Course Descriptions

Students in the Master of Science in Teaching in Childhood Education program will complete 36 credit hours as well as approximately 600 hours of field experience and student teaching.

Students in the Master of Science in Teaching in Childhood Special Education program will complete 45 credit hours as well as approximately 600 hours of field experience and student teaching.

M.S.T. in Childhood Education and M.S.T. in Childhood Special Education Courses

Beginning Reading and Writing In Inclusive Classrooms

3 credits
This course focuses on the development of linguistic and cognitive processes in emergent literacy and beginning reading and writing, as well as application in models for the instruction and assessment of reading and writing in young children. The course includes contemporary and historical approaches to the relationship between meaning-based literacy activities and word-level reading and spelling. It also includes material on classroom-based interventions for young children at risk of reading failure because of learning differences.

Children’s Literature In A Multicultural Society

3 credits
Issues of equity and justice are explored through literature. Adult and children’s literature are used to examine the concept of cultural pluralism—the values, traditions, and aspirations of various immigrant and ethnic groups. Introduction to various genres and uses of literature in the early childhood and childhood language arts program.

Historical, Philosophical, and Multicultural Foundations of American Education

3 credits
This introductory course examines the historical and philosophical roots of public education and discusses how this system is related to the social, multicultural, political, and economic life of the nation. As a course in educational foundations, this course examines the concept of cultural pluralism—the values, traditions, and aspirations of various immigrant and ethnic groups and the ways in which those differences influenced schooling cultures and processes.

Literacy Across The Curriculum In Inclusive Classrooms

3 credits
This course has a threefold focus: an in-depth study of strategies for comprehending and creating text; integration of previous coursework in a comprehensive literature-based interdisciplinary theme unit; and an expectation that teachers or teacher candidates will teach, evaluate, and reflect upon this curriculum in their roles as teacher-researchers. Topics include background knowledge, questions, and queries; reader response theory; cognitive and metacognitive strategies; interconnections between text structure in reading and text structure in writing; study and research strategies; and multiple print sources, including technology. The course promotes the individualization of curriculum for all children.

Psychology Of Child Development and Learning

3 credits
This course will review current thinking in the study of child development as reflected in prevailing developmental theory and research. Course readings and assignments will address developmental issues throughout childhood within the physical, cognitive, and socioemotional domains. Special emphasis will be placed on the changes in learning that occur during infancy and childhood.

Reflective Practice and Field Experience (I) In An Inclusive Childhood Classroom

1 credit
This course provides an introduction to schools and schooling practices. The reflective seminar is intended as a vehicle for critical reflection through which theory can be integrated with practical experiences. It focuses on several interconnected teaching strands: curriculum design, lesson planning, classroom organization, classroom management, assessment, reflective practice, collaboration, and professionalism. Students in this seminar are viewed as reflective practitioners who draw from multiple models in planning for learning and teaching. This planning will build an inclusive community of learners, minimize behavior problems, and provide a welcoming, supportive environment for all children. The course meetings are designed to meet the varying needs of our students in either the traditional or alternative programs. The seminar also provides a structure for organizing workshops in child abuse prevention, drug and alcohol abuse prevention, and violence prevention. Field experiences progress from observation to guided practice with small and large groups of students.

Reflective Practice and Field Experience (II) In An Inclusive Childhood Classroom

1 credit
This course provides an introduction to schools and schooling practices. The reflective seminar is intended as a vehicle for critical reflection through which theory can be integrated with practical experiences. It focuses on several interconnected teaching strands: curriculum design, lesson planning, classroom organization, classroom management, assessment, reflective practice, collaboration, and professionalism. Students in this seminar are viewed as reflective practitioners who draw from multiple models in planning for learning and teaching. This planning will build an inclusive community of learners, minimize behavior problems, and provide a welcoming, supportive environment for all children. The course meetings are designed to meet the varying needs of our students in either the traditional or alternative programs.

Reflective Practice and Student Teaching (I) In An Inclusive Childhood Classroom

1 credit
This course provides an introduction to schools and schooling practices. The reflective seminar is intended as a vehicle for critical reflection through which theory can be integrated with practical experiences. It focuses on several interconnected teaching strands: curriculum design, lesson planning, classroom organization, classroom management, assessment, reflective practice, collaboration, and professionalism. Students in this seminar are viewed as reflective practitioners who draw from multiple models of planning for learning and teaching. This planning will build an inclusive community of learners, minimize behavior problems, and provide a welcoming, supportive environment for all children. The course meetings are designed to meet the varying needs of our students in either the traditional or alternative programs.

Reflective Practice and Student Teaching (II) In An Inclusive Childhood Classroom

1 credit
This course provides an introduction to schools and schooling practices. The reflective seminar is intended as a vehicle for critical reflection through which theory can be integrated with practical experience. It focuses on several interconnected teaching strands: curriculum design, lesson planning, classroom organization, classroom management, assessment, reflective practice, collaboration, and professionalism. Students in this seminar are viewed as reflective practitioners who draw from multiple models in planning for learning and teaching. This planning will build an inclusive community of learners, minimize behavior problems, and provide a welcoming, supportive environment for all children. The course meetings are designed to meet the varying needs of our students in either the traditional or alternative programs.

Special Education Foundations: Past, Present, Future

3 credits  
Trace the principles, policies, practices, and perspectives of special education over time in the United States and other countries. Students shall complete eight hours of fieldwork focused on students with disabilities. Prerequisite for all special education courses.

Teaching Linguistically and Culturally Diverse Children

3 credits
Theory and practical approaches and strategies to make content relevant and understandable to students in mainstream classrooms who may lack English language proficiency, experience, and background.

Teaching Mathematics To Children

3 credits
This basic course in mathematics education provides a conceptual and operational framework for reflective, pre-service teachers, systematically reflecting on the influence research, theory, and practice has on teacher decision-making for enhancing student learning in mathematics.

Teaching Science and Technology To Children

3 credits
This course will provide opportunities to critically analyze recent concepts, theories, and practices in developing a science curriculum. Current trends, technologies, and technological issues and their impact on society will be explored. Emphasis will be placed upon gaining knowledge bases for the life, physical, and earth sciences. Opportunities will be provided to develop an understanding of instructional technologies as tools for reflective practitioners and to evaluate their use and effectiveness.

Integrating Technology Into Elementary Education

1 credit
This course assumes introductory knowledge, skills, and understanding of concepts related to technology, including the ability to access, generate, process, and transfer information using appropriate technologies as well as familiarity with various software programs. This course will assist students in planning, designing, implementing, and assessing learning environments and experiences supported by technology. This course will emphasize computer capabilities for teaching, classroom management, the use of assistive technology, and communicating electronically from a K–6 perspective.

Teaching Social Studies to Children

3 credits
This basic course in social studies education provides a conceptual and operational framework for reflective, pre-service teachers, systematically reflecting on the influence research, theory, and practice has on teacher decision-making for enhancing student learning in social studies.

Teaching The Arts In Childhood Education

1 credit
This course is an introduction to creative and expressive development in children. It covers the theory and practice of appreciating and producing drama, movement, music, and the visual arts, as well as the integration of the arts into interdisciplinary curricula.

Childhood Education Portfolio

0 credits
M.S.T. Only

Development and review of professional portfolio for childhood education teacher candidates in M.S.T. certification programs. Candidates must demonstrate that they have met childhood education program goals, as well as program goals of specific certification areas.

M.S.T. in Childhood Special Education Courses

Assessment of All Children With Disabilities

3 credits
M.S.T. Childhood Special Education Only

This course prepares students to use formal and informal educational diagnostic methods for assessment, analysis, and evaluation of children with disabilities. Issues of non-biased assessment and instructional implications are included.

Environments for Managing Challenging Behaviors

3 credits
M.S.T. Childhood Special Education Only

Focus on planning and managing instructional environments for at-risk students and students with disabilities. Students will learn to establish secure learning environments that are structured to facilitate the academic and behavioral success of learners. Contemporary approaches to modifying behavior will be studied.

Differentiating Instruction For All Students

3 credits
M.S.T. Childhood Special Education Only

This course focuses on the development of curricula that are provided in a variety of educational settings. This course assumes that a classroom includes students of different physical and cognitive abilities; students of different racial, ethnic, religious, and socio-economic origin; and students who demonstrate individual learning styles. The emphasis of this course is on the teaching-learning process via a decision-making model for differentiating instruction. This process considers the materials, presentation style, organization of classroom instruction (small group, individual, etc.), and the use of technology in differentiating curricula. Recognizing instruction as a collaborative process, this course will examine ways to build collaborative skills needed to establish positive professional relationships with parents, psychologists, social workers, administrators, community agencies, and paraprofessionals.

Childhood Special Education Portfolio

0 credits
M.S.T. Childhood Special Education Only

Development and revision of professional portfolio for Childhood Special Education teacher candidates in the M.S.T. program.

Graduation Requirements

In addition to completing all the coursework and field requirements above, students in the Master of Science in Teaching programs will have to meet the following graduation requirements.

  • Completion of all prerequisite undergraduate liberal arts courses. Applicants will be notified of which requirements they have remaining to take upon receipt of their admissions letter.
  • Completion of seven (7) New York State mandatory child safety workshops. These workshops are required for both in-state students and out-of-state students who are seeking certification in their home state.
      1. School Violence Intervention and Prevention Workshop (2 hours with online options)
      2. Child Abuse Identification and Reporting Workshop (2 hours with online options)
      3. Autism Workshop (4 hours with online options)
      4. Dignity for All Students Act (6 hours) Students can complete 3 hours online but must complete the other 3 hours in-person at an approved site within the state of New York.
      5. Drug Abuse Prevention Workshop (2 hours with online options)
      6. Physical Education/Health Workshop (1.5 hours with online options)
      7. edTPA Preparation Workshop (4 hours with online options)

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