Courses
GRDG-506 Tch Rdg Spec Needs B-6 (3)
This course will review current and seminal research related to the cognitive and psycho-sociolinguistic models of literacy development and their implications for educating young children with special needs. Attention will be given to the provision of appropriate assessment and instruction for diverse learners experiencing difficulty in acquiring literacy skills. The course will also emphasize the provision of literacy services to students in compensatory or special education programs. Candidates will further develop instructional strategies to enhance teaching and learning for all students.
Attributes: TGRD
Pre-requisites: -
Restrictions: Including: -Level: GraduateGRDG-507 Tch Rdg Spec Needs 5-12 (3)
This course will review current and seminal research related to the cognitive and psycho-sociolinguistic models of literacy development and their implications for educating children with special needs in middle and secondary grades. Attention will be given to the provision of appropriate assessment and instruction for diverse learners experiencing difficulty in acquiring and applying literacy in home and school contexts. The course will also emphasize the provision of literacy services to students in compensatory or special education programs. Candidates will consider how to use technology in ways that expand educational opportunities and benefit all students.
Attributes: TGRD
Pre-requisites: -
Restrictions: Including: -Level: GraduateGRDG-534 Literacy Inst Content Area (3)
This course is designed to highlight the role of literacy acquisition and application within the content areas. Literacy and writing strategies will be presented in conjunction with the New York State Common Core Learning Standards. An additional focus of the course is to help literacy and subject-area teachers address the needs of diverse learners through culturally relevant pedagogy and curriculum; the use of multicultural materials; and alternative and adaptive methods including the use of technology.
Attributes: TGRD
Restrictions: Including: -Level: GraduateGRDG-535 Literacy Inclu Classrm:Pri (3)
This course provides an in-depth exploration of theories, methods, and materials relevant to literacy instruction in the primary classroom (grades 1 to 3). A key focus of this course is to help candidates address the needs of diverse learners through the use of multicultural materials and alternative and adaptive methods, including the use of technology. This course addresses the learning needs of diverse students by integrating social justice education through critical literacy into the curriculum. Candidates demonstrate knowledge of the New York State Common Core Learning Standards in pedagogy and curriculum. A field experience component is required.
Attributes: TGRD
Pre-requisites: -
Restrictions: Including: -Level: GraduateGRDG-550 Literacy Inclu Classrm:Int (3)
This course builds on theories, assessments, teaching methods, and materials introduced in GRDG 535 and has a focus on literacy instruction for an inclusive classroom at the intermediate grade levels. A focus on linking the New York State Common Core Learning Standards in pedagogy and curriculum is emphasized. A field experience component is required.
Attributes: TGRD
Pre-requisites: GRDG-535 C
Restrictions: Including: -Level: GraduateGRDG-620 Nature&Acquisitn:Literacy (3)
This course is an overview of theories of language and literacy acquisition including but not limited to autonomous and ideological models of reading, socio-cultural-historical views of literacy, critical literacy, language variation, and literacy in a post-typographic world.
Attributes: TGRD
Restrictions: Including: -Level: GraduateGRDG-626 Lang, Literacy & Diversity (3)
In this course, students will examine theory and research around the concept of diversity and its relation to literacy learning. We will draw on Critical Race Theory, sociocultural theory and the concept of discourse communities to conceptualize diversity and to understand the educational challenges and opportunities presented by diversity in relation to literacy learning. Questions about the unique challenges of teaching literacy in a complex classroom will be raised, and consideration will be given to different ways of investigating those questions. Also, questions with regard to how research has contributed to our thinking and methods of teaching literacy to diverse student populations will be examined.
Attributes: TGRD
Pre-requisites: GRDG-620 CGRDG-634 Lit Instr Content Area (3)
This course is designed to highlight the role of literacy acquisition and application within the content areas. Literacy and writing strategies will be presented in conjunction with the New York State Common Core Learning Standards. An additional focus of the course will be to help literacy and subject-area teachers address the needs of diverse learners through culturally relevant pedagogy and curriculum; the use of multicultural materials; and alternative and adaptive methods, including the use of technology.
Attributes: TGRD
Pre-requisites: GRDG-620 Y C
Restrictions: Including: -Level: GraduateGRDG-635 Assessment-Based Lit Instr (3)
This course will examine the nature and function of formal and informal assessment processes in literacy instruction for students in grades 3-12. An examination of best practices for students in diverse school settings and a review of assessment strategies designed to enhance literacy instruction is addressed. A field experience component in a local school is required.
Attributes: TGRD
Pre-requisites: GRDG-620 Y C
Restrictions: Including: -Level: GraduateGRDG-637 Practicum in Literacy (3)
Practicum candidates will focus on the skills of a literacy specialist/coach. Candidates are assigned to a child or small group of children who need specialized instruction. Candidate will be responsible for administering various informal and formal assessments and using and reporting the results to plan and implement specialized literacy instruction. Candidates will demonstrate their professional and pedagogical knowledge necessary for the interactive and dynamic relationships that Literacy Specialists are required to develop with educators in schools. They will use differentiated instruction and apply individualized and contextualized teaching and learning techniques that draw upon each student?s experience and knowledge base. Permission of the Program Director required to register.
Attributes: TGRD
Pre-requisites: GRDG-635 C
Restrictions: Including: -Level: Graduate; Excluding: -Major: ReadingGRDG-638 Practicum in Literacy (3)
Practicum candidates will focus on the skills of a literacy specialist/coach. Candidates are assigned to a child or small group of children who need specialized instruction. Candidate will be responsible for administering various informal and formal assessments and using and reporting the results to plan and implement specialized literacy instruction. Candidates will demonstrate their professional and pedagogical knowledge necessary for the interactive and dynamic relationships that Literacy Specialists are required to develop with educators in schools. They will use differentiated instruction and apply individualized and contextualized teaching and learning techniques that draw upon the experience and knowledge base of the student. Permission of the Program Director is required to register.
Attributes: TGRD
Pre-requisites: GRDG-635 C
Restrictions: Including: -Major: Literacy Education -Level: GraduateGRDG-639 Emergent Literacy (3)
This course will focus on literacy development, knowledge, and assessment for children from birth to grade two. The impact of culture and language on literacy development and the use of technology to support literacy will be explored. A field experience component is required.
Attributes: TGRD
Pre-requisites: GRDG-620 Y C
Restrictions: Including: -Level: GraduateGRDG-640 Admin&Sup-Rdg/Wrtng Prgm (3)
The course is designed to aid future literacy specialists in developing proficiency in organizing and enhancing school-wide literacy programs. In addition, candidates will explore techniques, including the use of technology, for analyzing and improving curriculum and instruction and for ensuring alignment with New York State Common Core Learning Standards. Effective leadership skills, including the ability to work with individuals from diverse backgrounds, will be examined.
Attributes: TGRD
Pre-requisites: GRDG-635 Y C
Restrictions: Including: -Level: GraduateGRDG-650 Literacy Methods (3)
The focus is on current research-supported methods and materials used in developing the listening, speaking, reading, and writing skills of children and adolescents. An additional focus of the course will be to help literacy and subject-area teachers address the needs of diverse learners through the use of multicultural materials and alternative and adaptive methods, including the use of technology. Candidates will examine models of literacy instruction, as well as commercially published materials and programs.
Attributes: TGRD
Pre-requisites: GRDG-620 Y C
Restrictions: Including: -Level: GraduateGRDG-652 Dev CritLit Skills thruLit (3)
The emphasis of this course is on the critical examination of literature from multiple perspectives (e.g., linguistic, political, social, multicultural, and psychological). Candidates will use information technology and other resources to help identify and analyze literary elements of diverse texts and illustrations in relation to the varying perspectives and will discuss the implications of these analyses for the teaching of all students.
Attributes: TGRD
Pre-requisites: GRDG-620 Y C
Restrictions: Including: -Level: GraduateGRDG-658 LiteracyCoaching:Practicum (3)
This is a guided experience that addresses a significant issue in literacy of intellectual interest to each candidate. Candidates will complete an action research project that provides an opportunity to practice the methods and means of collecting data, to engage in the process of analyzing and writing up research, and to formally present research to colleagues. The project will reflect the standards in the candidate’s program of study and demonstrate that the candidate has a clear understanding of the SoE’s conceptual framework of social justice and the five interlocking tenets of diversity, compassion, knowledge, service, and achievement. Where possible, the candidate will demonstrate or provide evidence that he or she has acquired facility in the use of technology and information literacy to support instruction and learning.
Note: For students in a 30 credit Literacy program, a minimum of 21 credits of the program must be completed to register for GRDG 690. For students in the 36 credit Literacy program, a minimum of 27 credits must be completed to register for GRDG 690.
Attributes: TGRD
Pre-requisites: GRDG-637 C OR GRDG-638 C
Restrictions: Including: -Major: Literacy Education, ReadingGRDG-670 Thry&Prac Integ Lit Class (3)
This course focuses on literature and the theoretical considerations and practices teachers use to integrate literature into the school curriculum. Candidates are introduced to different reading theories that inform the interpretation of literature (i.e., new criticism, reader response, critical literacy, etc.). Candidates will also have opportunities to enrich and expand their pedagogical knowledge through the introduction of instructional strategies focused on the teaching of literature (i.e., discussion, writing, and technology integration). Graded S/U.
Attributes: TGRD
Restrictions: Including: -Major: Literacy Education, ReadingGRDG-690 Capstone: Action Res Ltrcy (3)
This ia a guided experience that addresses a significant issue in literacy of intellectual interest to each candidate. Candidates will complete an action research project that provides an opportunity to practice the methods and means of collecting data, to engage in the process of analyzing and writing up research, and to formally present research to colleagues. The project will reflect the standards in the candidate’s program of study and demonstrate that the candidate has a clear understanding of the SoE’s conceptual framework of social justice and the five interlocking tenets of diversity, compassion, knowledge, service, and achievement. Where possible, the candidate will demonstrate or provide evidence that he or she has acquired facility in the use of technology and information literacy to support instruction and learning.
Note: For students in a 30 credit Literacy program, a minimum of 21 credits of the program must be completed to register for GRDG 690. For students in the 36 credit Literacy program, a minimum of 27 credits must be completed to register for GRDG 690.
Attributes: TGRD ZCAP ZRES
Pre-requisites: GRDG-637 C OR GRDG-638 C
Restrictions: Including: -Major: Literacy Education, Reading -Level: GraduateGRDG-696 Independent Study (1 TO 3)
Independent study courses are intended to provide candidates with options to further develop their knowledge and skills. Independent Study Authorization form is required.
Attributes: TGRD
Restrictions: Including: -Major: Literacy Education, Reading -Level: Graduate
GEDU-501 Issues in Health & Safety (0)
This course fulfills the New York State requirement for instructing candidates in the prevention of child abduction (Child Abduction Prevention); preventing alcohol, tobacco, and other drug abuse (Drug and Alcohol Awareness for Educators); instructing safety education; and instructing fire and arson prevention (Violence Prevention and Intervention). This is a three-day course, with half of the program devoted to recognition and reporting of child abuse (Identification and Reporting of Child Abuse and Maltreatment), safety education, and child abduction; the remaining hours will be devoted to drug abuse recognition and prevention. Those who can document completion of equivalent preparation will be exempt from GEDU 501. Graded S/U.
Attributes: TGED
Restrictions: Including: -Level: GraduateGEDU-520 Hist & Phil of Educ (3)
This course provides an overview of the history of education in the United States along with an emphasis on the educational philosophies and social justice issues and events that have influenced and continue to shape the major educational movements in this country. The course will also cover the major aspects of the SoE’s Conceptual Framework. The intent of this class is to provide candidates with an understanding of the roots of the American educational system and its impact on diverse populations. Additionally, candidates will be exposed to the information technologies through faculty demonstrations.
Attributes: TGED
Restrictions: Including: -Level: GraduateGEDU-526 Div, Soc Just & Schooling (3)
This course will provide an in depth exploration of the theory and practice of teaching diverse and heterogeneous populations, and will provide opportunities for candidates to explore the ways in which educational and socio-cultural practices and ideologies have worked to undermine learning opportunities for some students. As a foundation for building an understanding of contemporary issues of diversity, candidates will explore the ways in which culture and experience influence the construction and deconstruction of knowledge. Throughout the course, candidates will discuss issues related to social justice, and investigate the ideologies and discourses that create inequity in schools and society and result in several forms of social oppression including but not limited to: racism; classism; sexism; heterosexism; and ableism. They will also be introduced to a variety of conceptual frameworks that support effective teaching and learning of diverse populations, including students with disabilities; and best practices for instruction, classroom management, curriculum development, student assessment; the use of technology; and the involvement of families and communities in the education of their children.
Attributes: TGED
Restrictions: Including: -Level: Graduate