Graduate Catalog
 Graduate Programs In Education

Department Chairperson: Associate Professor Ken Gold
Email: gold@mail.csi.cuny.edu
Telephone: 1.718.982.3718
Education Building (3S), Room 208

*See the curriculum supplement for additions and changes
to the program.

The Department of Education offers programs leading to the Master of Science in Education (MSEd) in Childhood Education, Adolescence Education, and Special Education; and the Post-Master's Advanced Certificate for Leadership in Education.
Education courses are identified according to the following ALPHA designations:

• EDA - Supervision and Administration
• EDC - Early Childhood
• EDD - General Education
• EDE - Childhood Education (Elementary Education)
• EDP - Special Education
• EDS - Adolescence Education (Secondary Education).

Students are also referred to the section on Graduate Courses in Selected Disciplines for courses of interest to teachers and courses designed especially for professionals in education. Graduate courses are available in American studies, biology, dramatic arts, geography, history, mathematics, political science, and philosophy of science.

Policies

The following policies apply to students in the master's degree programs:

Admission

Admission and degree requirements are shown under the program descriptions that follow.

Admission with Advanced Standing

1. Graduate courses taken within the last five years at an accredited college or university may be accepted at the discretion of the coordinator of the graduate program. A maximum of 12 graduate credits in graduate courses, with a minimum grade of 3.0 (B) in each course, may be applied toward a graduate degree from the College of Staten Island.

2. Acceptance of courses meeting the above requirements is not automatic. Acceptance of any course taken elsewhere toward the requirements for the CSI degree is at the discretion of the coordinator of the graduate program. Courses submitted must be equivalent to courses offered at CSI that meet the student's programmatic needs. Therefore, students are urged to submit advanced standing requests prior to, or as soon as possible after, matriculation into the program. Forms are available at the Registrar's Office.

Grade Point Average

Students must maintain a 3.0 (B) grade point average to receive a graduate degree in education.

Advanced students may be allowed to take one or two specific graduate courses at other institutions with prior approval of the Graduate Program Coordinator and Department Chairperson.

Master of Science in Childhood Education (MSEd)
Master of Science in Adolescence Education (MSEd)
Master of Science in Special Education (MSEd)
Post-Master's Advanced Certificate for Leadership in Education

Courses

EDA - Supervision and Administration

EDA 710 Curriculum Design and Development
3 hours; 3 credits
Principles of curriculum design and instructional programming; creation and support of effective learning environments; the personal, social, cognitive, and demographic characteristics of school populations. Particular attention is given to instructional and curricular issues in urban schools.

EDA 720 Supervision and Improvement of Instruction in Schools
3 hours; 3 credits
Meaning, purpose, techniques, and organization of supervision in elementary and secondary schools; its relations to improvement of instruction and learning; evaluating teaching and creating programs for continuous professional growth of teachers in elementary and secondary schools.

EDA 724 Organization and Administration of Schools, Part I
3 hours; 3 credits
Introduction to theories and practices relating to the organization and administration of schools. Candidates explore theories of schooling, school leadership, and leadership in general that have influenced practice in public schools since their inception. The administrator's responsibilities are studied in their political, social, and economic contexts. Current policies and practices are examined and critiqued in the context of this theoretical background.

EDA 726 Organization and Administration of Schools, Part II
3 hours; 3 credits
Continued analysis of educational policy and leadership practice. Administration and leadership are studied in relation to student and adult learning, the provision of school climates conducive to individual growth, and formation of parent and community relationships that support student learning.

EDA 728 Field Experience Seminar in Leadership in Education I
3 hours; 3 credits
Pass/Fail
Candidates perform administrative roles in the New York City Summer Schools under the supervision of the school building supervisor and a program faculty member. Issues of facilities and resource management and improvement of instruction are addressed in the site and through intensive interactions with colleagues and faculty in a weekly seminar.

EDA 729 Field Experience Seminar in Leadership in Education II
3 hours; 3 credits
Selected individual projects and problems in actual supervision and administration, with opportunities for the student to exercise a leadership role related to action research in the schools. The seminar also provides for sharing understandings with colleagues while assisting them in the implementation of action research findings in school programs.

EDA 731 Research Seminar in Leadership in Education
3 hours; 3 credits
Understanding and developing competence as a consumer in the use of research methods for studying issues and problems in instructional improvement, including interpretation of research, and school- and district-based performance data.

EDA 732 Educational Leadership, Part I
3 hours; 3 credits
Change in schools is explored theoretically through relevant literature in the fields of organizational and school change, while candidates consider change issues facing the field experience site.

EDA 733 Educational Leadership, Part II
3 hours; 3 credits
Candidates apply theoretical models of systems thinking to knowledge and understandings developed during the prior semesters. Opportunities to collaborate with colleagues in the formulation of effective professional development; preparation for the application and interview process; development of entry strategies; human and intergroup relations theory and practice applied to decision making, communication, personnel relationships, and other functions of educational leadership. Candidates will prepare a portfolio of artifacts from all program courses reflecting their knowledge, understanding and developing vision for effective leadership.

EDA 735 Law and Finance in Contemporary Schools
3 hours; 3 credits
Candidates develop knowledge of laws and regulations at the city, state, and federal levels, including Federal Title legislation, IDEA and ADA, NCLB, New York State Regulations, Chancellor's Regulations, and contracts. Candidates apply knowledge to real situations in their schools, regions, and New York State.
     School finance is addressed at the school and district levels through development of strategic plans and use of budget software. Issues of national education policy are explored in a financial context.

EDC - Early Childhood Education

EDC 600 Contemporary Curriculum in Childhood Education in Grades 1-2
3 hours; 3 credits
A study of controversial issues affecting early childhood programs, curriculum, and practice in grades 1 and 2. Discussions of contemporary issues are placed within the context of the history of early childhood curriculum and curriculum theory. Emphasis is on enlarging and refining students' thinking on issues that impact early childhood education.

EDC 601 Advanced Early Childhood Science
and Mathematics Education
3 hours; 3 credits
An integrated approach to teaching science and mathematics at the early childhood level, grades N-2.

EDD - General Education

EDD 602 Studies in Urban and Metropolitan Education
3 hours; 3 credits
An examination of economic, social, and technological developments in American cities and the resulting educational changes for children in present-day urban areas. The social identities of children are explored in terms of race, class, gender, ethnicity, and ability. Promising programs of urban education are examined as well. This course discusses hazards to children, including child abuse, substance abuse, and child safety, as well as violence prevention. Students spend ten (10) hours in varied education environments examining the connections between school and society. Not open for students who have taken EDE 200, EDS 201, or equivalents.

EDD 606 History of Urban Education in the United States
3 hours; 3 credits
Examination of major developments in American educational thought, practices, and organization as they occurred in the cities of the United States. Emphasis on the role of identity politics and material transformations in shaping the character of public schools. Contemporary efforts to reform urban education are placed in historical context. This course meets the human relations requirement of the New York City Board of Education.

EDD 609 Child Cognitive Development and Learning
3 hours; 3 credits
Examination of the main concepts and principles of teaching/learning that stem from modern psychological theories of cognitive development. Students will analyze and critically evaluate different theoretical frameworks (constructivist, sociocultural, and information processing theory). Using group and class discussions and other interactive formats, students will learn how the ideas of developmental psychology can be integrated into their classroom teaching. A fieldwork component of ten (10) hours is included. Not open for students who have taken EDE 260 or its equivalent.

EDD 610 Adolescent Development and Learning
3 hours; 3 credits
Introduction to a range of core ideas regarding teaching and learning. Psychological and social factors that influence students and classroom practice will be addressed, with primary attention to implications for student performance. The intent is to challenge traditional assumptions regarding adolescents' thinking, emotions, and social behavior, and to introduce current thought based on research findings. A fieldwork component of twenty (20) hours is included. Not open for students who have taken EDS 202 or its equivalent.

EDD 611 Advanced Educational Psychology
3 hours; 3 credits
This course is designed to acquaint the student with the broad scope of psychological investigations within the field of education. A critical analysis and evaluation of selected readings is intended to aid the student in interpreting professional literature.

EDD 612 Sociocultural Development during Childhood
3 hours; 3 credits
How a child becomes a member of a culture and the implications for development and schooling. A sociocultural perspective on child development will be used to achieve an understanding of children as members of their community and as participants in a world culture changing due to technology and popular culture. Discussion will move beyond research and theory to help students better understand the children in their classrooms.

EDD 613 Developmental Psychology: Childhood
3 hours; 3 credits
Psychological development of the child from birth to early adolescence, with emphasis on the cognitive, social, and emotional aspects of growth that play a major role in elementary school learning. Theoretical formulations and research findings will be related to situations and problems.

EDD 615 Developmental Psychology: Adolescence
3 hours; 3 credits
Psychological development from early to late adolescence with emphasis on those aspects of personal and social adjustment that influence school learning in middle schools and high schools. Theoretical formulations and research findings will be related to situations encountered in the class by teachers.

EDD 616 Comparative and International Education
3 hours; 3 credits
Comparison of educational philosophies and systems in the modern world.

EDD 618 The Idea of the Contemporary University
3 hours; 3 credits
Examination of the contemporary critique of higher education with particular focus on curriculum issues within the university and their connection with curriculum issues in the primary and secondary schools. The mission of the university is explored through the works of such thinkers as Michael Oakeshott, Alfred North Whitehead, José Ortega y Gasset, and Martha Nussbaum in order to speculate on how their ideas inform our study. The course provides a forum for students to extend their understanding of the American university and its relationship to American society, especially lower educational institutions.

EDD 620 The Teacher and Curriculum Improvement
3 hours; 3 credits
Exploration of practices that improve the learning process. Examination of the role of the classroom teacher in planning classroom curriculum within the context of a specific school's purpose, function, and structure. Use of the Internet for curriculum development and delivery.

EDD 622 The School and Its Community Relationships
3 hours; 3 credits
Examination of social forces affecting the school in American society. Socialization of the individual in the family, peer group, and community agency, in group educative processes, and in intergroup relations. Individual projects in testing general concepts through exploration of sociological phenomena in the local community.

EDD 624 Multiethnic Approaches to Teaching
3 hours; 3 credits
Examination of the role of race, gender, ethnicity, and class in education. Beginning with a self-assessment of the impact of these interconnected issues, students analyze learning environments, developing their own theoretical foundations for addressing race, gender, ethnicity, and social class in their classrooms. The course will focus on the works of Paulo Freire, Henry Giroux, Bell Hooks, and Sandra Harding, among others.

EDD 626 Historical Themes and Interpretations
(Also HST 626)
3 hours; 3 credits
Examination of selected themes in world history, such as nationalism, globalization, minorities and society, religion and the state, and humans and their environment. Each semester the course will focus on the development of one theme, affording students the opportunity to deepen their interpretation through case studies, critical analysis of texts, museum work, and Internet research.

EDD 627 Historical Perspectives on Mathematics Topics
(Also MTH 627)
3 hours; 3 credits
An examination of the historical origins and contemporary applications of mathematics topics selected from areas such as arithmetical computation, number theory, cryptology, graph theory, geometry, and probability. Emphasis upon exploration, analysis, and problem solving. Intended for teachers who wish to extend their own knowledge of mathematics and enhance classroom pedagogy.
Prerequisites: Two courses in fundamentals of mathematics (equivalent to MTH/SLS 217 and 218)

EDD 628 Philosophy and Children
3 hours; 3 credits
Study of selected classics of Western philosophy. Creation of ways to bring philosophical issues, concerns, and practices into schools in forms accessible to students in grades K-12. Practice with community of inquiry teaching techniques.

EDD 630 Educational Seminar I
3 hours; 3 credits
Preparation for a student inquiry involving the collection of data on the processes and conditions of learning, including the identification of a topic, problem, or question for study, and the investigation of relevant literature. Students complete a critical literature review and design a project to be executed in EDD 631.
Prerequisite: Students must have completed at least 21 credits of the graduate program prior to entry

EDD 631 Educational Seminar II
3 hours; 3 credits
Implementation of a student-initiated inquiry involving the collection of data on the processes or conditions of learning. The seminar serves as a forum to guide and assess students' progress on their project design from EDD 630. Students submit a formal written document and make an oral presentation, both of which critique relevant literature, analyze research findings, interpret the significance of the project, and consider its implications.
Prerequisite: EDD 630

EDD 642 New Media of Instruction
3 hours; 3 credits
Students learn to apply new educational technology to enhance their own professional growth and productivity. They will use technology in communicating, collaborating, conducting research, decision making, and solving problems. Using the Internet as an educational resource and learning how to infuse technology in teaching and learning are the main goals of the course. Note: This course is not open to students who have successfully completed CSC 602.

EDD 643 Sociology of Schools
4 hours; 4 credits
This course applies sociological approaches to the study of school
organization and its effects. Students are introduced to a wide array of
topics that relate to the embeddedness of schools in social contexts. The
course will span a variety of organizational processes such as moral and
technical socialization, stratification, authority, social cohesion, and
knowledge organization and distribution.

EDE - Childhood Education (Elementary Education)

EDE 601 Teaching and Learning Social Studies in Elementary Education
3 hours; 3 credits
This course is designed to prepare prospective teachers for social studies instruction at the elementary level. The course examines the structures and concepts of the social studies as well as appropriate connections to other disciplines within the curriculum. Relevant research on child development and learning is incorporated, as are strategies to provide for students' special needs. Issues addressed include curriculum development, resources and materials, management, standards, assessment, and the educational application of technology. A fieldwork component of fifteen (15) hours is included. Not open for students who have taken EDE 302 or its equivalent.

EDE 602 Teaching and Learning Reading
in Elementary Education
3 hours; 3 credits
The methodologies and materials used in reading instruction and literacy development. Students will analyze and apply strategies, organizational designs, materials, and assessments for language and literacy teaching. Technology will be infused throughout the course to facilitate teaching and learning processes. Emphasis will be placed on addressing the needs of students in urban contexts, who reflect a range of abilities, experiences, and diverse cultural and linguistic communities. A fieldwork component of fifteen (15) hours is included. Not open for students who have taken EDE 302 or its equivalent.

EDE 603 Teaching and Learning Mathematics in Elementary Education
3 hours; 3 credits
The design and implementation of mathematics lessons that will address the needs of students with a variety of abilities, the integration of instructional technology into the curriculum, and multiple approaches to assessment of learning. The roles of context, culture, and language are explored as they relate to the development of mathematical ideas, strategies, and models in the elementary years. A fieldwork component of fifteen (15) hours is included. Not open for students who have taken EDE 303 or its equivalent.

EDE 604 Teaching and Learning Science in Elementary Education
3 hours; 3 credits
An inquiry approach to help entering teachers develop methods that foster and encourage elementary students to develop their natural curiosities about their world. Students will learn how to teach science within the context of the state and national science standards. The course will stress experiential teaching of science and refinement of students' professional approach based on peer feedback and self-reflection. A fieldwork component of fifteen (15) hours is included. Not open for students who have taken EDE 303 or its equivalent.

EDE 608 Teaching Practicum I in Elementary Education
2 hours; 2 credits
Students complete 30 days in a mentored teaching experience in an elementary school setting in grades 1-3 or 4-6. Students currently employed as teachers work with a faculty member, a cooperating teacher, and the school principal or designee to enhance learning for individual and groups of children of varying abilities. Students meet once a week for two hours in a seminar to reflect upon the educational philosophies they have studied and the methodologies they are currently implementing in their own classrooms as they develop their own approaches to teaching and learning. The teacher's role in developing environments that are safe and nurturing as well as intellectually stimulating and challenging for all students is examined. Graded Pass (P) or Fail (F).
Prerequisites: EDD 602, EDD 609, EDE 601, EDE 602, EDE 603, and EDE 604

EDE 609 Teaching Practicum II in Elementary Education
1 hour; 1 credit
Students complete 20 days in a mentored teaching experience in an elementary school setting in grades 1-3 or 4-6. Students currently employed as teachers work with a faculty member, a cooperating teacher, and the school principal or designee to enhance learning for individual and groups of children of varying abilities. Students meet once a week for two hours in a seminar to reflect upon the educational philosophies they have studied and the methodologies they are currently implementing in their own classrooms as they develop their own approaches to teaching and learning. The teacher's role in developing environments that are safe and nurturing as well as intellectually stimulating and challenging for all students is examined. Graded Pass (P) or Fail (F).
Prerequisite: EDE 608

EDE 610 Student Teaching in Elementary Education
6 hours; 6 credits
Practice and problem solving in student teaching in elementary schools. Students are required to be in attendance at an assigned school full-time (8:30am-3:00pm), five days per week. Students will teach in grades 1-3 for part of the semester and in grades 4-6 for part of the semester. Students meet once a week for two hours in a seminar to reflect upon the educational philosophies they have studied and the methodologies they are currently implementing in their own classrooms as they develop their own approaches to teaching and learning. Application for a student teaching assignment must be completed and filed with the Student Teaching Office the semester preceding the semester in which the student plans to student teach. Students must also submit three letters of recommendation from full-time Education faculty. Graded Pass (P) or Fail (F).
Prerequisites: EDD 602, EDD 609, EDE 601, EDE 602, EDE 603, and EDE 604

EDE 620 Advanced Social Studies Education
for Elementary School Teachers
3 hours; 3 credits
The place of the social studies in the elementary school curriculum. Development of units and other teaching and learning materials. Emphasis on creative learning in the social studies.

EDE 630 Advanced Science Education for
Elementary School Teachers, Grades 3-6
3 hours; 3 credits
Investigation of current curriculum improvement projects and new trends in elementary science education. Examination of conceptual schemes in the biological and physical sciences as they relate to the children's “doing” of science in grades 3-6.

EDE 631 Advanced Science Education for
Elementary Teachers, Grades 1-2
3 hours; 3 credits
An intensive exploration of current theory in science education in grades 1 and 2 with particular emphasis on the transformation of theory into classroom experience. Current research studies and related literature will be utilized to provide a conceptual framework within which modern trends in the discipline may be viewed.

EDE 640 Advanced Mathematics Education for Elementary School Teachers, Grades 3-6
3 hours; 3 credits
Examination of the conceptual structure in mathematics of the mathematics curricula for the elementary school in grades 3-6. Designed to assist the teacher in presenting these concepts, this course explores a variety of viewpoints concerning development and reinforcement of subject matter at successive levels.
Prerequisite: At least two courses in mathematics at the 100 level or above

EDE 642 Advanced Mathematics for Elementary School Teachers, Grades 1-2
3 hours; 3 credits
Analysis of the conceptual structures in mathematics as applied to grades 1 and 2. Developed to aid the teacher in communicating modern concepts of mathematics to young children.

EDE 650 Advanced Study in Reading
3 hours; 3 credits
This course is designed to provide teachers with an inventory of ideas in reading. The programs, methods, and materials in reading diagnosis, skill development, and creativity presented in this course will be applicable to classroom situations.

EDE 651 Integrated Strategies for Underachieving Readers
3 hours; 3 credits
Examination of theories of oral and written language learning with a focus on models of literacy instruction for children at risk of reading failure. Review and evaluation of formal and informal assessments and teaching strategies for children from diverse language and cultural backgrounds and methods for addressing specific reading problems within a balanced reading program.

EDE 652 Children's Literature
3 hours; 3 credits
Examinations of the place of reading in the child's life. Use of reading techniques to acquire enjoyment, interest, information, and, especially, appreciation. Storytelling materials appropriate for children in nursery school and kindergarten. Interpretive and critical study of literature suitable for children of varied abilities and backgrounds in elementary grades. Introduction to promising practices of using children's literature in various fields.

EDE 661 Music and Movement in Childhood Education
3 hours; 3 credits
An examination of theories and current methods in the teaching of music, movement, and dance in early childhood and elementary schools. Techniques of instruction and motivation to promote expressiveness, creativity, appreciation, and skill in music, movement, and dance. Studio experiences for students who want to develop their understanding and skill in teaching music and movement to children who are developing normally and to children with special needs.

EDE 662 Advanced Art
3 hours; 3 credits
An examination of theories and current methods in teaching art in early childhood and elementary schools. Techniques of instruction and motivation to promote expressiveness, creativity, appreciation, and skill in art. Studio experiences for students who want to develop their understanding and skill in teaching art to children who are developing normally and to children with special needs.

EDM - Middle School

EDM 601 Teaching and Learning Social Studies at the Middle School Level
3 hours; 3 credits
Introduction to the history, content, methods, and functions as well as structures, concepts and instruction of social studies to young adolescents are examined. Students explore a range of alternative strategies and technologies to address the needs of adolescents with and without special needs. Cultural and linguistic diversity are widely integrated in course content as in individual and group assignments in which students create specific curricula in Social Studies at the middle school level.
Prerequisite: Entry into Sequence 3 program

EDM 603 Teaching and Learning Mathematics at the Middle School Level
3 hours; 3 credits
Investigation of issues and research in mathematics teaching and learning at the middle school level. Topics include curriculum, standards, technology, assessment, diverse learners, problem solving, instructional strategies, and resources.
Prerequisite: Entry into Sequence 3 program

EDM 604 Teaching and Learning Science at the Middle School Level
3 hours; 3 credits
The course covers the pedagogy and educational issues in science that are fundamental to teaching and learning at the middle school level. Pedagogical topics explored include learning-teaching styles, classroom organization and management, safety and equipment concerns, experimentation, lesson planning and execution, assessment and evaluation, and standards-based programs. Educational issues related to science teaching that will be explored include alternative conceptions and conceptual change theories.
Prerequisite: Entry into Sequence 3 program

EDP - Special Education

EDP 601 The Gifted Child in the Classroom
3 hours; 3 credits
Understanding gifted children and how to meet their educational needs.

EDP 602 Creative Arts in Special Education
3 hours; 3 credits
A workshop in a variety of expressive art media used in teaching children with various learning disabilities

EDP 610 Psychology of Exceptional Children
3 hours; 3 credits
The psychological, educational, social, and communicative needs of exceptional children and theories of behaviorism and cognitive psychology as they relate to methods of instruction. All categories of exceptionality are covered, with emphasis on cultural and linguistic diversity. Students are required to spend 20 hours in a variety of special education settings collaborating with teachers, parents, and professionals from multidisciplinary teams to broaden their experiences with the practices and services available to students with disabilities.
Corequisite: EDP 640

EDP 611 Social Foundations of Special Education
3 hours; 3 credits
The historical and legal background of special education, a sociological view of disability, and the current state of special education including issues confronting the field, such as inclusion, professionalism, and ethics. The course is designed to broaden students' understanding of the evolution of special education in the contexts of social, economic, and political influences. Students are required to spend 20 hours in a variety of special education settings collaborating with teachers, parents, and professionals from multidisciplinary teams to expand their understanding of the field of special education.
Prerequisite: EDP 610

EDP 612 Foundations of Special Education
3 hours; 3 credits
The psychological, historical, and social foundations of special education. All categories of exceptionality are covered, with emphasis on cultural and linguistic diversity. The course covers the current state of special education, including issues confronting the field, such as inclusion, professionalism, and ethics. Students are required to do 20 hours of fieldwork in a variety of special education settings, including an inclusive setting. Fieldwork entails collaboration with parents and professionals from multidisciplinary teams to expand their understanding of the field of special education. Prerequisite: EDD 602

EDP 615 Teaching Exceptional Adolescents
3 hours; 3 credits
The course is designed to provide teachers with the knowledge and competencies required to implement a variety of learning strategies and study skills for improving the literacy skills of adolescents with learning disabilities. Theories and research findings that support the effectiveness of a cognitive approach to literacy instruction, instructional procedures, and facilitation of the process in which the learner is engaged are major components of the course.
Prerequisites: EDP 610 and EDP 621

EDP 620 Teaching Exceptional Children with Severe and Low-Incidence Handicapping Conditions
3 hours; 3 credits
Methods, materials, and curriculum practices for teaching students with severe and low-incidence handicapping conditions. Adaptations and modifications for severely mentally retarded and emotionally disturbed persons will be discussed.
Pre- or corequisite: EDP 610 or equivalent

EDP 621 Teaching English Language Arts and Social Studies in Special Education and Inclusive Classrooms
3 hours; 3 credits
Examination of the learning and curricular needs of students with disabilities in English language arts and social studies. Emphasis is placed on students' acquisition of a knowledge base in these content areas and on effective methods of instruction. The cultural and linguistic diversity of students with disabilities is discussed in detail. Twenty hours of fieldwork in varied educational environments provide additional experiences in teaching English language arts and social studies.
Pre- or corequisite: EDP 610 or EDP 612

EDP 622 Classroom Management in Special Education and Inclusive Classrooms
3 hours; 3 credits
The behavioral and psychoeducational approaches as they apply to classroom management. Techniques that increase desirable behaviors and techniques that ameliorate maladaptive behaviors are covered in detail for populations including those with mild/moderate, severe, and multiple disabilities. Preventive techniques are emphasized for classrooms in which teachers need to accommodate students with diverse levels of functioning, as well as diverse cultural and linguistic backgrounds. Twenty hours of fieldwork in one setting help students apply the techniques reviewed during class. This course satisfies the NYC Department of Education human relations requirement.
Prerequisite: EDP 610 or EDP 612

EDP 623 Classroom Management in Special Education II: Practical Applications
3 hours; 3 credits
This course emphasizes the skills and competencies required to observe, define, interpret, and manage inappropriate behaviors effectively. Procedures and materials designed to facilitate positive changes in behavior will be discussed.
Prerequisites: EDP 610 and EDP 622

EDP 624 Reading: Assessment and Instruction in Special Education and Inclusive Classrooms
3 hours; 3 credits
Comprehensive coverage of the developmental nature of reading approaches to assessment and instructional methods for correcting reading problems of students with disabilities. The informal assessment techniques discussed include traditional and alternative approaches. Students acquire the skills necessary to assess reading effectively and to make appropriate linkages to instruction. Twenty hours of fieldwork in a variety of educational settings enhance students' experiences in diagnostic techniques and appropriate linkages to instruction.
Pre- or corequisites: EDE 602 and EDP 610 or EDP 611

EDP 625 Reading: Advanced Instructional Methods
3 hours; 3 credits
Advanced examination of current reading theories and instructional practices, with emphasis on improving the reading comprehension of students with disabilities. Students gain an in-depth understanding of the interactive nature of reading, the role of language development in reading acquisition, and the connections of language to students' reading and writing difficulties. Issues addressed include developmentally appropriate instruction, cultural and linguistic diversity, and literature-based instruction. Twenty hours of fieldwork in a variety of educational settings increase students' knowledge of activities and techniques that enhance reading comprehension.
Pre- or corequisites: EDE 602 and EDP 610 or EDP 611

EDP 626 Principles of Assessment in Special Education
3 hours; 3 credits
Basic principles of measurement, diagnosis, and student evaluation, including domains of intelligence, achievement, language, and behavior. Formal and informal assessment techniques for classification and placement decisions are discussed. Authentic (performance-based) assessment techniques for instructional planning and ongoing assessment are also covered.
Pre- or corequisite: EDP 610 or EDP 612

EDP 627 Assessment for Instruction in Special Education and Inclusive Classrooms
3 hours; 3 credits
The development, administration, scoring, analysis, and interpretation of informal assessment techniques in the language arts and mathematics. Principles of curriculum-based assessment and criterion- referenced testing are covered in detail with emphasis on the construction of teacher-made tests. Students develop skills in observing, recording, and monitoring students' progress, and planning instruction in the context of classroom curriculum.
Prerequisite: EDP 610

EDP 630 Practicum in Special Education
3 hours; 3 credits
Students complete 40 days or the equivalent in a mentored teaching experience: 20 days in a special education setting in grades 1-3 and 20 days in a special education setting in grades 4-6. Students currently employed as teachers work with a faculty member, a cooperating teacher, and the school principal or designee to enhance learning for individual and groups of children of varying abilities. Students meet once a week for two hours in a seminar to reflect upon the educational philosophies they have studied and the methodologies they are currently implementing in their own classrooms as they develop their own approaches to teaching and learning. The teacher's role in developing environments that are safe and nurturing as well as intellectually stimulating and challenging for all students is examined.
Prerequisite: Students must have completed at least 18 credits of the graduate program, including EDP 610 and EDP 611, or EDP 612

EDP 631 Teaching Practicum I in Special Education
2 hours; 2 credits
Students complete 30 days in a mentored teaching experience in a special education setting in grades 4-6. Students currently employed as teachers work with a faculty member, a cooperating teacher, and the school principal or designee to enhance learning for individual and groups of children of varying abilities. Students meet once a week for two hours in a seminar to reflect upon the educational philosophies they have studied and the methodologies they are currently implementing in their own classrooms as they develop their own approaches to teaching and learning. The teacher's role in developing environments that are safe and nurturing as well as intellectually stimulating and challenging for all students is examined.
Prerequisites: EDD 602, EDD 609, EDE 601, EDE 602, EDE 603, EDE 604, and EDP 621

EDP 632 Teaching Practicum II in Special Education
1 hour; 1 credit
Students complete 20 days in a mentored teaching experience in a special education setting in grades 1-3 or 4-6. Students currently employed as teachers work with a faculty member, a cooperating teacher, and the school principal or designee to enhance learning for individual and groups of children of varying abilities. Students meet once a week for 2 hours in a seminar to reflect upon the educational philosophies they have studied and the methodologies they are currently implementing in their own classrooms as they develop their own approaches to teaching and learning. The teacher's role in developing environments that are safe and nurturing as well as intellectually stimulating and challenging for all students is examined.
Prerequisite: EDP 631

EDP 633 Student Teaching in Special Education
6 hours; 6 credits
Practice and problem solving in student teaching in elementary school special education settings. Students are required to be in attendance at an assigned school full-time (8:30am-3:00pm), five days per week. Students will teach in grades 1-3 for part of the semester and in grades 4-6 for part of the semester. Students meet once a week for two hours in a seminar to reflect upon the educational philosophies they have studied and the methodologies they are currently implementing in their own classrooms as they develop their own approaches to teaching and learning. Application for a student teaching assignment must be completed and filed with the Student Teaching Office the semester preceding the semester in which the student plans to student teach. Students must also submit three letters of recommendation from full-time Education faculty.
Prerequisites: EDD 602, EDD 609, EDE 601, EDE 602, EDE 603, EDE 604, and EDP 621

EDP 635 Primary Support Systems in Special Education
and Inclusive Classrooms
3 hours; 3 credits
Teachers are assisted in understanding and addressing issues pertaining to the related service needs of exceptional children and youth and their families, with focuses on issues of assessment, placement, and provision of related services; identification and prevention of child abuse (sexual, physical, emotional, neglect); and substance abuse. Supportive therapies and other resources addressing the diverse needs of exceptional children are also addressed.
Prerequisite: EDP 610

EDP 640 Fundamentals of Research in Special Education
3 hours; 3 credits
This research-based course introduces students to various methods of inquiry that include principles of empirical research, basic statistical and measurement concepts, and criteria for evaluating published educational research studies. A proposal is developed that is the basis for the culminating research project that students complete in EDP 642.
Prerequisite: EDP 610, EDP 611, or EDP 612

EDP 642 Research Project in Special Education
3 hours; 3 credits
This course is the second half of the research sequence. To complete the research projects they began in EDP 640, students review and synthesize the literature, collect data, apply statistical methods for data analysis where appropriate, and discuss the implications of their findings. The flexible design of the course allows students to develop their projects based on portfolios, curriculum design, or research reports that incorporate their understandings of the academic and social needs of students with disabilities, the field of special education, and issues inherent in inclusion. The final project represents the culminating experience of the program.
Prerequisites: EDP 621, EDP 622, EDP 624, EDP 640, and EDP 680

EDP 643 Internship in Special Education I
2 hours; 2 credits
This two-sequence course emphasizes the philosophy, methods, and activities that reflect contemporary theories, research findings, and best practices in the field of special education, in group seminars or individual conferences. The fieldwork component will comprise internships with designated master teachers in special education classrooms. Faculty, master teacher, and graduate student will collaborate on various aspects of teaching and professional development.
Prerequisites: EDP 610, EDP 621, and EDP 622
This course is open only to graduate students who do not have two years' teaching experience in a special education classroom. They will register for Part I, two credits, in the spring semester and Part II, one credit, in the fall semester.

EDP 644 Internship in Special Education II
1 hour; 1 credit
This second part of a two-sequence course will emphasize philosophy, methods, and activities that reflect contemporary theories, research findings, and best practices in the field of special education in group seminars or individual conferences. The fieldwork component will comprise internships with designated master teachers in special education classrooms. Faculty, master teacher, and graduate student will collaborate on various aspects of teaching and professional development.
Prerequisite: EDP 643
This course is open only to graduate students who do not have two years' teaching experience in a special education classroom. They will have successfully completed Part I for two credits in the spring semester.

EDP 650 Special Education in the Early Childhood Years
3 hours; 3 credits
This course will emphasize the comparison of normal child development to the special developmental discrepancies of the child with handicapping conditions in such areas as cognitive, motor, language, social, and behavioral functioning. Techniques of assessment, diagnosis, and program planning will be discussed. Emphasis will also be placed upon the needs of the family of young exceptional children.
Prerequisites: Enrollment in a Master's degree program in Education or the Advanced Certificate Program, and EDP 610

EDP 656 Teaching English Language Arts/Social Studies in Special Education and Inclusive Classrooms at the Middle School Level
3 hours; 3 credits
Examination of the learning and curricular needs of students with and without disabilities in English language arts and social studies at the middle school level. Emphasis is placed on students' acquisition of a knowledge base in these content areas and on effective methods of instruction. The cultural and linguistic diversity of students with and without disabilities is discussed in detail.
Prerequisites: Entry into Sequence 3 program; EDM 601 and EDM 651

EDP 657 Reading Assessment and Instruction in Special Education and Inclusive Classrooms at the Middle School Level
3 hours; 3 credits
The course offers comprehensive coverage of the reading difficulties of students with and without disabilities at the middle school level. Traditional assessment approaches are addressed, but emphasis is placed on informal assessment techniques including alternative/ authentic approaches. Students acquire the skills necessary to assess reading effectively and to use assessment data in the development of instructional plans.
Prerequisites: Entry into Sequence 3 program; EDE 651

EDP 658 Teaching Mathematics and Science and Integrating Technology in Special Education and Inclusive Classrooms at the Middle School Level
3 hours; 3 credits
At the adolescent level, math and science instruction is provided with an emphasis on the use of technology to foster inquiry and enhance learning. Students acquire information about software and other classroom-based technologies designed to improve academic performance. Students learn to develop curriculum integrating Web-based activities and making effective instructional adaptations.
Prerequisites: EDM 603 and EDM 604

EDP 660 Teaching Students with Special Needs in the General Education Classroom
3 hours; 3 credits
This course prepares educators to provide for the individual special needs of students with learning and behavioral differences who are integrated into general education programs. The course includes exploration of instructional techniques applicable to all children, with special attention given to curricular adaptations necessary to modify instruction for pupils with special needs. A fieldwork component of twenty (20) hours is included.

EDP 665 Transition: Career and Vocational Education in Special Education
3 hours; 3 credits
Discussion of the link between school preparation and the post-secondary needs of exceptional children, youth, and young adults, covering the full range of transition options including post-secondary study in colleges or universities or in vocational programs, and employment in supported or community-based programs. Material will also be presented concerning independent living, recreational leisure activities, and life cycle needs.
Prerequisites: Admission to the Master's degree program in Special Education, Elementary Education, or Secondary Education; or the Post-Master's Advanced Certificate Program for Leadership in Education.
Pre- or corequisite: EDP 610

EDP 670 School Leadership in Special Education
3 hours; 3 credits
Designed to prepare administrators of special education programs to deal with legal mandates, pupil certification processes, program development and evaluation, personnel evaluation and inservice development, and parent/community issues.
Prerequisites: Acceptance of students with graduate status into the Master's degree program in Special Education, completion of EDP 610, EDP 620, or EDP 621, or their equivalent

EDP 675 Issues in Bilingualism in Special Education and Inclusive Classrooms
3 hours; 3 credits
The purpose of this course is to enhance students' awareness and knowledge of the issues relating to cultural pluralism and multilingualism in the field of special education. This course will analyze the needs of individuals with disabilities for whom English is not a native language. Topics will include the identification and assessment of limited English proficient (LEP) children, the research concerning first and second language acquisition, strategies for the instruction of children from different cultures and with different language experience, and administrative difficulties in the implementation of special education programs for children who are not native speakers of English.
Prerequisites: Admission to the Master's degree program in Special Education, Elementary Education, or Secondary Education; or the Post-Master's Advanced Certificate Program for Leadership in Education; EDD 630
Pre- or corequisite: EDP 610. Students need not be bilingual

EDP 680 Integrating Technology in Math and Science Instruction in Special Education and Inclusive Classrooms
3 hours; 3 credits
Computer applications to the math and science curricula in special education and inclusive classrooms. Introduction to a variety of strategies and instructional techniques for using computers in teaching concepts in science and mathematics to children with learning and behavior problems. The use and evaluation of computer software programs and Internet resources to promote children's academic progress in mathematics and science are explored.
Prerequisite: Admission to the Master's degree program in Special Education, Elementary Education, or Secondary Education; or the Sixth-Year Certificate Program in Education Supervision and Administration.
Pre- or corequisite: EDP 610, EDP 611, or EDP 612

EDP 685 Perspectives on Normalization and Integration in Special Education
3 hours; 3 credits
The purpose of the course is to provide those involved in the education of individuals with special needs with an understanding of the philosophy of normalization and the cultural contexts within which this philosophy developed. The philosophy of normalizing the lives of individuals with disabilities originated in Denmark and was subsequently adopted in the United States. The course will address the implications of normalization on (1) the education and treatment of persons with disabilities, and (2) the relation of persons with disabilities to society at large. Students will specifically examine how the philosophy of normalization has been applied in Denmark and the United States, where it is embodied in the least restrictive environment principle of P.L. 94-142.
Prerequisite: EDP 610 or equivalent

EDS - Adolescence Education (Secondary Education)

EDS 601 Teaching and Learning Secondary School Social Studies
3 hours; 3 credits
Introduction to the history, content, methods, and functions of social studies. Structures and concepts of the social studies disciplines are examined, particularly geography, economics, history, and political science. Issues of language and literacy acquisition related to the social studies are discussed. Students explore a range of alternative strategies and technologies used to address adolescents with special needs and diverse linguistic backgrounds. Students work on individual and group assignments to create specific curricula in social studies for children in grades 7-12. A fieldwork component of thirty (30) hours is included. Not open to students who have taken EDS 301 or its equivalent.

EDS 602 Teaching and Learning Secondary School English
3 hours; 3 credits
Examination of the current issues and trends in English teaching. Students are introduced to approaches and instructional strategies that support active learning in the language arts and literature. The teaching of writing is emphasized, and reader/response theories are explored as they relate to teaching literature to adolescents. On completion of this course, participants should be able to plan and teach units and lessons that reflect knowledge of the English curriculum standards, and the needs and interests of adolescents of varying backgrounds and abilities. A fieldwork component of thirty (30) hours is included. Not open to students who have taken EDS 302 or its equivalent.

EDS 603 Teaching and Learning Secondary School Mathematics
3 hours; 3 credits
Investigation of the issues and research in mathematics teaching and learning. Topics include curriculum, standards, technology, assessment, diverse learners, problem solving, instructional strategies, and resources. A fieldwork component of thirty (30) hours is included. Not open to students who have taken EDS 303 or its equivalent.

EDS 604 Teaching and Learning Secondary School Science
3 hours; 3 credits
The pedagogy of science teaching and educational issues in science that are fundamental to teaching and learning. Pedagogical topics explored include learning-teaching styles, classroom organization and management, safety and equipment concerns, experimentation, lesson planning and execution, assessment and evaluation, and standards-based programs. Educational issues related to science teaching that will be explored include alternative conceptions and conceptual change theories. A thirty-(30) hour field component is included. Not open to students who have taken EDS 304 or its equivalent.

EDS 607 Integrating Curricula and Learning through Discovery
3 hours; 3 credits
Development of an interdisciplinary and discovery-based conceptualization of teaching that allows the disciplines to be viewed outside their area of teaching. Theories of interdisciplinary teaching, discovery learning, and technology are examined as instrumental in building connections between the school disciplines. Students work across disciplines to create integrated curricula informed by relevant research in human development and learning. Technology will be used to facilitate the application of interdisciplinary curricula and discovery learning in specific community, school, classroom, and student contexts. A fieldwork component of twenty (20) hours is included. Not open for students who have taken EDS 307 or its equivalent.

EDS 609 Teaching Practicum I in Secondary Education
2 hours; 2 credits
Students complete 30 days in a mentored teaching experience in a secondary school setting in grades 7-9 or 10-12. Students currently employed as teachers work with a faculty member, a cooperating teacher, and the school principal or designee to enhance learning for individual and groups of children of varying abilities. Students meet once a week for 2 hours in a seminar to reflect upon the educational philosophies they have studied and the methodologies they are currently implementing in their own classrooms as they develop their own approaches to teaching and learning. The teacher's role in developing environments that are safe and supportive as well as intellectually stimulating and challenging for all students is examined. Graded Pass (P) or Fail (F).
Prerequisites: EDD 602, EDD 610, and EDS 601, EDS 602, EDS 603, or EDS 604

EDS 610 Teaching Practicum II in Secondary Education
1 hour; 1 credit
Students complete 20 days in a mentored teaching experience in a secondary school setting in grades 7-9 or 10-12. Students currently employed as teachers work with a faculty member, a cooperating teacher, and the school principal or designee to enhance learning for individual and groups of children of varying abilities. Students meet once a week for two hours in a seminar to reflect upon the educational philosophies they have studied and the methodologies they are currently implementing in their own classrooms as they develop their own approaches to teaching and learning. The teacher's role in developing environments that are safe and supportive as well as intellectually stimulating and challenging for all students is examined. Graded Pass (P) or Fail (F).
Prerequisite: EDS 609

EDS 611 Student Teaching in Secondary Education
6 hours; 6 credits
Practice and problem solving in student teaching in secondary schools. Students are required to be in attendance at an assigned school full-time (8:30am-3:00pm), five days per week. Students will teach in grades 7-9 for part of the semester and in grades 10-12 for part of the semester. Students meet once a week for two hours in a seminar to reflect upon the educational philosophies they have studied and the methodologies they are currently implementing in their own classrooms as they develop their own approaches to teaching and learning. Application for a student teaching assignment must be completed and filed with the Student Teaching Office the semester preceding the semester in which the student plans to student teach. Students must also submit three letters of recommendation from full-time Education faculty. Graded Pass (P) or Fail (F).
Prequisites: EDD 602, EDD 610, and EDS 601, EDS 602, EDS 603, or EDS 604

EDS 654 Reading in the Content Areas
3 hours; 3 credits
Development of skills toward utilizing the reading process in content areas, the application of reading techniques as another approach to comprehension of subject matter, study of fundamental methods related to the reading process. (Not open to students who have had an undergraduate reading course.)

EDS 691 Advanced Studies in Teaching Secondary School Social Studies
3 hours; 3 credits
Guided individual and group study. Examination of the New York State curriculum in social studies along with testing requirements. Teaching techniques as they apply to effective instruction in the social studies will be emphasized. Review of relevant research.
Prerequisites: For Sequence 1 students: EDS 301 and EDS 400 or permission of instructor. For Sequence 2 students: EDS 601 and EDS 609 or EDS 611 or permission of instructor.

EDS 692 Advanced Studies in Teaching Secondary School English
3 hours; 3 credits
An investigation of instructional strategies, curricula, research, and current issues related to the teaching of secondary school English.
Prerequisites: For Sequence 1 students: EDS 302 and EDS 400 or permission of instructor. For Sequence 2 students: EDS 602 and EDS 609 or EDS 611 or permission of instructor.

EDS 693 Advanced Studies in Teaching Secondary School Mathematics
3 hours; 3 credits
Study of curriculum, research, and current issues in secondary school mathematics. Review of theories of learning related to mathematics and methods of teaching mathematics. Analyses of trends in the teaching of certain topics in secondary school mathematics, with reference to latest curriculum and research developments.
Prerequisites: For Sequence 1 students: EDS 303 and EDS 400 or permission of instructor. For Sequence 2 students: EDS 603 and EDS 609 or EDS 611 or permission of instructor.

EDS 694 Advanced Studies in Teaching Secondary School Science
3 hours; 3 credits
A comprehensive review of the teaching/learning process in secondary school science. Emphasis upon cognitive learning, teaching strategies, curricula, and developing science literacy.
Prerequisites: For Sequence 1 students: EDS 304 and EDS 400 or permission of instructor. For Sequence 2 students: EDS 604 and EDS 609 or EDS 611 or permission of instructor.