Education Major Curriculum

GLLN 110: The course focuses on intensive post-developmental reading and writing, leading to confidence and proficiency in the composition of five-paragraph expository essays utilizing the following rhetorical patterns: definition; classification; exemplification; cause/effect. Correct grammar, punctuation, sentence structure, and word choice will be taught in conjunction with writing. Prerequisite: GLLN 007 or placement by examination. Corequisite: GLLN 103 or exemption.

GLLN 111: This course for English Language Learners emphasizes sentence skills, paragraph development, and the writing of three- and five-paragraph expository essays based on sample essays and other readings. Rhetorical patterns include: definition; classification; exemplification; cause/effect. 4 credits. Co-requisite: GLLN 103. If no course section of GLLN 111 is available, students may enroll in GLLN 110.

The course is based on planning, drafting, writing and rewriting critical and expository essays utilizing argument, compare/contrast, cause/effect, definition, and summary/analysis. A short critical paper with cited sources in APA format will be assigned. Prerequisite: GLLN 110 or placement.

Continued practice in expository writing. The capstone project is a 5–7-page research paper in MLA format. Prerequisite: GLLN 121 or placement.

GCON 120 - Fundamentals of Computers with Microcomputer Applications: This course discusses the basic principles of computer literacy. The student is exposed to extensive computer terminology and a thorough discussion of computer theory, including the Internet. In addition, a hands-on computer lab is incorporated into the course. The student will learn Windows operating systems, word processing, spreadsheet, and presentation application software. Outside lab time is required for class assignments. The software will be updated to reflect the constantly changing technologies available.

GCON 122 - Computer Literacy and Information Retrieval: Students examine basic computer topics and terminology, with special emphasis on electronic information retrieval, as they explore ways to utilize information retrieval technology to keep abreast of developments in their various academic disciplines. To this end, computer hardware and software are discussed, along with personal computer applications such as Microsoft Office. Internet topics, such as advanced search techniques, constructing deep searches, finding specialty information, newsgroups and mailing lists, are examined in detail. A capstone project is the preparation of a research project, making use of both traditional as well as electronic methods of research.

The nature of physical, cognitive, emotional, social, and moral development from birth through early adolescence, with implications for early intervention, early childhood education, and elementary school classroom teaching; integration of theory and research findings from the fields of developmental psychology and educational psychology. During the second half of the semester students in the early childhood program and students in the childhood program direct their projects and papers to the study of the respective developmental levels of their programs.

Design and use of computer and other technological devices that facilitate communication, learning, and related functions in educational contexts for children in general education and children in special education; technology for use in fostering literacy and remediating of reading disabilities; special applications with computers in and about the classroom; recent developments in the field of assistive technology for students with special needs. Prerequisite: GCON 120 or 122.

Explores the historical and philosophical underpinnings of modern educational theory and practice, dating back to ancient Greek, Jewish, Christian, and Muslim writings on education and tracking developments into the present. It specifically examines the forces that have shaped educational policies in the United States, highlighting the current debate around meeting the educational and social-emotional needs of students from diverse communities. The role of technology in education and society at large, critical thinking skills, information literacy, and research-based instruction are also featured.

This course focuses on the historical background of current approaches to teaching children with disabilities; special education and the Individuals with Disabilities Education Act; state and federal special education laws and regulations; identification for evaluation of students who may have disabilities; current theories and methodologies for working with students with disabilities; inclusion and the concept of the least restrictive environment; early intervention; special education curriculum modifications, classroom management, and use of technology; planning and designing co-teaching and collaborative work with other teachers; developing partnerships, including with the family, for the benefit of students with disabilities; transitional services and employment; educational challenges and instructional approaches for children with cognitive deficits, physical and sensory impairments, language delays, emotional disturbance, and learning disabilities; working with children with autism; application of principles of response to intervention and differentiated instruction; approaches and debates on reading and language arts instruction for native English speakers and English language learners. Students are exposed to evidence-based instructional methods and critically examine the concept that instruction should be evidence-based.

This course is designed to provide theoretical and experiential knowledge regarding basic principles of educational assessment and intervention for all learners. Teacher candidates will become data and assessment literate, focusing on examining the use of assessment practices and strategies to improve student success. This course places a strong emphasis on the planning of formative and summative assessments, the analysis of the use of data-driven instruction, and the application of grading practices. Teacher candidates will become familiar with measures to assess learners with special needs and learners from linguistically and culturally diverse backgrounds. Teacher candidates will develop data literacy to utilize assessment data to analyze and adjust curriculum and assessments to enhance their instructional practices and to implement evidence-based, data-driven instructional interventions.

Parents and families as the context for growth, development and learning; similarities and differences in parenting styles in various cultural groups; the range of family structures; parents and family members as teachers of young children and collaborators with professional educators; ways in which early childhood education programs build and expand upon the foundation provided by parents; how educators form constructive educational partnerships with parents; awareness of community resources for parents and their young children.

Planning, development, and implementation of learning environments and integrated curricula for young children; study of the relational processes through which children acquire knowledge, skills, and a positive attitude toward learning; the importance of play as well as teacher planning that provides students with opportunities to think about and discuss their work; current research on early childhood integrated experience and instruction in literacy, the arts, science, math, and technology, social studies (including exposure to a range of cultures and languages as well as US and NYS history and geography), family, career and consumer education, and physical education and health. Prerequisite: Prerequisite or Corequisite: GEDN 201

Development of practice skills in the use of appropriate, creative methods and materials for integrated education of young children; emphasis on the use of play and hands-on activities as well as planned experience and instruction that provide students with opportunities to explore and manipulate ideas and concepts as they explore and manipulate the world; practical implementation of integrated instruction in the curricula areas noted in the course description for GED 311.
Prerequisite: Prerequisite or Corequisite: GEDN 311

The uses of oral language (building vocabulary, expression and comprehension of the spoken word), general cognitive skills (attention, memory, use of symbols, self-regulation), the concepts underlying reading and writing, and specific literacy skills (such as symbol to symbol correspondence) as the context of and initial steps toward literacy for young children. Motivational issues that pertain to the development of reading skills are explored. Emphasis on meeting the needs of young children, including those with limited proficiency in English, who enter day care, nursery school, and other early childhood and early intervention programs with inadequate literacy-related knowledge and skills.
Prerequisite: Prerequisite or Corequisite: GEDN 201

Creation of language-rich environments and holistic approaches to reading instruction that meet the needs of children with varying language preparation and aptitudes as well as children from diverse backgrounds. Use of a range of teaching and learning modalities. Attention to connections between speech sounds and spellings; the alphabetic principle and recognition of words through letter-sound relations; achieving fluency and comprehension; spelling conventions. Emphasis on language-related experiences at home as well as school and the importance of frequent opportunities to write. Identification of services needed for children who are not making adequate progress in reading, and the importance of coordination of efforts among general educators, special educators, and reading specialists. Discussion of approaches used with language-minority children, including the conditions under which more or less emphasis is placed on reading in the native language.
Prerequisite: Prerequisite or Corequisite: GEDN 201

Introduction to educational programs for infants, toddlers, pre-K students, kindergarten students, and first and second graders with disabilities. Review of developmentally appropriate integrated curriculum content; materials and activities in language arts, books, music, art, blocks, sand, water play, cooking and other play activities; parents as collaborators. Comparison of early intervention and early childhood special education programs reflected in Individualized Family Service Plan (IFSP) and Individualized Education Plan (IEP). Comparison of least restrictive environment and natural environment approaches.
Prerequisite: GEDN 311 or GEDN 312 and GEDN 316 or GEDN 317

Setting up and managing play and learning activities in safe and developmentally appropriate environments for infants, toddlers, pre-K students, kindergarten students, and first and second graders with disabilities. Understanding temperament and its impact on the parent-child and teacher-child relationship; supporting positive parent-child interactions. Role of the teacher in guiding young children in the development of self-discipline and communication and social skills necessary for constructive peer relations and group living; interventions for prevention and management of challenging behaviors.
Prerequisite: GEDN 311 or GEDN 312 and GEDN 316 or GEDN 317

During clinical experience courses the Touro University teacher candidate is expected to engage in instructional planning, differentiation, assessment, reflective practice, formal and informal observations, course work, meetings with clinical field supervisor/faculty and cooperating teachers, and demonstrate a strong professional disposition. The candidate will work collaboratively with the cooperating teacher and clinical faculty supervisor. For the field experience component of this course the candidate must complete at least the minimum NYSED requirements of hours in one of the classroom settings (general education or special education) and in one of the grade bands required for this course: Pre-K, or Kindergarten, or Grades 1-2. For the practicum/student teaching component of this course, the candidate must complete at least the minimum NYSED requirements of days/hours in the same classroom setting and the same grade band covered in the field experience component of this course. This course is to provide candidates with opportunities to practice teaching skills identified in the New York State Teaching Standards in early childhood, co-supervised by a university-based teacher educator and a certified school-based teacher educator. All clinical hours are completed in New York State-accredited schools. Throughout the Clinical I and Clinical II courses, at least one placement must take place in a high-need school or a school serving a high-need community. Each placement and cooperating teacher will be verified and approved by the clinical field supervisor/faculty. EDSN 682 must be taken within the first 18 credits of graduate study. Candidates in the Birth-Grade 2 program must fulfill both classroom settings and all three grade bands: Pre-K/K/Grades 1-2 between EDSN 682 and SEDN 683. EDSN 682 and SEDN 683 cannot be taken at the same semester.

Students complete one 20-day practicum experience or its equivalent (at least 100 hours) teaching students with disabilities at the pre-K, kindergarten, or grade 1-2 level (inclusion classes with strong special education components are acceptable) and one 20-day experience or its equivalent (at least 100 hours) teaching students with disabilities at a second developmental level. (Please note that over the course of their field experience and practicum courses students must work with children at all three levels.) All student teaching is done in accredited schools with the involvement of appropriately certified supervising and cooperating teachers who submit student evaluation forms at the conclusion of the semester.

Over the course of the field experience and practicum courses, some work is done in a high need school or a school serving a high need community. Students keep time sheets of their hours, respond to questions about early childhood education and special education, analyze lessons of teachers observed, complete a written assignment on their understanding and use of evidence-based methods of instruction and intervention, and complete a comprehensive culminating project in which they analyze and discuss the ways in which various aspects of the program have affected their understanding of, and interventions with, children. Students also write a reflection paper on what they learned from carrying out the work of the case study completed in the second literacy course. This course includes scheduled group meetings. An assigned Touro College faculty member observes practicum students presenting formal lessons in the classroom or other educational facility. (Please note: This course must be taken in the final semester of studies.)

The developmental context to current approaches to teaching reading; creation of language-rich environments; organization of a functional reading program; informational and critical reading; assessment of reading and language skills; oral and written communication; approaches to work with English language learners and students with special needs; and attention to motivational factors in literacy development at home as well as at school.
Prerequisite: GEDN 201

The developmental context to understanding the symptoms and causes of reading disabilities; use and interpretation of achievement tests and diagnostic instruments; materials and methods used in remedial instruction; and preparation of teacher-made reading materials. Work with children and writing of case studies are required components of field experience.
Prerequisite: GEDN 301

The social and developmental contexts for teaching social studies spectrum subjects to a diverse elementary school student population; curriculum development and methods and materials; development of integrated instruction in history and geography (including history and geography of the United States and New York State), economics, citizenship and government, and the world of work; appreciation of the diversity of social life, including language, across cultures; approaches to linking instruction to the context of students' lives.
Prerequisite: or Co-Requisite: GEDN 201

The developmental context for a problem-solving approach to mathematics, science, and technology instruction and remediation; developmentally appropriate curriculum development and methods of teaching and remediation in mathematics, science, and technology; emphasis on manipulative materials and hands-on activities; application of mathematical concepts and skills in the study of science; application of mathematical concepts and skills and scientific concepts in real-life settings; and appreciation of the benefits, promise, and hazards of technology.
Prerequisite: Co-requisite: GEDN 201

The cognitive, emotional, and social contexts for exploring various art forms, including performing arts, movement, sports activities and other areas of physical education; discovering and building on individual interests and creative abilities; creating developmentally appropriate opportunities for self-expression and self-exploration; cooperation in group art and sports activities; the relationship of the arts and physical education to other curricula areas.
Prerequisite: or Corequisite: GEDN 201

Review of curriculum for elementary school children. Concepts and skills in the teaching of reading, math, language arts, social studies, and science. Modification of instructional methods and materials for children with disabilities. Demonstration lessons will be used to highlight principles of development and modification of curriculum for elementary school children with disabilities.
Prerequisite: GEDN 301 and GEDN 303 or GEDN 304

Setting up the physical environment of the classroom to maximize learning productivity and prevent unnecessary behavior problems. Review of different models of intervention approaches for handling difficult behavior in the elementary school. The teacher's role in reducing conflicts, teaching social skills, and facilitating cooperative group living. The importance of the teacher's self-awareness in teacher-student interaction. Critical incidents will be used to develop specific guidelines for effective teacher interventions.
Prerequisite: GEDN 301 and GEDN 303 or GEDN 304

During clinical experience courses the Touro University teacher candidate is expected to engage in instructional planning, differentiation, assessment, reflective practice, formal and informal observations, course work, meetings with clinical field supervisor/faculty and cooperating teachers, and demonstrate a strong professional disposition. The candidate will work collaboratively with the cooperating teacher and clinical faculty supervisor. For the field experience component of this course the candidate must complete at least the minimum NYSED requirements of hours in one of the classroom settings (general education or special education) and in one of the grade bands required for this course: Grades 1-3 or Grades 4-6. For the practicum/student teaching component of this course, the candidate must complete at least the minimum NYSED requirements of days/hours in the same classroom setting and the same grade band covered in the field experience component of this course. This course is to provide candidates with opportunities to practice teaching skills identified in the New York State Teaching Standards in early childhood, co-supervised by a university-based teacher educator and a certified school-based teacher educator. All clinical hours are completed in New York State-accredited schools. Throughout the Clinical I and Clinical II courses, at least one placement must take place in a high-need school or a school serving a high-need community. Each placement and cooperating teacher will be verified and approved by the clinical field supervisor/faculty. EDSN 694 must be taken within the first 18 credits of graduate study. Candidates in the Grades 1-6 program must fulfill both classroom settings and both grade bands: Grades 1-3 or Grades 4-6 between EDSN 694 and SEDN 695. EDSN 694 and SEDN 695 cannot be taken at the same semester.

Students complete one 20-day practicum experience or its equivalent (at least 100 hours) teaching students with disabilities at the grade 1-3 level and one 20-day experience or its equivalent (at least 100 hours) teaching students with disabilities at the grade 4-6 level. (Inclusion classes with strong special education components are acceptable.) All student teaching is done in accredited schools with the involvement of appropriately certified supervising or cooperating teachers who submit student evaluation forms at the conclusion of the semester.

Over the course of the field experience and practicum courses, some work is done in a high need school or a school serving a high need community. Students keep time sheets of their hours, complete a written assignment on their understanding and use of evidence-based methods of instruction and intervention, respond to questions about elementary school education, analyze lesson presentations of cooperating teachers observed, and complete a comprehensive culminating project in which they analyze and discuss ways in which various aspects of the program have affected their understanding of, and interventions with, children. Students also write a reflection paper on what they learned from carrying out the work of the case study. The course includes scheduled group meetings. An assigned Touro College faculty member observes practicum students presenting formal lessons in the classroom or other educational facility.
(Please note: This course must be taken in the last semester of studies.)