The following course descriptions are available. Please check the Class Schedule or contact the program for course availability for each semester:
C&T 4002 Curriculum theory and history
Professors Lesko or Schoonmaker. The nature and design of educational activities: theory, research, and practice of curriculum design.
C&T 4004 School change
Professors Hatch or Knight. Major themes include state of the field regarding school change, schools as social organizations, the individual in the organization, theories of change, and implementation strategies and processes.
Instructor: Thomas Hatch
C&T 4005 Principles of teaching and learning
Faculty. Examination of the relationships among teaching, learning, and assessment; teaching as a profession; and schools as complex social organizations.
Instructor: Lyn Corno
C&T 4020 The environments of school
Faculty. Space, objects, and territoriality; school and classroom size; the environment as hidden curriculum; risk and stress in school; interrelationship of the cognitive, social and physical conditions and outcomes of schools and classrooms.
C&T 4023 Differentiated curriculum for gifted students
Dr. Wright. This course examines the characteristics of appropriate and defensible curriculum for gifted children and youth. Particular emphasis is placed on instructional strategies, curriculum theories, flexible grouping techniques, and meeting the needs of gifted learning in the regular classroom.
Instructor: Lisa Wright
C&T 4052 Designing curriculum and instruction
Professors Lesko, Goodwin, Zumwalt and staff. Application of models for designing curriculum and instruction. Students design curriculum in collaborative groups. Section 2 will focus on students designing social studies curriculum in collaborative groups.
Instructor: Lyn Corno
C&T 4113 Early childhood methods and programs
Faculty. Comparative study of traditional, current, and innovative program models designed for children from birth through 8 years of age.
C&T 4118 Theoretical foundations of childhood education
Major theories relevant to contemporary research and practice in early childhood and childhood education: learning theory, Piaget's interactionism, Vygotsky's sociocultural developmental theory, and Bruner's theory of pragmatics and context in development.
C&T 4121 Early childhood teaching strategies within a social context
Faculty. Exploration of the teaching strategies used in early childhood education through analysis of the social contexts out of which they have arisen. Emphasis on assimilation and application of differing strategies through workshop format.
C&T 4130 Critical perspectives in elementary education
Professors Schoonmaker and Zumwalt or faculty. Required for all professional certification M.A. students (elementary). Co-requisite: C&T 4502 (section 1). Examination of issues related to contemporary elementary education in the United States from the perspective of teacher as a reflective practitioner and curriculum maker, with a focus on teaching for social justice. Designed to complement students’ master’s action research projects.
Instructor: Karen Zumwalt
C&T 4138 Teaching literacy in the early years
Professor Siegel. Examination of theory, research, and practice of literacy learning and teaching in the early years, including children who are English language learners and children experiencing difficulty with school literacy. Emphasis on alternative models of designing literacy curricula, selection and use of materials (including technologies), and methods of assessing and teaching decoding, spelling, fluency, text use, and comprehension.
Instructor: Marjorie Siegel
C&T 4140 Literature for younger children
Faculty. Critical study of literary trends and materials for children in pre-kindergarten, kindergarten, and early grades. Consideration of developmental issues and reader response theory relating to young children.
C&T 4141 Literature for older children
Professor Calkins. The course integrates theory and practice for teachers. Topics include writing development, research on writing, models for responding to and evaluating student writing, and classroom methods for teaching the writing process in elementary classrooms.
C&T 4145 Critical perspectives in secondary education
Professors Knight and Lesko. A comprehensive examination of adolescent development and learning as they relate to issues of curriculum, teaching, and learning.
C&T 4151 Teaching of writing
Professor Calkins. The course integrates theory and practice for teachers. Topics include writing development, research on writing, models for responding to and evaluating student writing, and classroom methods for teaching the writing process in elementary classrooms.
Instructor: Stephanie Jones
C&T 4501 Teaching and learning in the multicultural classroom
Open to preservice and inservice students in all subject departments. Class meets for seven sessions (consult department secretary or instructor for dates). Student diversity (characterized by gender, race, ethnicity, language, special needs, and sexual orientation) is examined in relation to decisions about teaching methodology, curriculum, instructional materials, student grouping, home-school-community relationships, and teachers' professional growth and development.
C&T 4502 Master's project
Professors Knight, Lesko, Schoonmaker, Zumwalt or faculty. Required for M.A. students in the Curriculum and Teaching Program. Students work to develop proposals to initiate required Master’s action research project.
Instructor: Lyn Corno
C&T 5000 Theory and inquiry in curriculum and teaching
Total of 9 points, 6 points fall and 3 points spring. Faculty. Required of and limited to first-year Ed.D. students in the Department of Curriculum and Teaching; must be taken in both the Fall and Spring semesters. Introduction to and exploration of important problems and issues in curriculum and teaching, methods of formulating questions, and modes of inquiry appropriate to doctoral-level research.
Instructor: James Borland
C&T 5036 Child and family policy
Professor Kagan. Course provides a foundation of knowledge concerning the role of child and family perspectives in informing public policy.
C&T 5037 Literacy, culture and the teaching of reading
Professor Siegel. Examines current practices of reading instruction in light of theory and research on literacy as a social, cultural and political practice. Emphasis on intersections of class, race/ethnicity, gender, and sexuality as critical axes for understanding culturally-specific language and literacy practices, and as a basis for re-imagining reading instruction rooted in the experiences of students.
Instructor: Stephanie Jones
C&T 5042 Special topics in children's literature
Faculty. Study of specific genres or curriculum issues in children’s literature. Topics are announced in preliminary and final course schedules distributed each semester. Registration not limited to one term.
C&T 5074 Curriculum and teaching policy
Professor Sobol. Prerequisite: C&T 4004. Examination of the theoretical and political bases of curriculum and teaching policies and their influences on school organizations and teaching practices. Explores the policy-making process from policy design through implementation.
Instructor: Thomas Sobol
C&T 5114 Development of multicultural curriculum for the early
Faculty. Exploration of dynamics of curriculum development for young children from 3 through 8 years of age. Participants will design a curriculum using principles of curriculum construction and a multicultural, inclusive philosophy. Prerequisite: C&T 4114 or equivalent.
C&T 5800 Institute: Teaching of writing
Professor Calkins. The focus of the institute will be on the teaching of writing with the participants also working on their own writing. There will be a combination of large group presentations, small interactive sessions, and writing workshops. Separate sections will be offered for advanced participants. A partial list of topics to be covered includes: the central role of planning and curriculum development in the teaching of writing, methods for holding our students accountable for doing their best work, classroom structures that support inquiry and collaboration, and using literature to help students craft their writing. The Institute is appropriate for elementary and secondary teachers.
C&T 7500 Dissertation seminar in curriculum and teaching
Professors Genishi, Knight, Schoonmaker and Zumwalt. Two semesters required of all doctoral candidates in the department unless proposal is defended in the first semester. Development of doctoral dissertations and presentation of proposals for approval.
Instructor: Karen Zumwalt
C&T 7501 Dissertation seminar in curriculum and teaching
Professors Genishi, Knight, Schoonmaker and Zumwalt. Two semesters required of all doctoral candidates in the department unless proposal is defended in the first semester. Development of doctoral dissertations and presentation of proposals for approval.
Instructor: Celia Genishi
HUDK 4010 Psychology of reading
Exploration of theoretical models and critical empirical issues pertaining to those language processes inherent in reading and in writing. Analysis of instructional strategies in terms of cognitive models.
HBSK 4072 Theory and techniques of reading assessment and intervention
Overview of theories, assessment, and intervention techniques for reading and writing across the lifespan. Both typical development and literacy difficulty are addressed. Materials fee: $50.
Instructor: Susan Masullo
HBSK 4074 Development of reading comprehension strategies and study skills
Reading and study skills: Practical procedures based on research findings appropriate for teachers, counselors, and others. Discussion focuses on students in the middle elementary grades through young adulthood.
Instructor: Stephen Peverly
HUDM 4122 Probability and statistical inference
Prerequisite: HUDM 4120 or undergraduate statistics course. Elementary probability theory; random variables and probability distributions; sampling distributions; estimation theory and hypothesis testing using binomial, normal, t, chi square, and F distributions.
Instructor: James Corter
HUDK 5024 Language development
Survey of research and theory in the development of language, beginning with communication and the origins of language in infancy and emphasizing acquisition of the forms of language in relation to their content and use.
Instructor: Peter Gordon
HUDM 5122 Applied regression analysis
Prerequisite: HUDM 4122 or permission of instructor. Least squares estimation theory. Traditional simple and multiple regression models, polynomial regression models, with grouping variables including one-way ANOVA, two-way ANOVA, and analysis of covariance. Lab devoted to applications of SPSS regression program. Lab fee: $50.
Instructor: James Corter
HBSK 5373 Practicum in literacy assessment and intervention I
Prerequisite or corequisite: HBSK 4072, grade of B or better. This is the first of three practica that provide experience in the assessment and instruction of literacy skill including phonemic awareness, decoding, word recognition, vocabulary, fluency, spelling, expressive writing, and reading comprehension. Students receive clinical practice in administering, scoring, and interpreting a classroom test battery and providing an instructional intervention to a client with literacy difficulty. At this level, students work with children in early childhood and childhood education. All work is conducted in a clinical setting under the guidance of a supervisor and the course instructor. Besides assessment and intervention, students learn to conduct intake interviews and client conferences, conceptualize individuals' learning patterns, interact with parents and other family members, follow ethical guidelines appropriate for the profession, prepare regular documentation, and write case reports to professional standard. Materials fee: $100.
HBSK 5376 Practicum in literacy assessment and intervention II
Prerequisite or corequisite: HBSK 4072, HBSK 5373, grade of B+ or better. Students work in a clinical setting to provide assessment and interventions within the context of a diagnostic teaching model for an individual with literacy difficulties. Clinical work is conducted under the guidance of a supervisor and the course instructor. Professional guidelines, practices, and writing continue to be emphasized. Materials fee: $100.