EDUC 500E Technology and Curriculum

Examines various technology applications at the elementary school level.  Presentation tools, assistive technology, tutorial/enrichment, diagnosis/remedial programs, are covered.  Emphasis is on curriculum integration and implementing learning activities related to technology.
Co-requisite: Educ 601, 620, or 630.
Summer    1 credit

EDUC 501 Foundations of Education

The course content includes the history and role of education, comparative education, and philosophies of education.  Emphasis will be given to the study of the development of American educational principles, the impact of constitutional laws and state statutes upon the educational institutions, teachers and teaching; rights and responsibilities of practitioners, students and parents.
Fall,  3 credits

EDUC 502 Educational Psychology and Human Development

Systematic explorations of contemporary psychological knowledge related to education and learning, particularly constructivism. Emphasis is placed upon the principles of cognitive processes, language acquisition and development, and a range of factors related to learning readiness and student diversity.
Spring, 3 credits

EDUC 505A Fieldwork Experience I

Graduate students enrolled in one or more methods course during the Fall semester must also enroll in this course which will provide the field based experiences related to the pedagogical base of the methods courses.  Participants will spend a minimum of 50 hours per semester in a school setting appropriate to the area of certification.  A weekly seminar on campus will introduce students to topics such as the school/learner environment, the New York State Learning Standards, curriculum design and the integrated curricula, lesson planning design, teaching strategies, assessments and classroom management. Fall, 3 credits

EDUC 505B Fieldwork Experience

Graduate students enrolled in one or more methods course during the spring semester must also enroll in this course which will provide the field based experiences related to the pedagogical base of the methods course.  Participants will spend a minimum of 50 hours per semester in a school setting appropriate to the area of certification.  A weekly seminar on campus will provide students with opportunities to review and reflect on their efforts at lesson planning and lesson execution to relate content from their liberal arts background to the New York State Learning Standards.  Other topics related to effective planning, assessment and instruction related to child development and learning psychology will be addressed.
Spring, 3 credits

EDUC 511 Classroom Management

Specific techniques and strategies for motivating and enhancing student achievement (both academic and social) as well as modifying student classroom behavior in predictable and desirable directions will be examined and practiced.  Strategies for evaluating the effectiveness of a teacher's behavior in producing desired levels of student motivation and self-discipline will be studied.   Selected topics include: safe and nurturing environment, responsibility, respect, working with parents, resolving conflicts.
Summer, 3 credits

EDUC 580 Introduction to Special Education

Current trends in the inclusion of exceptional students into the general classroom will be examined. Procedural requirements, including the referral, evaluation and placement procedures in addition to development of the Individualized Education Program (IEP) will be examined as they pertain to exceptional children receiving educational services in general education classes. Research based behavioral and instructional strategies will be studied for each category of exceptionality.
Fall, Winter Session, 3 credits

EDUC 590 Reading/Writing Process

This course will focus on the interrelationship of the reading and writing processes.  Through participation in a reading/writing process workshop environment, a theoretical framework for the reading/writing process can be developed.  Emphasis will be placed on teaching strategies, conferring, and related activities for meaningful classroom applications.
Fall, 3 credits

EDUC 601E  Methods & Materials of Teaching Reading

This course is designed to assist teachers in the ( and refinement) of skills necessary to provide and implement activities and materials for the teaching of reading.  Basic foundations of reading as a cognitive process and controversies related to reading instruction are investigated and discussed.  Topics to be covered include: readiness, skills of reading, testing, and other assessment techniques.  Investigation of historical programs, current programs and related research will be included in the study of methodology in reading instruction.
Spring, 3 credits

EDUC 613 Assessment Techniques

Participants will critically examine many approaches to assessment.  Topics will include the standardization process, basic statistical concepts, norm-and criterion-referenced testing, authentic assessment, the interpretation and reporting of testing data, and the analysis of data to plan and modify instruction.
Spring, Summer 3 credits

EDUC 620 Methods of Teaching Social Studies and Language Arts

A theoretical and practical approach to methods and techniques in the teaching of social studies and language arts.  The integration of reading, writing, listening, and speaking skills with social studies topics will be studied in order to increase students’ understanding and achievement of the concepts and skills in both of these curriculum areas.  Application of the State Standards (ELA and SS) to content and differentiated instruction will be the focus of this course.  Field experience required.
Co-requisite Educ 505B
Spring, 3 credits

EDUC 630 Methods of Teaching Mathematics and Science

Specific research-based instructional methods appropriate to teaching mathematics and science will be demonstrated and analyzed.  Emphasis will be on the constructivist approach with special attention to problem solving, reasoning skills, communication, hands-on activities, and application of state standards to curriculum content.  Field experiences required.
Fall, 3 credits - Co-requisite Educ 505A

EDUC 691E Student Teaching - Elementary

Five days each week are spent in a school assigned by the Teacher Education Office.  Clinical practice experience in grades 1-6 is required.  Observations will occur throughout the semester to assess student progress.  Seminars are held weekly on campus.  Topics required for study by the New York State Education Department will be the Child Abuse Seminar, the School Safety & Violence Prevention Seminar, and others.
Every Semester, 6 credits - Prerequisite - approval of Division

EDUC 700 Education Research

Introduces the student to the purposes and procedures of research in education.  Students study research designs and their appropriateness to educational problems.  With the guidance of a faculty member, students reflect on a topic and develop a plan for the research project.  Faculty approval of a proposal for the thesis must be granted before a student may enroll in EDUC 800
Fall, 3 credits

EDUC 800 Thesis

The implementation of the approved Thesis proposal.  Seminars and individual meetings will assist the student with implementation, feedback revision, and evaluation while writing the thesis.  The completed thesis is placed on permanent file with the Southampton College Division of Education for referral by faculty and students.
Spring, 3 credits