School of Education Course Descriptions - EDG
EDG 601 - Social Foundations (1.5 credits)
In this course candidates investigate historical and contemporary issues and trends in general, special education, and inclusive education and research on those topics. They examine the impact of laws, court decisions, politics, economics, and other social factors on equity of access, opportunity, and achievement for all students. Topics such as school financing, inclusion, disproportionality, achievement gaps, and school choice will be addressed. Particular attention will be paid to these factors across categories of student demographics such as race, gender, ethnicity, disability, linguistic diversity. Candidates will examine the structure and organization of New York State’s educational system and the relationships between schools and the communities they serve. As a result, candidates will be able to research an educational issue, identify competing ideas about the topic, describe ways in which the issue and suggested solutions affect students from under-represented and under-served groups take a position on the issue, and explain the rationale grounding their stance. They also will be able to utilize New York State School Report Cards and other relevant research to analyze the relationship between schools and the communities they serve and the correlation of that relationship to student achievement. Fieldwork is required.
EDG 602 - Adolescent Development (1.5 credits)
This course provides an overview of major theories, current research, and controversial issues in adolescent development. It highlights developmental variations and individual differences and their impact on learning and life. Various developmental aspects are examined in the contexts of culture, community, family, and school. The course also explores how to apply developmental theories and research to respond to the needs of adolescents across developmental, cultural, and linguistic continuum. Fieldwork is required.
EDG 603 - Language & Literacy in Diverse Classrooms (1.5 credits)
This course provides a comprehensive overview of the important theories and research in language and literacy development and their teaching implications in the diverse classroom. It examines various factors that influence language and literacy development, such as parents’ cultural and socio-economic backgrounds, their educational levels, children’s cognition, gender, emotion, and motivation and engagement. It addresses the language and literacy learning characteristics of children with different abilities. It explores various research based teaching and assessment strategies that will help teachers maximize the learning potentials of all learners in their academic language and literacy development. Candidates are introduced to the five elements of reading and programs that ensure reading success for all. Classroom observations in the adolescent educational settings are required.
This course introduces students to the theories of sociolinguistics and second language acquisition, with a focus on the development of academic language. The course content includes the relationship between language and culture, language and identity, classroom discourse and what it means to be an English language learner in an American educational setting. Candidates will learn how, using culturally responsive instructional practices, they can help their students learn academic language and content and develop critical thinking skills at a level comparable to their English speaking classmates. They will learn how to integrate students’ Funds of Knowledge, apply instructional strategies for English language learners and support their students in developing positive social relationships with peers. Candidates will examine the relationship between English language fluency and perceptions of knowledge. Fieldwork is required.
EDG 605 - General Assessment (3 credits)
In this course candidates will develop understanding of current trends and practices in general and special education assessment as defined by NCLB, IDEA, and New York State. This course introduces candidates to multiple assessments and their uses in monitoring student outcomes and making educational decisions within an RTI framework. Building on their developing understanding of measurement theory and its relationship to the assessment of students with diverse backgrounds, languages, and abilities, candidates will be able to evaluate formative, summative, and normative measures. They will also be able to interpret data from the assessments and share this information with parents and students. They will be able to accurately evaluate data about student progress and make appropriate recommendations for referral for services.
EDG 606 - Learning Environments (3 credits)
This course examines adolescent motivation, behavior and learning in relation to two dominant learning environments—inclusive classrooms and diverse families. Candidates will consider the knowledge, skills and dispositions necessary for successfully managing an inclusive classroom and forging productive family-school partnerships. In addition to completing traditional assessments, candidates will actively use their knowledge in simulations of professional practice. The course focuses primarily on the management of whole-class and small group interactions and introduces strategies for meeting individual students’ needs. Across the course, communication, prevention of challenging situations or behaviors and taking multiple perspectives are emphasized.
This course will provide candidates with the theoretical grounding in positive behavioral support. Candidates will develop skill in using strategies that support adolescent students with challenging behavior to succeed in school and community. This course will build upon candidate’s knowledge of creating positive classroom and school environments and focus chiefly on behavior supports for individuals. Candidates will engage in reflective case-based learning and media enhanced instruction to conduct functional behavioral analyses. Using those analyses, candidates will create behavior intervention plans, and develop knowledge of and skill in using evidence based prevention, intervention, and response strategies. Through project learning and fieldwork candidates will hone their technical and applied skills and to be able to promote positive behavior and assist adolescents in the development of social skills and self-regulation.
This introductory course provides students with a wide variety of learning theories and instructional strategies to understand and meet the needs of all students in inclusive secondary classrooms. Students will demonstrate understanding of learning theory, curricula and instructional frameworks including UbD, UDL, and RTI by planning units and lessons which evidence both diversity of instructional strategies and the ability to design modifications to enable all student to be successful learners. Students will be introduced to learning strategies, peer mediated learning, explicit instruction, and data analysis to inform instructional design. They will also apply understandings of assessment theory to design formative and summative assessments and to interpret the data about assessments to improve teaching and learning. Fieldwork is required.
This course will explore differentiation of curriculum and instruction to prepare candidates to plan, accommodate and modify their planning and teaching to meet the needs of all students, to include students identified as disabled, at risk, and culturally and linguistically diverse. Course content will include theory, research and skills necessary for successful co-teaching. Through class discussion, course assignment, simulated teaching experiences and classroom observations participants will deepen their skill in planning content area instruction to accommodate all students in inclusive classrooms within and outside of their content specialty area. All candidates will develop skill in teaching computational and word-problem solving skills to support mathematics learning. They will enhance their knowledge and skill in using learning strategies, peer-mediated learning, and explicit instruction. They will be provided with opportunities to utilize evidence-based or promising practices, the principles of universal design for learning and assistive and instructional technology. This course will include the roles and responsibilities of the teacher in IEP and transition planning.
EDG 617 - Inclusive Literacy Assessment and Instruction (4.5 credits)
This course builds on the prior language and literacy development courses as well as general methods and assessment courses. It focuses on integrating literacy instruction based on evidence-based practices in all content areas at the secondary level. Understanding the multiliterate identities of adolescent learners and ways to connect learner interests and abilities to build the academic literacy skills of reading, writing, listening, and speaking is an emphasis in this course. The course considers the development of literacy skills through use of evidence-based practices for students with varying abilities as needed for general strategy content learning, including the identification, assessment, intervention process for targeted literacy instruction. Additional issues that will be explored are specific compensatory literacy programs, assistive technology, the role of the literacy specialist in inclusion and pull-out programs and remedial literacy strategies to support students in decoding/encoding, fluency, vocabulary and comprehension. New literacies and the use of emerging technologies for content literacy instruction at the secondary level will be discussed.
EDG 618 - Individual Program Planning (3 credits)
In this course teacher candidates will practice skills to individualize instruction for students with and without disabilities. Drawing on field experiences, research, multi-media presentations, and simulations, candidates will develop competency in collaborative teaming across disciplines and with para-educators and families, IEP development, and post-school transition planning. Candidates will use multiple sources of data to develop competency and strength-based individualized plans that are responsive to the preferences of the student and the student’s family. In the process, candidates will reflect on their own ethical practice.
EDG 619 - Fieldwork (3 credits)
Candidates will complete 70 hours of fieldwork in schools and classrooms. During this time, they will implement instructional and assessment strategies with students in inclusive settings. Under the guidance of clinical supervisors and mentor teachers who receive ongoing professional development and support, students will work with students in tutoring, resource room, small group, and whole class settings. They will develop, practice, and demonstrate skills for which they are receiving instruction in coursework.
This seminar prepares candidates to examine the evidence base for practices they will utilize as future educators. The course will provide candidates with the necessary competencies to conduct collaborative inquiry on practice that will enable them to take actions to increase student learning. Its purpose is to assist candidates in examining the research literature for critical evidence of the impacts of various practices on student learning for all students, including those identified with disabilities or those who are English language learners. Additionally, the seminar will encourage the candidates to become critical consumers of educational research who will ask critical questions about the nature of research and the impacts for all students. In addition to developing the skill and will for conducting action research, candidates will design a preliminary research proposal for implementation during their student teaching semester which follows this course.
EDG 621 - Seminar in Inclusive (3 credits)
This class empowers student teachers to understand and apply principles and theories of education to enable student learning in full-time classroom teaching experience through a systematic form of inquiry and reflection developed in the prior semester. Candidates will implement a research proposal that will enable them to fulfill the requirements of their capstone project for certification. Reflection on the teaching and learning process with an emphasis on professional growth and the support of networks will be emphasized as a way to encourage retention of these future new teachers. At the heart of the course is the process of inquiry essential in fostering an effective experience for teaching and learning.
Aligned with the secondary school calendar, this 20 week course will allow candidates to meet the student teaching requirements for general and special education certification. Candidates will work with clinical supervisors and mentor teachers who receive ongoing professional development and support. They will develop skills in instruction, assessment, accommodating and modifying instruction for English language ¬learners, IEP development and implementation, transition planning, creating and maintaining safe, orderly, and effective classroom environments, and ¬¬ providing positive behavioral supports and behavioral interventions. This course will provide candidates with the opportunity to develop evidence of competency as required by New York State.