The following course descriptions are available. Please check the Class Schedule or contact the program for course availability for each semester:
C&T 4000 Disability in contexts
Professor Bejoian. For students preparing to be both general and special-education teachers. Exploration of the historical, legal, cultural, and social/emotional experiences and representations of the characteristics of people across the full range of disabilities. The course focuses on life contexts, including education, family (caregiver), employment, and independent living as well as life-span transitions. It draws on a wide range of interdisciplinary scholarship and ways of knowing.
C&T 4001 Differentiating Instruction in Inclusive Classrooms
Professor Naraian and faculty. For students preparing to be both general and special-education teachers. This course is designed to foster collaborative, problem-solving relationships among general and special education teachers and student families in designing and modeling inclusive pedagogies and practices for diverse learners. It also overviews the classroom uses of assistive instructional technologies and other accommodations in a laboratory format.
Instructor: Lisa Wright
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.
Instructor: Lisa Wright
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.
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.
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.
Instructor: Frances Schoonmaker
C&T 4021 Nature and needs of gifted students
Professor Borland or Dr. Wright. Psychological factors personal and social affecting identification and development of gifted children and youth: implications for education, counseling and guidance.
Instructor: Lyn Corno
C&T 4022 Instructional models in the education of gifted students
Professor Borland. A review and application of special instructional systems for educating the gifted. Special attention devoted to frameworks developed by Gordon, Parnes, Renzulli, Taba, Tannenbaum, Taylor and Williams. Course also offered as summer workshop C&T 4822.
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: Susan Recchia
C&T 4025 Educating young potentially gifted children
Dr. Wright. Examination of theories and practices relevant to the education of the young (preschool through second grade) potentially gifted child with particular focus on talent development, differentiated curriculum, nontraditional identification techniques, at-risk children, and parent education.
C&T 4029 Creativity: Its nature and nurture
Faculty. An examination and critical appraisal of theories of creativity, test development to measure creativity, and methods designed to enhance the creativity of children and adults.
C&T 4032 Gender, difference, and curriculum
Professor Lesko. This course offers a multifaceted, interdisciplinary introduction to thinking about school curricula, policies, and practices as gendered. Gender will not be considered in isolation but as interwoven and complicated with cultural, racial, religious, class, and sexual identities, among others. The course materials will move beyond the identification of the problems to examine various efforts to create gender-sensitive curricula and programs.
C&T 4051 Supervision for elementary and secondary schools
Professor Schoonmaker. Theory and practice of supervision in elementary and secondary schools. Emphasis is on the role of the supervisor in improvement of instruction and curriculum development. Students practice techniques for improving supervisory skills through role playing, case studies, and analysis of teaching. Attention given to creating programs for continuous professional growth of elementary and secondary school teachers, paraprofessionals, and leadership personnel.
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: Mariana Souto-Manning
C&T 4078 Curriculum and teaching in urban areas
Professor Knight. Analysis of social context and resources for curriculum and teaching in urban areas.
C&T 4080 Risk and resilience in early development
Professor Recchia and Dr. Sall. A first course in child development, pre-birth through age 8, within a family context. Primary focus is on the impact of risk and disability on developmental outcomes, and those factors that promote resilience in young children, with and without disabilities, and their families.
Instructor: Janet Hoffman
C&T 4083 Working with families of young children with disabilities
Professor Recchia or faculty. This course offers current and historical perspectives on the role of families in the lives of young children with special needs, with a focus on family structures, resources and concerns. Students will explore strategies for facilitating partnerships between families and professionals that support the developmental and educational needs of young children with disabilities.
C&T 4112 Integrated Curriculum in Early Childhood Educations (full-year course)
Professors Genishi, Recchia, Shreyar, Dr. Sall
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.
Instructor: Alicia Broderick
C&T 4114 Multicultural approaches to teaching young children
Faculty. Analysis of major curriculum models for learning in young children through use of culturally and environmentally-derived content.
Instructor: Alicia Broderick
C&T 4117 Play: The roots of competence in young children
Faculty. The origins of play and related aspects of development with implications for practice.
Instructor: Karen Zumwalt
C&T 4119 Issues and interdisciplinary methods for working with parents of young children
Dr. Hoffman. Issues such as separation, problematic behaviors, and assessment are examined in the development of interdisciplinary strategies for working with parents of young children, with and without disabilities. Sessions are taught by an interdisciplinary team of faculty and invited speakers from special education, clinical psychology, early childhood education, psychiatry, pediatrics, and social work.
Instructor: Mariana Souto-Manning
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.
Instructor: Lucy Calkins
C&T 4122 Issues in parenthood and education
Dr. Hoffman. Examination of relevant theory and research on parent development. Topics include transition to parenthood, pregnancy, parenting children of different ages, at-risk parents, parenting the special needs child, and single parenthood. Methods of working with different parent populations are addressed.
Instructor: Lucy Calkins
C&T 4123 Curriculum and Instruction in Elementary Education
Professors Hamre and Broderick. Permission required. An introduction to teaching, learning, and curriculum in elementary classrooms, including: learning processes, instructional planning, child observation and assessment, classroom management and environments, working in urban, diverse, and inclusive settings, and culture and community. The course emphasizes the relationship between theory and practice, and supports students in the development of self-analytic, reflective, and problem solving skills. Special fee: $100.
C&T 4124 Curriculum development in elementary education
Professors Hamre and Broderick. Permission required. Continuation and extension of C&T 4123, with an emphasis on curriculum theory, history, issues, standards, and the interrelationship of various instructional fields. Students work in teams to develop multi-grade/age curriculum.
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: Marjorie Siegel
C&T 4131 Language and Literacy in the Early Childhood Curriculum
Professor Genishi. Introduction to research and practices related to early communication and literacy in early childhood settings (birth through grade 2). Focus will be on children whose first language is English, as well as English language learners, and on curricula and adaptations for full range of learners.(3 credits toward state literacy requirement).
C&T 4132 Learning and teaching in the primary reading/writing classroom
Professors Calkins and Siegel. Permission required. Examines principles of literacy learning in young children and introduces theories, practices, and materials for teaching reading/writing in primary grades.
C&T 4133 Learning and teaching in the intermediate reading/writing classroom
Professors Calkins and Siegel. Permission required. Examines strategies for teaching, organizing and assessing reading and writing in intermediate grades.
C&T 4136 Methods and materials for reading instruction
Faculty. A survey of approaches to reading instruction from kindergarten through middle school with a critical examination of modern methods, materials, trends, and issues.
Instructor: Britt Hamre
C&T 4137 Literacy and learning in the content areas
Professor Siegel. Introduction to theory, research, and practice on the role of literacy in learning mathematics, social studies, science, and the arts. Examination of talk, texts, and reading/writing practices used in content area teaching.
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: Stephanie Jones
C&T 4139 Constructing critical readers
Professors Calkins and Siegel. Prerequisite: C&T 4138. Examination of theory, research, and practice on teaching reading comprehension and critical analysis in intermediate grade classrooms. Consideration of curriculum design, assessment practices, and teaching methods and materials. Emphasis on curricular structures and strategies for teaching comprehension and critical analysis of fiction and nonfiction texts.
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.
Instructor: Anne Sabatini
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.
Instructor: Karen Zumwalt
C&T 4143 Multicultural social studies in the elementary and middle school
Professors Hamre, Oyler and Quinn. Permission required. Teaching, learning, and curriculum development in social studies including a critical examination of content and methodology, current practices and issues, state, and professional standards. Materials fee: $20.
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.
C&T 4159 Teacher education programs
Faculty. Current developments in programs for the preparation and inservice development of teachers for elementary and secondary schools.
Instructor: Susan Recchia
C&T 4160 Supervision in initial teacher education programs
Faculty. Theory and practice of supervision of student teachers. This course will help students develop supervisory skills through case studies, role playing, and analysis of teaching.
Instructor: Min Hong
C&T 4161 The teacher: Socio-historical, cultural contexts of teaching
Professor Zumwalt or faculty. Exploration of what it means to be a teacher through analysis of historical studies, teacher autobiographies, proposals for change and personal reflection. Focus questions are: What is a good teacher? What is a professional teacher? Prerequisite: P-12 teaching experience.
C&T 4200 Fieldwork in curriculum and teaching
Faculty. Permission required. Majors work under guidance. Students should have had previous course work with their supervising staff member and should select a problem relating to this work.
Instructor: Lyn Corno
C&T 4301 Formal assessment of exceptional students
Faculty. Permission required. Participation in educational assessment of referred children. Analysis of observational and standardized test data; formulation of educational enrichments, accommodations, and modifications. Conducted
Instructor: Lyn Corno
C&T 4302 Supervised practicum in the educational assessment of young children with exceptionalities
Dr. Rikhye or faculty. Permission required. Prerequisite: C&T 4080. Participation in educational assessment of young children with exceptionalities. An introduction to formal and informal assessment strategies and their applications to work with young children. Analysis of observational and test data; formulation of educational interventions. Lab fee: $150.
C&T 4308 Field experiences in early childhood/early childhood special education
Professor Recchia or faculty. A practicum for students in the Early Childhood initial certification programs that serves as a prerequisite forstudent teaching. Field experiences will systematically include at least 100 hours of observation and practice across all EC age groups: 0-3, pre-k, K, 1-2. Field experiences will relate to work in other courses and be paired with an ongoing seminar designed to respond directly to issues as they arise in field placements.
Instructor: Lisa Wright
C&T 4311 Advanced practicum--teaching students with disabilities
Professors Broderick, Hamre, Bejoian, and Oyler. Permission required. Part-time practicum in New York City schools, coupled with critical special education core classes. Co-requisites: C&T 5080, 5081, and 5905.
Instructor: Min Hong
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.
C&T 4503 Problems: Curriculum and Teaching-independent Study
Faculty. Permission required. Majors work individually or in small groups with a staff member. Students should have had previous course work with their supervising staff member and should select a problem relating to this work.
C&T 4615 Young children and social policy: Issues and problems
Dr. Fennimore. Overview of social policy towards young children as it affects classroom practice and professional goals. Situations such as child abuse, divorce and custody, student classification, and foster care are examined.
C&T 4702 Student teaching-giftedness
Dr. Wright. Observation and student teaching. Permission Required. Course requires 3-5 days a week for participation in community, school, and agency programs and a weekly seminar on campus.
C&T 4708 Student teaching-infancy and early childhood
Dr. Rikhye or faculty. Observation and student teaching. Permission required. Course requires 3 to 5 days a week for participation in community, school, and agency programs and a weekly seminar on campus.
C&T 4726 Professional laboratory experiences/student teaching (year-long) in elementary education
Professors Broderick, Quinn, Hamre, Naraian,
C&T 4729 Professional laboratory experiences/student teaching (year-long) in elementary education
Professors Broderick, Quinn, Hamre and
C&T 4802 Models of curriculum and teaching
Professor Goodwin or Genishi. An institute focusing on current issues in curriculum and teaching, such as innovative models of teaching or curriculum development in specific settings. Topics vary and institute may be taken more than once for credit.
C&T 4822 Instructional models in the education of gifted students
Professor Borland. What should gifted students learn? How can we differentiate the curriculum for gifted learners in order to meet their special needs more effectively? These and other questions will be addressed in this three-day workshop devoted to the discussion, analysis, and evaluation of instructional models designed or adapted for gifted students. Emphasis will be placed on the principles of curricular differentiation and on providing an overview of a range of models designed to modify content, enhance the development of thinking skills and enhance creativity.
Instructor: Mary Hercus-Rowe
C&T 4835 Improving reading instruction
Professor Siegel. An institute focusing on current issues in reading and related areas. Includes oral and written language development and children�s literature.
C&T 4842 Institute: Content area literacies
Professor Siegel. Introduces K-12 teachers to a toolkit of theories and practices to aid them in rethinking and redesigning literacy practices used in teaching mathematics, science, social studies, and other content areas.
Instructor: Mary Hercus-Rowe
C&T 4853 Multisensory teaching of basic language skills for students with learning disabilities
Ms. Rowe. Introduction to the theoretical and practical issues of teaching a Multisensory Instructional Language approach in reading, spelling, and handwriting, and in the structure of English, based on Alphabetic Phonics to dyslexic students. Offered in fall and summer terms. Materials fee: $30.
C&T 4854 Multisensory teaching of basic skills I
Ms. Rowe. Prerequisite: C&T 4853. Two day-long workshops combined with the teaching of Alphabetic Phonics curriculum in school settings. Extension of practice in Schedule II, teaching reading, spelling, and handwriting.
Instructor: Sharon Kagan
C&T 4855 Multisensory teaching of basic skills II
Ms. Rowe. Prerequisite: C&T 4854. Two day-long workshops combined with the teaching of Alphabetic Phonics curriculum in school settings. Extension of C&T 4854.
Instructor: James Borland
C&T 4858 Institute: Teaching of reading
Professor Calkins. Designed to help teachers of grades K through 8 develop a theoretical framework for the teaching of reading and a repertoire of strategies for enhancing students' independence and skills as readers.
Instructor: James Borland
C&T 4899 Federal Policy Institute
Professor Kagan. The Federal Policy Institute (FPI) is designed to give students a first-hand opportunity to meet with key policy leaders around the most crucial, contemporary policy issues. Key themes will include: the enduring values of American education and how they shape current policy; current issues in national educational reform; and the role of the federal government in shaping educational policy.
C&T 4900 Research and independent study: Curriculum and teaching
Faculty. Master's degree students undertake research and independent study under the direction of a faculty member.
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 5006 Readiness for school: Pedagogical and political issues
Professor Kagan. Course examines different conceptions of school readiness, focusing on challenges faced by practitioners and policy makers. Participants will examine different approaches to the implementation and assessment of readiness.
C&T 5023 Giftedness and intelligence: Theoretical approaches
Professor Borland. Theories of cognition as they relate to the issues of intelligence and creativity presented as a basis for conceiving of students as exceptional and for differentiating their curriculum.
Instructor: Stephanie Jones
C&T 5024 Planning and implementing programs for gifted students
Professor Borland. Examination of factors affecting planning and implementation of programs for the gifted, components of gifted programs, and systems approach to program planning. Students develop written program plans for specific settings.
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: Thomas Sobol
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 5053 Staff development processes and procedures
Faculty. Concepts and practices related to staff development, in-service education, and organizational improvement. Attention given to applications of staff development using institutional cooperation, organizational dynamics, and research on teacher training. Designed for principals, supervisors, curriculum directors, and others concerned with staff and program development to deal with change in their own institutional contexts.
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.
C&T 5080 Access to full participation in schools
Faculty. This course is designed to offer an indepth understanding of issues that frame the participation of students with disabilities in various educational settings. It will critically examine the legal and structural framework that regulates the education of students with
C&T 5081 Collaborative communication in cultural contexts
Faculty. This course is designed for students taking the Inclusive Elementary Disability Studies Core, as well as for students in the CUED program with a Disability Studies
C&T 5112 Issues in child care and education: Infancy through school age
Faculty. An examination of such issues as inclusion, equity, effects of welfare reform, training needs, and the role of transdisciplinary supports within the context of recent demographic, social, political, and economic changes in our society. Public and private sector responses to newly emerging issues, the dilemmas posed, and recommended solutions. Evaluations of the adequacy of the responses to the demand for child care, and the nature, characteristic, and quality of the supply. Invited speakers present perspectives from education, health and mental health, government, business, the community, advocacy, and communication.
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.
Instructor: Susan Recchia
C&T 5118 Infant and toddler development and practice
Professor Recchia. Permission required. Theory is related to practice and research with infants, toddlers and families. Students participate in classroom practice and meet for weekly seminar on-site at the Rita Gold Early Childhood Center. Enrollment is for 1 or 2 semesters.
Instructor: Lisa Wright
C&T 5302 Advanced practicum-giftedness
Professor Borland and Dr. Wright. Permission required. Guided experiences for advanced students in Giftedness. Supervised group field visits. Preservice internships arranged. Students submit reports analyzing experiences.
Instructor: Susan Recchia
C&T 5308 Advanced practicum-infancy and early childhood
Professors Genishi, Recchia and faculty. Permission required. Guided experiences for advanced students in Early Childhood Special Education. Preservice internships arranged. Students submit reports analyzing experiences.
Instructor: Celia Genishi
C&T 5321 Practicum in early childhood education: Curriculum development, observation, and assessment in early childhood
Faculty. Permission required. Supervised in-service competency-based field experiences in early childhood settings. Emphasis on emerging issues and refinement of practice.
C&T 5323 Supervision and the organization of programs for families with young children
Faculty. Prerequisites: C&T 5118. Assessment procedures, supervision, and social policy are related to the development and administration of programs for families with infants and toddlers.
Instructor: Celia Genishi
C&T 5502 Introduction to qualitative research in curriculum and teaching
Professors Genishi, Knight, and Siegel. Introductory seminar on methods in qualitative research, with focus on case studies in classrooms and schools.
C&T 5513 Seminar in early childhood education
Professors Genishi and Recchia. Required of all second-year doctoral students in early childhood education and early childhood special education and open to other post-Master’s students with permission. Examination of underlying issues and currents in early childhood education, with formulation of initial research plans.
Instructor: Sharon Kagan
C&T 5514 Seminar in early childhood education
Professors Genishi and Recchia. Required of all second-year doctoral students in early childhood education and early childhood special education and open to other post-Master’s students with permission. Examination of underlying issues and currents in early childhood education, with formulation of initial research plans.
Instructor: Susan Recchia
C&T 5515 Infancy research seminar
Professor Recchia. Permission required. Research in infant development is facilitated and coordinated through training in a variety of research methods within a seminar format.
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 5810 Differential instruction for gifted students
Professor Borland and Dr. Wright. This three-day workshop provides participants with the opportunity to learn about and discuss new challenges and approaches to identifying and educating gifted students. Presentations and discussions will provide the core for each day. Small group work and individual consultations will also be integrated throughout the three days. The emphasis of these sessions will be on the creation of practical products and practices that can be used in the participant's schools. Schools are also encouraged to send both individuals and teams with clearly articulated issues and problems they would like to have discussed. Students enrolled for two credits will attend additional seminars to be scheduled during the class.
C&T 5853 Advanced multisensory teaching of basic language skills for students with learning disabilities
Ms. Rowe. Prerequisites: C&T 4853, C&T 4854, and C&T 4855. In-depth extension of multisensory techniques for teaching reading strategies, spelling situations and formulas, advanced syllable division, lesson planning, dictionary skills, composition, and comprehension. Two-week summer session.
C&T 5854 Advanced multisensory teaching of basic skills I
Faculty. Two day-long workshops to extend and refine skills in advanced phases of curriculum while teaching in school settings.
Instructor: Mary Hercus-Rowe
C&T 5855 Advanced multisensory teaching of basic skills II
Faculty. A continuation of C&T 5854. Four day-long workshops.
C&T 5902 Independent study--giftedness
Professor Borland. Permission required. Qualified students work under guidance on practical research problems. Proposed work must be outlined prior to registration; final written report required.
Instructor: Alicia Broderick
C&T 5905 Seminar in learning disabilities and disability studies in education
Professor Broderick. Permission required. Students work in small groups under guidance on practical problems related to teacher-as-scholar practitioner, teacher-as-classroom researcher, and teacher-as-change agent. Emphasis on ethical practices for diverse learners. Special fee: $25.
Instructor: Susan Recchia
C&T 5908 Independent study--infancy and early childhood
Professor Recchia and faculty. Permission required. Qualified students work under guidance on practical research problems. Proposed work must be outlined prior to registration; final written report required.
C&T 6200 Field study in designing curriculum and instruction
Faculty. Permission required. Field experiences in relation to designing, conducting, and evaluating programs in curriculum and instruction.
C&T 6259 Fieldwork in preservice teacher education
Fieldwork in preservice teacher education.
C&T 6260 Fieldwork in preservice teacher education
Fieldwork in preservice teacher education
Instructor: Lucy Calkins
C&T 6400 Internship program in curriculum research
Faculty. Permissin required. Firsthand experience in a center where curriculum research is in progress.
C&T 6405 Advanced internship-learning disabilities
Faculty. Permission required. Post-master's level. Intensive in-service internship designed to meet individual student's needs. Students submit reports analyzing experiences.
Instructor: Susan Recchia
C&T 6408 Advanced internship-infancy and early childhood
Professors Kagan and Recchia. Permission required. Post-master's level. Intensive inservice internship at agency chosen to meet individual student’s needs. Students submit reports analyzing experiences.
C&T 6452 Internship program in supervision and curriculum improvement: Professional
Professor Schoonmaker. Permission required. Prerequisite: C&T 4160 or C&T 4051. Work with curriculum leaders in an ongoing program. Fieldwork involves school system problems and leadership processes.
Instructor: Anne Sabatini
C&T 6453 Internship program in supervision and curriculum improvement : Initial
Permission required. Prerequisite: C&T 4160 or C&T 4051. Work with curriculum leaders in an ongoing program. Fieldwork involves school system problems and leadership processes.
Instructor: Lyn Corno
C&T 6501 Studies in curriculum and teaching
Faculty. Permission required. Integrating seminar provides an opportunity for students to discuss issues and questions fundamental to the field of curriculum and teaching.
Instructor: Sharon Kagan
C&T 6502 Studies in curriculum and teaching
Permission required. Integrating seminar provides an opportunity for students to discuss issues and questions fundamental to the field of curriculum and teaching.
C&T 6503 Seminar in Field Research
Faculty. Corequisite: C&T 6200-C&T 6201. Collect and organize data and report field study findings. Abstract generalizations or limited theories as guides to practice and further research.
C&T 6505 Spencer Seminar
Faculty. This seminar is designed to prepare doctoral students to conduct collaborative school-based inquiry focused on educational practice in elementary, middle, and high schools or early childhood settings. Special attention is given to issues of school-university collaboration, context-sensitive research methodologies, urban educational improvement, and the relation of research to development in school settings. Participation in field research and development is required.
Instructor: James Borland
C&T 6506 Advanced seminar-giftedness
Professor Borland. For doctoral students in Giftedness. Recent developments in theory and research in gifted education.
C&T 6507 Advanced seminar-learning disabilities
Professor Broderick. For doctoral students in learning disabilities and related fields. Recent developments in theory and research as related to learning disabilities from psychological, educational, sociological, and other sources.
Instructor: Susan Recchia
C&T 6508 Advanced seminar-infancy and early childhood
Professors Genishi and Recchia. For doctoral students in special education and related fields. Recent developments in theory and research as related to current issues in the field.
C&T 6532 Seminar in reading/language arts and related research
Professors Calkins and Siegel. Permission
C&T 6533 Advanced study of children's literature
Professor Calkins and faculty. Permission required. Issues and problems relating to the formulation of knowledge about children�s literature.
Instructor: Lucy Calkins
C&T 6551 Seminar in supervision and curriculum improvement
Professor Schoonmaker. Prerequisite: C&T 4051, C&T 4005, or equivalent. Primarily for doctoral students. Intensive study of selected problems. Major emphasis on formulation of supervision strategies and curriculum change.
C&T 6569 Seminar in theory and research in curriculum
Faculty. Permission required. Critical study of classroom environment as a laboratory for teacher education.
C&T 6900 Directed research and theory development in curriculum and teaching
Permission required.
Instructor: James Borland
C&T 6914 Advanced studies in early childhood and childhood education
Professors Genishi, Kagan and Recchia. Permission required. Identification and theoretical and empirical investigation of selected topics, problems, and issues in early childhood and childhood education. Topics vary. May be taken more than once for credit.
C&T 6915 Advanced studies in early childhood and childhood education
Professors Genishi, Kagan and Recchia. Permission required. Identification and theoretical and empirical investigation of selected topics, problems, and issues in early childhood and childhood education. Topics vary. May be taken more than once for credit.
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
C&T 8900 Dissertation advisement in curriculum and teaching
Individual advisement on doctoral dissertations. Fee: to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D. degree.
Instructor: James Borland
in the Dean Hope Center for Educational and Psychological Services or in appropriate community facilities. Course meets double sessions. Lab fee: $150.
Instructor: Lynne Bejoian
Oyler and staff. Permission required.Students must begin in the Fall term. Students engage in an intensive field placement under the sponsorship of a classroom teacher with supervision shared by the cooperating teacher and Teachers College staff members. The experience begins with a three-week practicum period, followed by a ten-week student teaching experience; students spend a minimum of 3 1/2 days in the classroom each week. Assignments to classrooms provide an emphasis on education for both younger and older children in a range of settings, including opportunities in the College's Professional Development Schools. Offered in conjunction with C&T 4123 and C&T 4124. Students applying to student teach must file a Declaration of Intention to Student Teach by May 15 prior to the Fall term.
educational needs. This will involve a critical examination of classroom structures for participation that have traditionally been made available to students with disabilities as well as the exploration of alternate ones that can facilitate the learning and development of a diverse student body.
professionals and family members of students. Particular attention will be paid to the development of these skills in ways that are responsive and relevant to diverse students.
Instructor: Thomas Hatch
Instructor: Lyn Corno
Anne Sabatini Oyler. Permission required. Students engage in an intensive field placement under the sponsorship of a classroom teacher with supervision shared by the cooperating teacher and Teachers College staff members. The experience begins with a three-week practicum period, followed by a ten-week student teaching experience; students spend a minimum of 3 1/2 days in the classroom each week. Assignments to classrooms provide an emphasis on education for both younger and older children in a range of settings, including opportunities in the College’s professional development schools. Students applying to student teach must file a Declaration of Intention to Student Teach by April 15 prior to the Fall term. as264
Stephanie Jones required. Open only to advanced Master's and doctoral students with a specialization in reading or related area who have completed a recent methods course in reading. In-depth study and discussion of trends and issues in reading development and instruction. srj2102
Susan Recchia and faculty. A two-semester course focused on integrated theories and methods in ECE/ECSE. Will incorporate historical and sociocultural contexts, emphasis on physical and interpersonal environments in early childhood settings, centrality of play, social studies and science, adapting curricula for full range of abilities from infancy through grade 2. slr20