CURR514: Inservice Supervised Graduate Student Teaching

Open only to post-baccalaureate and graduate students; this course replaces supervised student teaching for those already employed in teaching situations without standard certification. Joint supervision by the school district and University personnel. Student must obtain permission of department chairperson and the school district. Certain qualifications required. 4 - 8 sh.

Prerequisites: Departmental approval.

ECEL501: Perspectives on Early Childhood and Elementary Education in a Diverse Society

Examines the historical, social, political, and philosophical trends and ideologies that impact the care and education of children. Emphasis will be placed on how models have changed over time to respond to the evolving needs and dispositions of our society with regard to brain research, inclusive practices and culturally responsive teaching and learning. 10 hours field work required. 3 sh.

ECEL502: Seminar I: Inclusive Early Childhood and Elementary Classrooms

Accompanies ECEL 510, Clinical Experience I in Inclusive Early Childhood and Elementary Settings, and offers students a forum for discussion, reflection, and critical thinking with regard to clinical work in inclusive elementary classrooms. 1 sh.

Prerequisites: Admission to M.A.T. in Early Childhood or Elementary Education or Post-Baccalaureate Certificate Program in Early Childhood or Elementary Education.

ECEL504: Seminar II: Inclusive Early Childhood and Elementary Classrooms

Provides students with a forum to discuss the role of the teacher as teacher candidates take on full-time classroom responsibilities. Discussions focus on identifying and involving oneself in the professional field of early childhood/elementary/middle school education, upholding and advocating for ethical standards, engaging in continuous and collaborative learning, and taking a critical stabnce to inform practice. Teacher candidates demonstrate that they can make and justify decisions based on their knowledge of central issues such as developmentally appropriate practice, culturally responsive learning and teaching, and the context of children's lives. 1 sh.

ECEL510: Clinical Experience I in Inclusive Early Childhood and Elementary Settings

Provides clinical experiences in an early childhood or elementary setting to foster the skills and dispositions necessary to become effective and nurturing teachers. Students provide learning opportunities that support children's intellectual, social, and emotional development; design environments that support culturally responsive teaching; and plan and assess high quality curriculum. Students develop skills as reflective and questioning practitioners, promote democratic values and communication in the classroom, and build relationships with school colleagues, families, and agencies in the larger community. 2 sh.

Prerequisites: Admission to M.A.T. in Early Childhood or Elementary Education or Post-Baccalaureate Program in Early Childhood or Elementary Education.

ECEL511: Clinical Experience II in Inclusive Early Childhood and Elementary Settings

Students demonstrate their knowledge of child development and the significant role of families and communities with regard to children's learning by planning and implementing developmentally appropriate and culturally responsive curriculum in an inclusive early childhood/elementary classroom. Focusing on the diverse needs of individual children, students develop, implement, and assess an integrated curriculum unit that incorporates the Core Curriculum Content Standards and emphasizes literacy across the curriculum. As reflective practitioners, students utilize multiple strategies to assess children's learning, classroom climate, and effective classroom management. Students are responsible for the full range of teacher activities in the classroom and are expected to seek out the resources of parents, administrators, and school colleagues. Students are to demonstrate their strengths as a teacher. 5 sh.

Prerequisites: ECEL 510.

ECEL513: Integrating Math/Science/Technology in Inclusive Early Childhood Classrooms

Provides learning experiences for diverse early childhood classrooms through the development, implementation, and assessment of integrated math/science/technology curriculum. A focus on design and problem-solving activities (e.g., Children's Engineering) will be introduced to develop interdisciplinary learning experiences for inclusive classrooms. Students will gain experience in analyzing the classroom environment and materials with regard to the needs of individual children. Learning experiences will apply appropriate content requirements as identified by the New Jersey Core Curriculum Content Standards, the New Jersey Early Childhood Expectations, and professional organizations (NCTM, NSTA, ITEA). 3 sh.

Prerequisites: ECEL 501, SPED 579.

ECEL516: Social Studies and the Arts: Understanding Democracy in Elementary Classrooms

Introduces students to critical pedagogy through the process, skills, and inquiry of social studies and the arts. The content focus of the course will be diverse communities, weaving together history, geography, social studies (anthropology, economics, archeology, etc.) and the visual and performing arts. Special emphasis will be placed on developing a critical perspective on social studies and the arts, exploring arts media and fostering dialogue focused on creativity, literacy strategies, and culturally responsive teaching and learning. 3 sh.

ECEL528: Early Childhood Curriculum in Inclusive Settings

Provides students with strategies to assess professional goals, develop authentic assessment practices, and respond to the cultural, linguistic, and learning needs of individual children. Development, implementation, and assessment of an integrated unit that defines essential questions, aligns with state standards, and adopts lessons for children with special needs is required. May be repeated once for a total of six credits. 3 sh.

Prerequisites: ECEL 501.

ECSE505: Early Learning and Development in Young Children With and Without Disabilities

Examines various theories of child development related to infants, toddlers, and preschoolers from conception to age five. A strong focus is placed on the impact of risk and protective factors on early development. Specifically, the course addresses the etiology, behavioral characteristics, developmental outcomes, and family impact on the development of young children including those with environmental, biological, or established risk of developmental delays or disabilities. Students learn methods for observing and interpreting physical growth, motor, cognitive, language and communication, social/emotional and play development of typically developing young children and those with special needs. 3 sh.

ECSE506: Observation and Assessment of Young Children with Disabilities: Birth to Age 8

Focus on observation, screening and assessment of young children with special needs from birth to age five. Students explore commonly used techniques, instruments, examine administration procedures, and learn to interpret findings related to children's development. An emphasis is placed on family partnerships, using observation as a tool in natural settings, and creating appropriate assessment plans for young children. 3 sh.

ECSE508: Strengthening Partnerships with Families of Children with Disabilities

Addresses family-professional partnerships in early childhood special education. Students gain knowledge, skills and dispositions to work collaboratively with diverse families to support the development and education of young children with special needs. Various models including family-focused practice and family systems theory are discussed. 3 sh.

ECSE509: Principles and Practices in Inclusive Early Childhood Education

Provides an overview of curricular approaches in Early Childhood Education (birth to 8), specific intervention strategies, and curriculum planning issues. Emphasis is placed upon the development of knowledge, skills and dispositions needed to address outcomes identified in individual IFSPs or IEPs within the context of activity-based programs for young children in naturalistic environments. 3 sh.

Prerequisites: ECSE 506.

ECSE519: Language and Early Literacy Development

Explores the development of language, communication and early literacy in children birth to age five, focusing on both typical and atypical development pathways. Considers how children acquire language in social context and the relationships between communicative skills and literacy. Within a theory to practice framework, the course covers topics that include the family's role in early language development, language socialization across cultures, bilingualism and second language acquisition, speech and language impairments, and the emergence of literacy in both home and preschool settings. The role of early childhood teachers in fostering language and literacy development in children with diverse needs and backgrounds is highlighted. 3 sh.

ECSE523: Communication, Collaboration and Consultation in Inclusive Early Childhood Contexts

Provides students with a theoretical framework to guide the interactions of early childhood professionals with educational systems, communities, and with each other to insure appropriate educational practices for young children with special needs. Effective strategies to support communication, collaboration, conflict resolution, consultation, mentoring, and collaborative research skills will be addressed. Students will explore various methods for developing professional partnerships that facilitate interagency collaboration in early intervention, transdisciplinary team practices, and team teaching in inclusive early care and education. Students will reflect upon the various ways in which communication, collaboration, and consultation support curriculum, programs, and professional development. 3 sh.

Prerequisites: ECSE 509 and ECSE 502.

ELRS503: Methods of Research

Theory and methods of historical, descriptive, and experimental research; formulation of a research problem; use of bibliographical sources and reference materials; statistics and measurement in research; types and instruments of research; data collection, and analysis. Writing the research report and career opportunities in research. 3 sh.

FCST214: Child Development I

This course takes a developmental approach to the study of young children from conception to age 10. For each developmental stage, physical, socio-emotional, cognitive, and language domains are discussed. Developmental theories are woven into each part of the course. Observational and research methodologies are emphasized. Out-of-class observations/interviews required. 3 sh.

Prerequisites: PSYC 101.

FCST314: Child Development II: Adolescence

This course uses a developmental approach to study adolescents (11-18 years). Physical, cognitive and social development throughout this age period are studied. Family, peer, race, ethnicity, socio-cultural, and environmental influences on adolescents are examined. Out-of-class interviews and/or observations are required. 3 sh.

Prerequisites: FCST 214 and PSYC 101.

FCST512: Child Development I: Theories of Child Development

This course both examines and critiques the standard theories of so-called "normative" child development along with newer contextual models that consider the role of oppressive structures in the lives of children. 3 sh.

FCST515: Child Development II: Adolescence

This course uses a developmental and ecological approach to study adolescents (11-18 years). Physical, cognitive, and social development throughout this age period are studied in terms of change within and differences between individuals. Family, peer, neighborhood, sociocultural, and political influences on adolescents are examined. The roles of race/ethnicity, gender, sexual orientation, and socioeconimic status in adolescent development are like wise examined. Out-of-class observations and/or interview projects as well as an APA style research literature review or proposal paper are required. 3 sh.

READ500: The Nature of Reading

Examines the foundations of reading: the nature of the reading process, readiness, beginning instruction, current practices in the teaching of reading in early childhood and elementary education, a reappraisal of the role of reading in a technological society. 3 sh.

SPCM101: Fundamentals of Speech: Communication Requirement

This course introduces students to the theoretical and practical requirements of different types of public presentations and helps students develop an understanding and appreciation of the dynamic nature of the communication process. The course focuses on the basic elements of the communication process, listening, communicator and audience characteristics, basic research skills, and message composition and delivery. Students learn about the demands of public presentations in culturally and professionally diverse environments and develop presentation competence and flexibility. Meets Gen Ed 2002 - Communication, Communication. Meets the 1983 General Education Requirement (GER) - Communication, Speaking/Listening. 3 sh.

SPED579: Special Education for Students with Disabilities

An overview of instruction for students with special needs; characteristics of special populations, federal and state legislation, educational implications of disabling conditions, principles for instruction and planning for inclusion are presented; community resources and special issues related to the education of students with disabilities are discussed. 3 sh.