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.

ECEL505: Observation and Inquiry in Early Childhood and Elementary Setting

Provides students with the tools to identify and implement sound and authentic assessment strategies in early childhood and elementary classrooms. Students will be introduced to formal and informal assessment processes, tools, and strategies related to documentation and assessment techniques that are appropriate to the age and experiences of children. Emphasis will be on authentic assessment methods including the use of rubrics, portfolios, conferences, and self- and peer-assessment. Additional forms of assessment including running records, anecdotal records, checklists, rating scales, and children's work samples as well as standardized tests will be examined. The relationship among ongoing assessment to plan instructional practice and to evaluate the progress and needs of children in early childhood and elementary settings will be a main focus. Fieldwork is required. 3 sh.

Prerequisites: Three years of early childhood and/or elementary teaching experience.

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.

ECEL517: Integrating Science and Technology in Early Childhood and Elementary Classrooms

Explores the nature of science as a discipline and examines how to integrate science, math and technology into the classroom curriculum. Students will learn strategies to engage children in active explorations aligned with the NJ Science, Math and Technology Standards. Students will recognize the integration of science and math content as vehicles for critical thinking, and children's engagement in the wonder and study of the natural and physical (human-made) world. Students will experience hands-on, minds-on science activities supported by technology and will examine successful management techniques and science safety codes. Students will gain confidence and skills in the scientific concepts and principles that unite the science disciplines: systems, order, and organization; evidence, models, and explanation; change, constancy, and measurement; evolution and equilibrium; and form and function. 3 sh.

ECEL518: Families, Communities, and Schools: Diversity, Culture and Democracy

Provides students with an understanding of how social and cultural influences shape children's development and learning. The relationships among teacher, parent, child, and community as they affect learning will be explored. Methods for developing school/family partnerships will be discussed. Students will learn to take into account issues of child diversity and culturally responsive teaching as they create learning experiences. Crosslisted with Family and Child Studies, FCST 518. 3 sh.

ECEL522: Curriculum Development and Assessment in Diverse Elementary Classrooms

Provides students with the opportunities to explore and experience research-based learning theories, teaching practices, curriculum, classroom management models, instructional strategies, and assessment used in upper elementary/middle level classrooms. Students will apply a framework of culturally responsive teaching and learning to curriculum development and building classroom community. Critical reviews of research, case study methods, planning and implementation of an integrated curriculum unit, and reflection on one's teaching beliefs will be investigated through journal writing, classroom observations, curricular development, assessment techniques, and group discussion. 3 sh.

Prerequisites: ECEL 501.

ECEL532: Research Seminar: Current Topics in Early Childhood and Elementary Education

Provides reading, discussion, and analysis of current research in the fields of early childhood and elementary education. Topics may include differentiated learning, inclusion, second language learners, curriculum development, policy implications, and/or culturally responsive teaching and learning, etc. 3 sh.

Prerequisites: Completion of 15 credits of core courses required for ECEL M.Ed. Program.

ECEL698: Master's Thesis

Independent research project done under faculty advisement. Students must follow the MSU Thesis Guidelines, which may be obtained from the Graduate School. Students should take ECEL 699 if they don't complete ECEL 698 within the semester. 3 sh.

Prerequisites: Departmental approval.

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.

ECSE518: Neuromotor Development of the Young Child

The study of typical and atypical patterns of neuromotor organization and development, including general principles of stability, mobility, and the equilibrium as they influence postural stability is presented. Implications for the educator of young children with disabilities will be stressed. 3 sh.

ECSE520: Research in Inclusive Early Childhood Education

Research design, statistical analysis and methods for writing a research paper are studied. Significant problems in the field of early childhood special education are investigated and discussed. Published research projects are evaluated. 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.

EDFD522: Pragmatism in Education

An intensive study of the doctrines and principles developed in the writings of John Dewey and his followers, with special reference to critical issues in education today. Introduction into pragmatic thought through the writings of Dewey, Pierce, and James, and the implications of this philosophy studied through the works of Kilpatrick, Counts, Bode, Childs, Bramald, and others. 3 sh.

EDFD531: Foundations of Education for Language Minority Students

This course examines the social, cultural, political, and linguistic foundations of schooling in the United States for students who speak languages other than English. Issues addressed include the history of education for U.S. immigrants; socio-cultural, legal, and political influences on the education of language minority students; and linguistic factors in the education of language minority students. Students also explore curriulum, instruction and school organization as they relate to the education of language minority students. 3 sh.

EDFD581: Critical Thinking, Community and Self

Attention will be given to the basic techiques of forming classroom communities of inquiry through the study of the broad historical tradition of educational philosophy from Plato to Passmore. Particular attention will be given to philosophers who have dealt with the nature of reflection, thinking skills, ethical inquiry, pedagogical methods, children's rights, dialogue, community, personhood, and the general aims of education. 3 sh.

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.

ELRS504: Action Research

Principles and techniques of research applicable to classroom situations. Various kinds of classroom research are studied and analyzed. Practice provided in the planning and outlining a research project. The development of experimental designs, and evaluation of the structure and outcomes of classroom research. 3 sh.

MATH577: Mathematics Education in the Elementary School

The contemporary mathematics curriculum of the elementary and middle school. The role of behavioral objectives and learning theory in curriculum development/teacher training. Related research findings. 3 sh.

Prerequisites: Permission of graduate program coordinator.

PHLC501: Teaching Children Philosophical Thinking I

This course is designed to equip teachers with the skills and background essential for teaching philosophical thinking in the classroom. Teachers will be introduced to the curriculum materials in philosophy for children, the history of philosophical ideas which form an essential component of the approach, the nature of formal and informal reasoning and an analysis of educational issues which are affected by the introduction of philosophy into the classroom. This course will not count toward the undergraduate major in philosophy. May be repeated for credit three times for a total of twelve credits as long as the content is different with each repetition. 3 - 12 sh.

PHLC508: Teaching Philosophical Reasoning I

This course aims to acquaint teachers with reasoning skills that are employed in everyday conversation, reading, listening and writing, so as to prepare them to think more reasonably and judiciously. 2 sh.

PHLC509: Teaching Philosophical Reasoning II

This course aims to assist teachers to operationalize reasoning skills while at the same time utilizing certain aspects of philosophy of language, aesthetics and epistemology for the enhancement of writing skills. 2 sh.

PHLC511: Teaching Philosophical Reasoning III

The aim of this course is to assist prospective teachers to operationalize reasoning skills and to utilize certain aspects of philosophy of language, aesthetics, and epistemology for the enhancement of writing skills. 3 sh.

Prerequisites: PHLC 509.

PHLC512: Value Inquiry

Prospective teachers are introduced to the techniques by which reasoning can deal with moral issues in the objective and impartial fashion known as ethical inquiry for children. 3 sh.

PHLC513: Social Inquiry

This course will enable prospective teachers who have already taken the foundational course in philosophy for children to teach children to apply basic reasoning skills to the social studies. The program, therefore, represents an integration of philosophy, logic and the social sciences. It is also a way of presenting the social studies as a discussion course in which the conceptual foundations of the behavioral sciences are reviewed and appraised. 3 sh.

Prerequisites: PHLC 508, 509 and 511.

PHLC614: Scientific Reasoning

This course aims at familiarizing students with a variety of reasoning skills that are useful in scientific inquiry, while at the same time teaching them how to create a cognitive readiness in children to do science. 2 sh.

PHLC615: Foundations of Philosophy for Children

The course focuses on the educational relationship between children and thinking. It aims to assist students to understand the role of ideas in children's learning, the ways in which children can be encouraged to deliberate with regard to ill-defined conceptual issues, and to assist students to understand the relationship of Philosophy for Children to critical and creative thinking. 2 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.

READ503: Literature for Adolescents

Offers background for the development of recreational reading programs in middle schools and high schools. Literature written for students, as well as literature intended to be read widely by adolescents, criteria for book selection, censorship, role of mass media, minority group identification through books, bibliotherapy, bibliographic tools, and the importance of the librarian. 3 sh.

READ508: Critical Thinking and Literacy

Offers a critical thinking framework for the communication arts with an emphasis on reading comprehension, writing, and discussion. Relevant psychological, sociological, and philosophical theories will be studied and applied to texts that are representative of diverse genres and cultures and that challenge conventional beliefs. 3 sh.

READ510: Field Experience in Reading

Provides students opportunities to observe, participate and report community-based activities of agencies. For students in long-range research, students with limited teaching experience, and students who need additional field and clinical experience. Independent study. 3 sh.

Prerequisites: Departmental approval.

READ519: Language and Early Literacy Development

This course examines the nature of language, communication, and literacy development in children of diverse backgrounds and abilities during the foundational early childhood period from birth through age five. Students explore how children acquire language in social context and the impact of biological, psycholinguistic, and sociocultural factors on language development in both typically and atypically developing children. Students examine the relationships between language skills and emergent literacy, and the role of parents, teachers and other caregivers in helping prepare children to successfully acquire school-based Literacies. Students explore state and national policies that seek to improve preschool supports for language and early literacy development and the impact of increasing linguistic and cultural diversity on early childhood language arts/literacy education. 3 sh.

READ522: History of Literacy and Media

This course examines literacy evolutions through physical innovations from cuneiform to the printing press to the internet, educational initiatives from the tutor system to mandated public education to No Child Left Behind, and historical eras from ancient to modern to post-modern. This course will run as a seminar co-developed by the professor and students. This class engages students in learning the history of literacy and literacy pedagogy and, through that, wrestling with issues of discourse, culture, theory, and practice in education and society - both as practicing or potential teachers and as scholars. Topics covered include: development of literacy as related to the printing press, literacy definitions and educational policy, new media and new Literacies, and issues of literacy and power in educational settings. 3 sh.

Prerequisites: READ 500 or READ 501 or instructor's permission.

READ524: Teaching Multiethnic Literature in P-8 Classrooms

This graduate-level course is designed to assist in-service teachers and school media specialists in their efforts to examine multiethnic children's literature as both aesthetic forms and pedagogical tools. Students will analyze the social, political, and educational implications of such literature and its use in P-8 classrooms. If teachers and school media specialists introduce powerful, but enjoyable, literary pieces through which they explore the topics of race and ethnicity and ask critical questions, children might have a greater chance of living up to democratic principles and becoming active participants in the global community. This course will help teachers to use multiethnic children's literature more frequently in their respective classrooms and to approach that responsibility with confidence. 3 sh.

READ525: Literacies, Digital Technology and Learning

This course is designed to provide a context in which pre-service and in-service teachers can explore a range of "new" Literacies and the implications of these new Literacies for school-based literacy education. This course comprises a theoretical dimension that focuses on literacy as a social practice, and a practical dimension that includes hands-on use of a range of new digital technologies and new literacy practices. Attention will be paid to developing effective ways of taking up new Literacies in classroom contexts. 3 sh.

READ600: Workshop in Contemporary Issues in Reading

Explores contemporary issues in reading instruction, basic skills, literature, cultural literacy and critical thinking. Each workshop will be topic-specific. Faculty determine topic selection according to timely public policy issues and philosophical concerns. Collaborative research between workshop faculty and participants will be emphasized. 1 - 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.