Theories pertaining to physical, emotional, social and intellectual development will be explored.

Analyses of issues of autonomy, social responsibility, peer relationships, intellectual maturity, societal and familial expectations, and how these impact on the ability of the middle school child to develop mastery skills will be examined. Participants will report on ongoing assessment, instructional intervention, and progress of individual students.

Ten hours of fieldwork delete required. 3 credits.

EduC 517 Educational Psychology and Adolescent development

Theories of personality are reviewed and compared to formulations regarding individuation, autonomy, values, and other maturational and societal issues. Antagonistic and other divergent behaviors are examined, and appropriate interventions will be suggested for classroom application, with an emphasis on improving instruction in language related areas. Ten hours of fieldwork required. 3 credits.

EduC 518 Method and Materials in Middle Childhood Education

Examination, analysis and application of the major concepts, principles, theories, and research with respect to middle childhood philosophy, school organization, curricula, instruction, and assessment. Includes creative lesson planning for teaching with respect to NMSA and INTASC standards; practical field-based experiences related to young adolescence, professional teacher roles, family and community involvements. Ten hours of fieldwork required. 3 credits.

EduC 519 Behavior Management Applications for Children with Special Needs for BCBA

For learning to proceed optimally, the setting must be one where behaviors (social, emotional, and cognitive) are managed. This course will provide students with practical skills to plan, implement, and evaluate behavior management programs for both individuals and groups of children in a variety of learning environments. Considered will be techniques such as behavior modification, self-control, social skills training, assertiveness training, conflict resolution techniques, and effective education programs.

This course is the first course in the Applied Behavior Analysis course sequence. 3 credits.

EDUC 521 Methods and Materials for Teaching Students with Disabilities from Birth through Adolescence for BCBA

Study and analysis of effective teaching strategies for the education of students with disabilities. Candidates will identify strengths and discuss methods of individualizing instruction and collaboration. They will examine learning processes, lesson and unit planning across the curriculum, motivation, communication and classroom management in order to stimulate and sustain student interest, cooperation, and achievement. Students will discuss effective ways of partnering with parents and other staff members. Fieldwork required. This course is part of the Applied Behavior Analysis course sequence. 3 credits.

EduC 522 Language development and Literacy Acquisition

This course focuses on child development from Birth–Grade 6, with an emphasis on oral language development as the foundation for literacy acquisition. Special emphasis is placed upon emergent literacy and effective techniques for encouraging growth in receptive and expressive communication in young children. Research focusing on the relationship between language and literacy is reviewed. Ten hours of fieldwork required. 3 credits.

EDUC 524 Single-Subject Research Designs in Education

This course will provide an in-depth study of the topics related to classroom instruction and the essential theory, logic, concepts, principles, methods, and ethics of single subject research. The focus of the course is measurement of behavior, single-subject design tactics, and displaying and interpreting behavioral data. Students will learn to create a research question and survey the related literature; select a single-subject design tactic and graphic display, visually analyze and interpret data; and report the findings. 3 credits.

EDUC 525 Evidence Based Practices for Teaching Students with Disabilities An examination of the basic issues and trends affecting the behavior analyst working with individuals in the home-based, school or agency setting. The nature and scope of the philosophy underlying Applied Behavior Analysis, and the relationship between applied behavioral analysis and professional ethical practices as defined by the Behavior Analyst Certification Board are considered. The variety of home, agency, and school settings in which behavior analysts seek employment is investigated with a view to the specific guidelines that apply to those settings. Professional norms as confidentiality, informed consent, etc. are explained. 3 credits.

EduC 526 Functional Assessment and Positive Behavior Support

This course will provide an in-depth study of topics related to classroom instruction and school operation such as classroom management, grouping, discipline, administration, supervision, school policy, school-wide instructional approaches and/or other practical aspects of classroom instruction and school operation. This course will provide an in depth study of the following principles, issues, approaches, and strategies for classroom instruction and school from a behavior analytic perspective: School-wide Positive Behavior Support and Functional Behavior Assessment. 3 credits.

EDUC 531 Methods and Materials in Teaching Students with Disabilities, Birth–Grade 6

Prerequisite: EDUC 502

This course requires the study and analysis of effective teaching strategies for the education of students with disabilities from Birth–Grade 6. Candidates will identify strengths and discuss methods of individualizing instruction and collaboration. They will examine learning processes, lesson- and unit-planning across the curriculum, motivation, communication, and classroom management in order to stimulate and sustain student interest, cooperation, and achievement. Candidates will discuss effective ways of partnering with parents and collaborating with other staff members. Fifteen hours of fieldwork is required. 3 credits.

EDUC 532 Methods and Materials in Teaching Students with Disabilities, Grades 5–12 Prerequisite: EDUC 502

This course examines curriculum and instruction from the perspective of secondary education teachers of students with disabilities whose individual learning needs require teachers to go beyond typical models of general classroom instruction to give students with disabilities access to the general education curriculum and assessments. Candidates identify, examine, and practice a variety of effective teaching strategies for the education of students with disabilities. Candidates learn to differentiate and individualize instruction and engage in collegial collaboration. They examine learning processes, lesson and unit planning, motivation, and communication in order to stimulate and sustain student interest, involvement, and achievement. Fifteen hours of fieldwork is required. 3 credits.

EduC 537 Current Critical Issues in American Education

This course examines current educational issues and trends, and how these impact instructional practices in terms of: pedagogical and professional knowledge, addressing student diversity,using educational technology, shaping reflective teaching and professional decision-making, and demonstrating appropriate professional dispositions.

These issues and trends will be assessed through a variety of classroom activities and a culminating school-based action research project. Candidates who do not yet have appropriate experience teaching in all areas, and at both the lower and upper grade levels covered by their prospective certification area(s) will fulfill this requirement during this course by completing 20 school days of supervised student teaching, and 50 hours of fieldwork in each area of the certification(s) they are seeking, and do not already have appropriate experience. 3 credits.

EDUC 546 Educational Assessment for Students with Disabilities Prerequisite: EDUC 502

This course is designed to prepare teacher candidates to effectively assess students with disabilities in both general and special education settings. Students will develop the professional skills necessary for the observation and assessment of academic and behavioral performance. Emphasis is on those instruments and assessment methods that provide direction for instructional and behavior management, including: traditional psychometric instruments, curriculum-based assessments, clinical observations, interviews, norm- and criterion-referenced assessments, informal assessment measures, and other alternate assessment techniques, with a consistent emphasis on the assessment of students with disabilities. Ethical considerations regarding assessment policies and procedures are reviewed. Fifteen hours of fieldwork required. 3 credits

EduC 548 Principles and Strategies of Classroom Management Prerequisite: EDUC 502

This course is designed to develop the conceptual and technical skills required by teachers to help them implement meaningful instructional and behavioral strategies for effective learning by students with disabilities. Students will develop the professional skills necessary for the observation and assessment of behavior. Emphasis is on those instruments and assessment methods that provide direction for instructional and behavior management. In addition, students will learn to plan, implement, and evaluate behavior management programs for individual students in a variety of learning environments.

Theoretical formulations and practical applications of behavioral techniques, especially as they apply to management and control of behavior in the school, are stressed. Ethical considerations regarding behavior change procedures are discussed. Fifteen hours of fieldwork required. 3 credits.

EduC 551 Language Arts in Childhood and Early Childhood Education

This course examines research-based knowledge of language learning and its influence on listening, speaking, reading, writing, and nonverbal communication. The course emphasizes techniques and theoretical frameworks for building a comprehensive literacy curriculum and adopting a variety of instructional practices, such as: diagnostic and reading comprehension assessments, guided reading strategies, writing and reading workshop models, integrated visual and performing arts, and reading and writing in the content areas. This course also focuses on early literacy acquisition emergent literacy, phonemic awareness, word study, and invented spelling. Ten hours of fieldwork required. 3 credits.

EduC 552 Social Studies in Childhood and Early Childhood Education

This course examines research-based knowledge of teaching methods and strategies in early childhood and elementary social studies. Emphasis is placed on techniques and theoretical frameworks for building a comprehensive social studies curriculum and adopting a variety of instructional practices, including inquiry, authentic intellectual work, concept formation, integration of visual and performing arts, and deliberation/

structured academic controversy. The course prepares teachers to help their students fulfill the duties of citizenship in a participatory democracy. Ten hours of fieldwork

structured academic controversy. The course prepares teachers to help their students fulfill the duties of citizenship in a participatory democracy. Ten hours of fieldwork