Childhood Education
The programs in childhood education are designed for students interested in promoting social justice through their work as teachers. In both coursework and intensive fieldwork, the programs rely on the model of the continually learning and self-reflecting teacher. Participants observe, teach and pursue research in inclusive and diverse classrooms and community organizations with teachers who view children as playful, artistic and thoughtful explorers requiring involvement in important pursuits. Both coursework and ongoing fieldwork help students develop the knowledge base to understand children and schools in historical, social, cultural and developmental contexts. The programs promote meaningful parent-school-community collaboration to nurture learners who can cooperate to create a sustainable world.
Childhood Education, Grades 1-6
(Pre-Service Program)
This master of science in education in childhood education is a pre-service program for students who have an undergraduate degree in liberal arts and sciences. The completion of this program and other requirements leads to initial certification in New York State to teach grades 1-6. See http://www.highered.nysed.gov/tcert for more information about new teacher certification regulations that became effective in February 2004. Also see Information for Prospective Master's Students for information about prerequisites needed to apply to this program.
Applicants
to
the
pre-service
programs
in
Childhood
Education
or
Inclusive
Childhood
Education
must
have
a
bachelor's
degree
with
one
30
credit
liberal
arts
and
sciences
concentration.
The
concentration
must
include
18
upper
division
credits
and
must
be
in
mathematics,
one
of
the
natural
sciences,
English
OR a
social
science
(history,
geography,
political
science,
economics,
anthropology
or
sociology).
The
degree
should
also
include
two
courses
in
English,
two
courses
in
mathematics,
two
courses
in
social
sciences
(excluding psychology),
two
courses
in
natural
science
and
a
year
of
study
(or
its
equivalent)
in
a
language
other
than
English.
Completion of this program requires coursework during at least one summer session. Students must complete the degree within five years of matriculating in the program and earn a cumulative average of B or better to graduate. See also: Graduate School Academic Policies.
Minimum Requirements for Degree (courses are subject to change)
This
program
requires
a
minimum
of
52
credit-hours.
Students
select
a
course
of
study
in
collaboration
with
an
assigned
faculty
adviser.
Education Courses
| ELED 502 |
Child Growth and Development |
4 credits |
| ELED 503. |
Curriculum and Teaching in the Elementary Grades |
4 credits |
| ELED 507. |
Elementary School Science: Content, Methods and Research |
4 credits |
| ELED 510. |
Elementary Social Studies Curriculum |
4 credits |
| ELED 513. |
Language Acquisition and Instruction for Second-Language Learners in a Multicultural Context |
4 credits |
| ELED 540. |
Elementary School Mathematics: Content and Methods |
4 credits |
| ELED 580A. |
Integrating the Arts into the Elementary Classroom |
2 credits |
| ELED 580B. |
Integrating Music in the Elementary Classroom |
2 credits |
| EDUC 536. |
Action Research in Educational Settings |
4 credits |
| LTRC 515. |
Current Research and Practices in Literacy Instruction |
4 credits |
| LTRC XXX. |
Literacy elective |
4 credits |
| SPED 501. |
Introduction to Special Education |
4 credits |
|
|
|
| Supervised Student Teaching |
|
| ELED 590. |
Pre-service Practicum I |
4 credits |
| ELED 592. |
Pre-service Practicum II |
4 credits |
Students
concurrently
complete
an
integrative
classroom
project,
classroom-based
research
integrating
theory
and
practice.
NOTE: For
more information about this program please contact Dr.
Judy Kugelmass (program
coordinator).
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A
Word
About
the
100-Hour
Fieldwork
Requirement
for
Pre-Service
Students
The
New
York
State
Education
Department
recently
mandated
that
students
seeking
their
first
teaching
certification
must
have
100
hours
of
field
experience linked
to
coursework
before
undertaking
student
teaching. In
addition,
students
must
have
the
opportunity
to
visit
high-needs
classrooms
in
urban,
suburban
and
rural
districts.
The
designated
high-needs
districts
in
