CURR505: Teaching, Democracy, and Schooling

This course brings together differing viewpoints regarding the purposes of teaching in the United States and the teacher's role in fostering democracy. It provides future teachers with the habits of mind, skills, tools and resources to analyze and evaluate the relationship between the history of public education, the evolution of teacher identity, and the roles teachers and teaching have played in shaping the United States as a society and vice versa. Using Montclair State's Portrait of a Teacher as an organizing framework, students study the history, philosophy, and politics that shape differing views about the roles and responsibilities of teachers, teaching content and knowledge, and explore democratic principles and practices, including issues related to state standards and federal mandates, and curriculum for diverse students, including those with special needs and English Language Learners. Cross listed with EDFD 505. May be repeated once for a maximum of 6.0 credits. 3 sh.

CURR509: Sociocultural Perspectives on Teaching and Learning

This course examines the qualities of teachers, teaching, and schooling that foster the learning of pupils from diverse social and cultural backgrounds. Students in the course use various sociocultural perspectives to explore the ways in which experiences of socialization shape perceptions of oneself and others. They reflect on their own beliefs and assumptions about their sociocultural identities and how they have been shaped through experience. Students also examine the nature and impact of the increasing social and cultural diversity in K-12 schools, focusing on the experiences of socially and culturally diverse students in the United States. They investigate ways of teaching all children successfully and of developing positive relationships among teachers, parents, and children across diversity. They reflect on their capacity to bring about educational change that promotes educational equity and affirms diversity. May be repeated once for a maximum of 6.0 credits. Cross listed with EDFD 509. 3 sh.

Prerequisites: CURR 505 or EDFD 505, CURR 518.

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.

CURR516: Meeting the Needs of English Language Learners

This course examines the central issues in the education of English language learners in U.S. schools and best practices in educating English language learners. Students study the socio-cultural, legal, and political influences on the education of English language learners. They also examine principles of second language acquisition and academic content instruction to meet the needs of English language learners. May be repeated once for a maximum of 2.0 credits. Cross listed with EDFD 516. 1 sh.

Prerequisites: CURR 505 or EDFD 505, CURR 518.

CURR517: Inclusive Classrooms in Middle and Secondary Schools

This course presents the central issues in the inclusion of students with disabilities in U.S. middle and secondary schools. It focuses on best practices for providing access to the general education curriculum for students with disabilities in inclusive settings. In addition, students explore the legal, professional, and contextual influences on the implementation of inclusion. May be repeated once for a maximum of 2.0 credits. 1 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 518.

CURR518: Technology Integration in the Classroom

This course is designed to introduce pre-service teachers to the integration of educational technology to facilitate teaching and learning. Students explore the history of educational technology with a focus on the pedagogical and practical implementation of educational technologies, youth technology culture, and emerging technologies. May be repeated once for a maximum of 2.0 credits. 1 sh.

CURR519: Assessment for Authentic Learning

This course provides prospective teachers with knowledge and skills for evaluating and understanding student growth and learning across diverse educational settings. Teacher candidates analyze assessment policies and practices, their own as well as local and national, to consider assessment practice from the point of view of learners and how they experience learning opportunities. In addition, teacher candidates relate these aspects of assessment policy and practice to an evaluation of their own notions about assessment and its development. May be repeated once for a maximum of 6.0 credits. Cross listed with EDFD 519. 3 sh.

Prerequisites: CURR 505 or EDFD 505, CURR 518.

CURR526: Teaching for Learning I

This course focuses on developing classroom practices necessary for student teaching and the beginning of a professional career in teaching, building from the knowledge and skills discussed in previous courses in the professional sequence. In conjunction with CURR 527-Fieldwork, students have the opportunity to begin to put into practice their conceptions of reflective teaching, learning, and assessment in public school classrooms. Specifically, students investigate democratic classrooms, and choosing appropriate teaching strategies and assessments to create successful learning experiences for their students. May be repeated once for a maximum of 6.0 credits. This is the first course in a two-semester sequence (CURR 526, CURR 543). 3 sh.

Prerequisites: CURR 505 or EDFD 505; CURR 509 or EDFD 509; CURR 516 or EDFD 516; CURR 517; CURR 518; READ 501.

CURR527: Fieldwork

Students will spend 60 hours, or approximately one day per week, in a selected public school. Activities include, but are not limited to, observing classroom teachers, facilitating small group and individual instruction, participating in after-school activities, tutoring, attending department meetings, shadowing and interviewing students and teachers, lesson planning and teaching, and assessing student work. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and EDFD 519 or CURR 519; and READ 501.

CURR529: Student Teaching

Full time student teaching in the public schools of New Jersey is required of all students who complete the regular program of certification requirements. May be repeated once for a maximum of 12.0 credits. 6 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and CURR 519 or EDFD 519; and CURR 526; and CURR 527; and READ 501; and content area methods course(s).

CURR543: Teaching for Learning II

This course focuses on putting into practice all of the knowledge and skills pre-service teachers have developed throughout their professional sequence and in their student teaching experience. A primary focus is on creating democratic classrooms for their students through developmentally and culturally appropriate planning, instruction, and assessment. Students will also learn about the impact of school and classroom culture and climate on student learning, and on relationships between students and teachers and teachers and other professionals in the school. May be repeated once for a maximum of 6.0 credits. This is the second course in a two-semester sequence (CURR 526, CURR 543). 3 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and CURR 526; and CURR 527; and READ 501; and content area methods course(s).

EDFD505: Teaching, Democracy, and Schooling

This course brings together differing viewpoints regarding the purposes of teaching in the United States and the teacher's role in fostering democracy. It provides future teachers with the habits of mind, skills, tools and resources to analyze and evaluate the relationship between the history of public education, the evolution of teacher identity, and the roles teachers and teaching have played in shaping the United States as a society and vice versa. Using Montclair State's Portrait of a Teacher as an organizing framework, students study the history, philosophy, and politics that shape differing views about the roles and responsibilities of teachers, teaching content and knowledge, and explore democratic principles and practices, including issues related to state standards and federal mandates, and curriculum for diverse students, including those with special needs and English Language Learners. Cross listed with CURR 505. May be repeated once for a maximum of 6.0 credits. 3 sh.

EDFD509: Sociocultural Perspectives of Teaching

This course examines the qualities of teachers, teaching, and schooling that foster the learning of pupils from diverse social and cultural backgrounds. Students in the course use various sociocultural perspectives to explore the ways in which experiences of socialization shape perceptions of oneself and others. They reflect on their own beliefs and assumptions about their sociocultural identities and how they have been shaped through experience. Students also examine the nature and impact of the increasing social and cultural diversity in K-12 schools, focusing on the experiences of socially and culturally diverse students in the United States. They investigate ways of teaching all children successfully and of developing positive relationships among teachers, parents, and children across diversity. They reflect on their capacity to bring about educational change that promotes educational equity and affirms diversity. May be repeated once for a maximum of 6.0 credits. Cross listed with CURR 509. 3 sh.

Prerequisites: CURR 505 or EDFD 505, CURR 518.

EDFD516: Meeting the Needs of English Language Learners

This course examines the central issues in the education of English language learners in U.S. schools and best practices in educating English language learners. Students study the socio-cultural, legal, and political influences on the education of English language learners. They also examine principles of second language acquisition and academic content instruction to meet the needs of English language learners. May be repeated once for a maximum of 2.0 credits. Cross listed with CURR 516. 1 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 518.

EDFD519: Assessment for Authentic Learning

This course provides prospective teachers with knowledge and skills for evaluating and understanding student growth and learning across diverse educational settings. Teacher candidates explore theory and the practice of learning and assessment with and empahsis on classroom evaluation and assessment procedures consistent with the New Jersey Core Curriculum Content Standards (NJCCCS). Teacher candidates analyze assessment policies and practices, their own as well as local and national, to consider assessment practice from the point of view of learners and how they experience learning opportunities. In addition, teacher candidates relate these aspects of assessment policy and practice to an evaluation of their own notions about assessment and its development. May be repeated once for a maximum of 6.0 credits. Cross listed with CURR 519. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 518.

ELRS580: Learning Theories

Study of the learning process and its measurement as it applies in the classroom and non-school settings. 3 sh.

PSYC560: Advanced Educational Psychology

A comprehensive treatment of the cognitive and affective characteristics of the learner and the processes of learning and teaching provide the framework for this course. Behavioral, cognitive and information-processing theory are presented and their applicability to instructional strategies and classroom dynamics is discussed. Other areas included are the origins of individual differences including heredity and environment, early childhood education, cultural differences, student motivation, classroom management, measurement and evaluation, exceptional children and other topics. 3 sh.

READ501: Techniques of Reading Improvement in the Secondary School

Studies the improvement of nonclinical reading difficulties in the content subjects. For the subject area teacher and the beginning reading specialist. Secondary school reading needs and specific suggestions for guiding the slow, average, and gifted student in a classroom situation. 3 sh.

SPAN241: Fundamentals of Spanish Grammar

This course is designed to improve students' knowledge of the basics of Spanish grammar and their ability to apply this knowledge in oral and written exercises. It centers on the various lexical categories and on their syntactic functions in phrases and simple sentences. Attention is given to the linguistic and communicative needs of both native and non-native speakers of Spanish. Taught in Spanish. 3 sh.

Prerequisites: SPAN 104 or equivalent.

SPAN242: Spanish Composition and Stylistics

This course is designed to strengthen students' written Spanish in a variety of contexts: short naratives, descriptions, argumentative essays, and literary analysis. Attention is given to style, register, vocabulary enrichment, and referencing. The course emphasizes writing as a process and the critical thinking and research skills needed to fully develop, articulate, and support one's ideas. Meets the University Writing requirement for SPAN, SPEL, SPTE and SPTR majors. Taught in Spanish. 3 sh.

Prerequisites: SPAN 241.

SPAN343: Introduction to Spanish Phonetics

The aim of this course is to examine the phonemic and phonetic systems of the Spanish language within the context of current linguistic theories. The course helps students and future teachers of the language improve their pronunciation in Spanish. It also helps them learn classroom techniques to foster the acquisition of proper pronunciation patterns. Special attention is given to phonetic dialectal differences in the Spanish-speaking world. Technology is used extensively. This course prepares students for the ACTFL Oral Proficiency Interview. Taught in Spanish. 3 sh.

Prerequisites: SPAN 241.

SPAN361: Voices of the Past and Present: Spain

This course analyzes themes, topics and problems that are recurrent but also in the process of change in significant works of Spanish literature throughout the centuries. Readings will include canonical authors as well as lesser known writers. The focus of this course as well as the readings varies according to the instructor. Meets the 1983 General Education Requirement (GER) - Foreign Language. Taught in Spanish. 3 sh.

Prerequisites: SPAN 241.

SPAN363: Voices of the Past and Present: Latin America

This course analyzes themes, topics and problems that are recurrent, but also in the process of change, in significant works of Latin American literature throughout the centuries. Readings will include canonical authors as well as lesser known writers. The focus of this course, as well as the readings, varies according to the instructor. Meets the 1983 General Education Requirement (GER) - Foreign Langauge. Taught in Spanish. 3 sh.

Prerequisites: SPAN 241.

SPAN373: Selected Topics in Spanish and Latin American Literature

The exploration of a topic in Spanish or Latin American Literature which deserves more in depth treatment than is possible in an existing course. The specific topic will be announced each time the course is offered. This course may be repeated twice for a maximum of 9.0 credits. 3 sh.

Prerequisites: SPAN 361 and 363.

SPAN374: Cultural Studies: Spain

This course provides an overview of the interaction between sociohistoric contexts and cultural expressions in Spain, taking into account the phenomenal culture development of Spain at the beginning of the 21st century and its surprising rupture from recurrent patterns of the past. Through the vehicles of literature, film, theater, art, and manifestations of pop culture, the course examines the tension between official and unofficial discourses of representation, manifestations of high and low culture, the negotiation of identity in Spain's various regions, and the restructuring of Spanish "nationhood." Contemporary phenomena will be analyzed in a retrospective fashion providing insights into earlier periods of Spanish cultural hisotry. Meets the 1983 General Education Requirement (GER) - Foreign Language. Taught in Spanish. 3 sh.

Prerequisites: SPAN 241.

SPAN376: Cultural Studies: Latin America and the Caribbean

This course analyzes selected literary texts, films, and music from Latin America and the Caribbean that grapple such events and issues as the icons of culture; culture as commodity; culture as a site of resistance; and everyday cultural practices. Discussion will focus on theories about the nation, the role of national icons in the formation of cultural identity, cultural practices such as football, the bolero and Latin American telenovelas or soap operas, and the role of television and film. Students will be exposed to the cultural complexities of Latin America and the Caribbean and the relationship between "high" and "low" culture; oral culture and written culture; rural culture and urban culture; and the problems facing Latin America and the Caribbean today. Meets the 1983 General Education Requirement (GER) - Foreign Langauge. Meets the World Languages and Cultures Requirement - World Cultures. 3 sh.

Prerequisites: SPAN 241 or SPAN 242.

SPAN410: Advanced Spanish Grammar

This course reviews and refines students' understanding of the most important structural features of Spanish. It gives special attention to the formation and analysis of complex syntactical structures, the interplay between Spanish morphology and syntax, and to areas that present the greatest level of difficulty for English speakers. Taught in Spanish. 3 sh.

Prerequisites: SPAN 348.

SPAN418: Teaching Spanish in K-12

This course provides students with the theoretical and practical underpinnings of a communicative, standards-based approach to teaching Spanish as a world language in elementary and secondary schools. Students will become familiar with current theories of second language acquisition and explore their practical application to the Spanish language classroom. They will learn a variety of teaching methods and develop lesson plans that incorporate state and national standards. Required for all students in the Teacher Education Program. Taught in Spanish. 3 sh.

Prerequisites: SPAN 241 and SPAN 242.

SPAN439: Spanish Film and Fiction

A study of significant works of Spanish Literature from the end of the 19th century through the present time as well as films by important film directors that are either based on such texts or reflect their principal themes. The course will provide detailed study of the evolution of major political and social issues in Spain during the last two centuires and the representation of issues in literature and film. The specificities of the fiction and film will be an essential component of the course and different narrative strategies and cinematographic techniques relevant to each work will be discussed. 3 sh.

Prerequisites: SPAN 361.

SPAN441: Contemporary Spanish Novel

This course examines selected works of Spanish novelists from the beginning of the 20th century to the present time, with particular emphasis on post Civil War writers and the relationship between the evolution of the novel as a literary genre and changing social, cultural, and political structure. Special attention will be given to the novel's role in reflecting and challenging stratified cultural values and in using complex narrative techniques to suggest the dismantling of traditional authority. Authors include Cela, Moix, Goytisolo, Martin Gaite, Rodoreda, among others. Taught in Spanish. 3 sh.

Prerequisites: SPAN 361.

SPAN442: Spanish Poetry and Drama of the 19th Century

This course will examine main Spanish poets and dramatists of the 19th century. Textual analysis of the works of Rosalia de Castro, Gustavo Adolfo Becquer, Leandro Fernandez de Moratin, Duque de Rivas, Jose de Espronceda, and Jose Zorrilla will be situated in the context of Neoclassical and Romantic Poetics. Spanish readings will be accomanied by a study of classical rhetoric and references to the Poetics of Aristotle, Luzan, Victor Hugo, and William Wordsworth. Taught in Spanish. 3 sh.

Prerequisites: SPAN 361.

SPAN443: Spanish Prose of the 19th Century

This course will examine main literary trends in the Spanish prose of the 19th century: Romanticism, Realism, and Naturalism. Selected readings from the works of Mariano Jose de Larra, Cecilia Bohl de Faber (Fernan Caballero), Juan Valera, Benito Perez Galdos, Leopoldo Alas, and Emilia Pardo Bazan will be studied in light of theories of the novel and the literary essay. Taught in Spanish. 3 sh.

Prerequisites: SPAN 361.

SPAN444: Contemporary Spanish Theater

This course examines representative works of contemporary Spanish theater from the perspective of the relationship between social, political, physological, and philosophical concerns and dramatic structure. The role of censorship during the Franco regime and its effect on Spanish theater and performance from 1939-1975 will be discussed as well as various political ideologies of the post Franco era and theater's role in portraying a changing urban society marked by shifting gender roles, consumerism, and the redefinition of cultural values. Readings include selection from main stream and independent theater, among them works of Lorca, Arrabal, Buero Vallejo, Pedrero, Romero, Falcon, and Alonso de Santos. Taught in Spanish. 3 sh.

Prerequisites: SPAN 361.

SPAN446: The Latin American Essay

This course examines the Latin American essay from its beginnings in 1900 with Rodo's seminal essay Ariel through contemporary exponents of the genre such as Roberto Schwarz. The essay will be studied as a form in its own right, as a vehicle for charting shifts in theories of identity, and a barometer for trends in Latin American literature from Romanticism through the "boom" and current theories of hybridity and globalization. 3 sh.

Prerequisites: SPAN 363.

SPAN447: Contemporary Spanish-American Short Story

Trends in the contemporary short story; the short story as an important genre in Spanish-American letters. 3 sh.

Prerequisites: SPAN 363.

SPAN448: Contemporary Latin American Poetry

This course examines contemporary Latin American poetry and changing poetic movements from the Avant-garde through to the Neo-romantic and Neo-baroque. It explores the role of philosophy, religion, and myth in the elaboration of a poetic language. Students will investigate and approach the intricacies of diverse Latin American poetic strategies in the context of different critical practices. 3 sh.

Prerequisites: SPAN 363.

SPAN449: The Spanish-American Novel

Development of the Spanish-American novel up to 1945. 3 sh.

Prerequisites: SPAN 363.

SPAN460: El Quijote

This course examines in debth Miguel de Cervantes's masterpiece. It focuses on such aspects as Cervantes's literary hall of mirrors; his use of narrative techniques that anticipate aspects of the contemporary novel; and his profound view of the human condition and of such themes as madness, the complexities of self and identity, shifting gender norms, challenges to authority, and the transformation of fiction into life and life into fiction. It also examines Cervantes's critique of 16th and early 17th century Spain and the relationship between Cervantes's life and the creation of Don Quijote. Taught in Spanish. 3 sh.

Prerequisites: SPAN 361.

SPAN466: Contemporary Latin American Theater

Through critical reading of a corpus of works in contemporary Latin American theater, students will examine recurring themes of absolute power versus the quest for social justice, the colonial legacy and the forging of national identity, the power of language and the role of art in theater's trajectory over the course of the twentieth century. Major playwrights such as Rodolfo Usigli, Griselda Gambaro and Luis Rafael Sanchez are studied within the framework of contemporary theories of performance and reception in Latin America. 3 sh.

Prerequisites: SPAN 363.

SPAN469: The Drama of the Golden Age

An overall approximation to early modern Spanish theater, this course focuses on text analysis and performance as two fundamental elements in the understanding and appreciation of Spanish comedias. It allows students to access the plays from different angles: 1) as texts that need to be studied analytically; 2) as cultural and historical exponents of a specific period; 3) as objects of literary and theatrical research; 4) as would-be productions waiting to be staged. After an introductory account on early modern Spanish theater and comedia performance then and now, classes are organized around three phases resembling those of theater production: text analysism, pre-production workshop, and staging. 3 sh.

Prerequisites: SPAN 361.

SPAN470: Senior Seminar

Selected topics from Spanish and Spanish-American literature acquaint the student with the techniques of literary research. 3 sh.

Prerequisites: SPAN 361 and 363; Spanish majors only.

SPAN471: Contemporary Trends in the Spanish-American Novel

The contemporary novel in Spanish America, with emphasis on the "Nueva Novela". 3 sh.

Prerequisites: SPAN 363.

SPAN472: Puerto Rican Literature and Thought

Insight into the literature and philosophy of the Caribbean Hispanic world; contemporary Puerto Rican writers and the emergent Puerto Rican influence in the United States metropolitan areas. Meets the World Languages and Cultures Requirement - World Cultures. 3 sh.

Prerequisites: SPAN 363.

SPAN473: Sexual Subversion in Contemporary Hispanic Literature and Film

This course examines various representations of sexual subversion in selected works and films of Spanish, Latin American, and Caribbean writers and film directors. It analyzes the role of the body and subversive sexualities in challenging politically imposed sexual norms and socially encoded gender practices. Topics include homosexuality and dissidence, transgender and performance, lesbianism, female bonding, and transsexualism. Selections from Allende, Goytisolo, Falcon, Arenas, Umpierre, Riera, Almodovar, Gutierrez Alea, Paris,and Bollain, among others. Taught in Spanish. 3 sh.

Prerequisites: SPAN 361 or SPAN 363.

SPAN480: Independent Study

Directed independent study and research in Spanish. Open to students with a 3.0 cumulative average in at least 9 semester hours of Spanish electives. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: Departmental approval.

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.