1) The master of arts in teaching (MAT) program is designed for the prospective secondary teacher who has a liberal arts degree but no teacher certification.
2) The master of science in education (MSEd) program is for teachers with provisional certification. It is designed to prepare teachers to assume leadership roles through advanced practice and study in elementary education, reading/language arts education, secondary education, or special education.
3) The master of science in education (MSEd) program in elementary education is available for prospective teachers who seek teacher certification, but whose undergraduate degree is in the liberal arts and sciences.
4) The master of science in teaching (MST) program is designed for teachers with provi sional certification at the secondary level who seek to focus most of their advanced study in an academic discipline.
5) The certificate of advanced study (CAS) is offered for those educators holding the master's degree in reading who wish to assume advance leadership roles in reading/language arts.
6) The doctorate in education (EdD) program in educational theory and
practice is available for qualified applicants.
All master's programs will review applications beginning April 1 for fall admission and November 1 for spring admission. The doctoral program will review applications beginning February 15 for fall admission only.
If you wish to be considered for a graduate assistantship, your application
must be received by February 15.
Grievance Procedure
See your faculty advisor, the SEHD academic advisor, or your division
director if you have a concern which you have not been able to resolve
regarding your academic program, or particular courses or professors. You
may request a copy of the SEHD grievance proce dure from any of the above
or the SEHD Dean's Office.
Both coursework and continual fieldwork help students develop the knowledge base to understand children and schools, in historical, social, cultural, and developmental contexts. The programs promote meaningful parent-school-community collaboration to nurture learners who can cooperate to create a sustainable world.
Elementary Education
(Program for provisionally certified teachers)
For students holding a provisional certificate to teach (or a certificate of qualification), this program prepares students to assume shared responsibility for their professional development as reflective practitioners. This degree leads to permanent certification in New York state to teach prekindergarten through grade 6.
Students must complete the degree within five years of
matriculating in the program and must earn a cumulative average of B or
better.
| ECEE 502. Child Growth and Development | 4 |
| ECEE 503. Curriculum and Teaching in the
Elementary Grades |
4 |
| EDUC 541. Applied Research Techniques | 4 |
| RDLA 515. Current Research and Practices in
Literacy Instruction |
4 |
| SPED 501. Psychology and Education of
Exceptional Children |
4 |
After completing core courses, students select a focus of
study. Students design their concentrations in collaboration with advisors
or take a minimum of three courses (12 credits) in any one of the following
strands:
Literacy and the Arts
Cultural Foundations/Social Action
Curriculum/Content Areas
Inclusion
Supervised Classroom Experience:
| ECEE 592. Field Assessment and Seminar | 4 |
Students concurrently complete an Integrative Classroom
Project, classroom-based research
integrating theory and practice.
Elementary Education
(Pre-professional program for students whose undergraduate major
is in liberal arts and sciences.)
The master of science in education in elementary education is also offered
to pre-professional students whose undergraduate degree is in liberal arts
and sciences. This minimum 52-hour program leads to provisional certification
in New York state to teach prekindergarten through grade 6. Students must
complete the degree within five years of matriculating in the program and
earn a cumulative average of B or better.
| Degree Requirements | credits |
| ECEE 502. Child Growth and Development | 4 |
| ECEE 503. Curriculum and Teaching in the
Elementary Grades |
4 |
| EDUC 504. Multiculturalism and the Practice
of Schooling |
4 |
| (or another course in multiculturalism
chosen with the advisor's approval) |
|
| EDUC 541. Applied Research Techniques | 4 |
| RDLA 515. Current Research and Practices
in Literacy Instruction |
4 |
| SPED 501. Psychology and Education of
Exceptional Children |
4 |
Twenty additional credits are required. Specific courses are selected in collaboration with the faculty advisor. At least one of these should provide knowledge and understanding of the foundations of education.
Supervised Classroom Experience:
| EDUC 592. Classroom Teaching Experience | 4 |
| ECEE 592. Field Assessment and Seminar | 4 |
Students concurrently complete an Integrative Classroom Project, classroom-based research integrating theory and practice.
Reading And Language Arts
For students with at least a provisional certifi cate (or a certificate
of qualification) as a PreK-6 elementary education teacher or a grades
7-12 teacher of an academic subject, this program provides academic study
and supervised field experiences in reading education at both the elementary
and secondary school levels. Individuals are prepared to assume leadership
roles as competent and qualified reading teachers, specialists, and consultants.
This degree leads to New York state certification as a reading teacher.
Students must complete the degree within five years of matriculating in
the program and must earn a cumulative average of B or better.
| Degree Requirements | credits |
| ECEE 502. Child Growth and Development or
EDUC 530. Adolescent Psychology and Education |
4 |
| EDUC 541. Applied Research Techniques | 4 |
| RDLA 515. Current Research and Practices in
Literacy Instruction |
4 |
| SPED 501. Psychology and Education of
Exceptional Children |
4 |
| An additional 16 credit hours of coursework in literacy emphasis courses are required: | |
| RDLA 516. Language Arts in the Elementary
and Middle School |
4 |
| RDLA 517. Literature for Children and Youth | 4 |
| RDLA 518. Literacy Assessment and Teaching | 4 |
| RDLA 519. Literacy and Learning in Content
Areas |
4 |
| RDLA 592. Seminar and Practicum in
Literacy Education |
4 |
Satisfactory completion of a Comprehensive Examination.
Students who have completed some program requirements may take other appropriate courses as electives with the program advisor's approval.
Secondary Education
For students provisionally certified as teachers of biology, earth science,
English, mathematics, physics, and social studies, this program combines
an academic and professional education with preparation in the teaching
and leadership skills of secondary school educators. This degree leads
to permanent certification in New York state as a teacher in grades 7-12
in one of the above areas. Students must complete the degree within five
years of matriculating in the program and must earn a cumulative average
of B or better.
| Degree Requirements | credits |
| EDUC 530. Adolescent Psychology and
Education |
4 |
| EDUC 541. Applied Research Techniques | 4 |
| RDLA 519. Literacy and Learning in
Content Areas |
4 |
| SPED 501. Psychology and Education of
Exceptional Children |
4 |
An additional 12 credit hours of coursework in the area of academic specialty for which the degree is being sought, and four hours of education elective. These courses are selected with the advice and concurrence of the program advisor.
Supervised Classroom-oriented Research
| SEC 592. Field Assessment and Seminar | 4 |
Special Education
For students with at least a provisional certificate (or a certificate of qualification) as a special education teacher, a preK-6 elementary education teacher, or a grades 7-12 teacher of an academic subject, this program prepares teachers with appropriate knowledge and skills to fulfill various special education teacher roles in today's schools. Sufficient flexibility exists in the program to allow individuals from undergraduate programs in special education or special/elementary education (dual programs) to either deepen their skills in the field or to link their special education foundation with the larger context of general education. Similarly, graduates of elementary or secondary education programs can extend their knowledge of and skills with students needing special education through foundational coursework leading to eligibility for the New York state certification to teach special education.
This program is designed to prepare teachers who can work collaboratively with colleagues in settings which operationalize least restrictive environment philosophies for classified children. Collaboration skills, adaptation of curricula, consultant teacher strategies, and modification of pedagogy to better respect individual differences are core themes in this program.
Students must complete the degree within five years of
matriculating in the program and must earn a cumulative average of B or
better.
| Degree Requirements | credits |
| EDUC 541. Applied Research Techniques | 4 |
| SPED 523. Assessment and Prescriptive
Teaching in Special Education |
4 |
| SPED 564. Educating Students with Severe
Disabilities in Inclusive Settings |
4 |
An additional 20-24 credits of coursework are required and should be selected from various areas of study. Selection is dependent on prior academic preparation and the particular goals of the student. These courses are selected with the advice and concurrence of the program advisor.
Supervised Classroom Experience:
| SPED 592. Introductory Special Education
Internship |
4 |
| and/or
SPED 593. Advanced Special Education Internship |
4 |
Satisfactory completion of a portfolio assessment.
Admission
Applicants must have a baccalaureate degree with sufficient academic background in the prospective area of teaching to take graduate work in the discipline. All applicants must have collegelevel study or the equivalent in a language other than English. It is recommended that applicants have a preadmission interview with a graduate advisor in the MAT program in the Division of Education.
Biological Sciences
Applicants should have an undergraduate major in biology. The applicant's undergraduate work must be acceptable to the Biological Sciences Department in Harpur College, as well as to the Division of Education. Applicants with less than 24 equivalent hours of biology are required to take additional intermediate-level courses.
Degree Requirements
A minimum of 40 credit hours is required: 20 in biology and 20 in education.
A grade of B or better must be earned in each education course, and a cumulative
average of B or better must be maintained.
| Subject Courses | credits |
| Courses numbered 500 or above
(except BIOL 595) |
16 |
| BIOL 595. Special Studies for
MAT/MST Students |
4 |
| The following courses cannot be taken for credit toward the MAT: BIOL 591, 599, and 699. | |
| Education Courses | |
| SEC 500, 593, 594 | 12 |
| SEC 590, 591 (Practica in Teaching) | 8 |
Chemistry
Applicants should have an undergraduate degree in chemistry. The applicant's undergraduate work must be acceptable to the Chemistry Department in Harpur College, as well as to the Division of Education. Incoming students are required to take the four area placement exams (see description under chemistry graduate programs) at the beginning of their MAT program. Students without appropriate undergraduate preparation in chemistry may be required to take additional credit hours in consultation with the graduate director in chemistry.
Degree Requirements
A minimum of 40 credit hours is required: 20 in chemistry and 20 in education. A grade of B or better must be earned in each education course, and a cumulative average of B or better must be maintained.
Subject Courses
A minimum of 20 credits in graduate-level chemistry, including one
course from each of the four subdisciplines of chemistry: analytical, inorganic,
organic, and physical (16 credits); one semester of CHEM 592, Graduate
Seminar (2 credits); and two semesters of CHEM 593, Frontiers in Chemistry
(2 credits).
| Education Courses | credits |
| SEC 500, 593, 594 | 12 |
| SEC 590, 591 (Practica in Teaching) | 8 |
English
Applicants must have an undergraduate degree in English. The applicant's undergraduate work must be acceptable to the English Department in Harpur College, as well as to the Division of Education. Students without appropriate undergraduate preparation in English will be required to take additional credit hours, in consultation with the graduate director in English.
Degree Requirements
A minimum of 40 credit hours is required: 20 in English and 20 in education.
A grade of B or
better must be earned in each education course and a cumulative average
of B or better must be achieved in the literature courses.
| Subject Courses | credits |
| Criticism course | 4 |
| Elective courses in English | 16 |
(Elective courses are chosen in consultation with the director of graduate programs in English and education, and should complement the student's undergraduate studies in providing broad preparation in British and American literature before and after 1800 as well as in rhetoric and composition. Students whose background in English literature is particularly weak may be required to take additional courses.)
| Education Courses | credits |
| SEC 500, 593, 594 | 12 |
| SEC 590, 591 (Practica in Teaching) | 8 |
Geological Sciences
Applicants are generally expected to have the equivalent of an undergraduate major in geology or related earth science. The applicant's undergraduate work must be acceptable to the Geological Sciences Department in Harpur College, as well as to the Division of Education. Students without appropriate undergraduate preparation may be admitted with the stipulation that they take additional course work in geology or the cognate sciences.
Degree Requirements
A minimum of 40 credit hours is required: 20 in the academic area and electives and 20 in education. A grade of B or better must be earned in each education course, and a cumulative average of B or better must be maintained.
| Subject Courses | credits |
| Courses numbered above 500 | 12-16 |
| Elective in geological sciences, mathematics OR
a related science to be elected with the consent of the advisor |
4-8 |
GEOL 599 cannot be taken for credit toward an MAT degree.
| Education Courses | |
| SEC 500, 593, 594 | 12 |
| SEC 590, 591 (Practica in Teaching) | 8 |
Mathematics
Applicants are expected to have the equivalent of an undergraduate major in mathematics. The applicant's undergraduate work must be acceptable to the Mathematical Sciences
Department in Harpur College, as well as to the Division of Education. Students without appropriate undergraduate preparation in mathematics will be required to take additional courses, in consultation with the MAT coordinator in mathematics.
Degree Requirements
A minimum of 40 credit hours is required: 20 in mathematics and 20 in education. A grade of B or better must be earned in each education course, and a cumulative average of B or better must be maintained.
| Subject Courses | credits |
| Courses numbered 500 or above selected in
consultation with the MAT/MST advisor in the Mathematical Sciences Department |
20 |
| Education Courses | |
| SEC 500, 593, 594 | 12 |
| SEC 590, 591 (Practica in Teaching) | 8 |
Physics
Applicants must have a solid core of undergraduate physics and related scitech/engineer ing and mathematics courses that, at a minimum, include: 12 credits of introductory physics (including four credits of modern physics), 16 credits of calculus (including differential equations), 10 credits of scitech courses (computers, electronics, etc.), and four credits of introductory chemistry or a physical science. The applicant's undergraduate work must be acceptable to the Physics Department in Harpur College, as well as to the Division of Education.
Degree Requirements
A minimum of 40 credit hours is required: 20 in physics and 20 in education. A grade of B or better must be earned in each education course, and a cumulative average of B or better must be maintained.
Subject Courses
The MAT-physics advisory/guidance committee will examine each student's credentials and determine the most appropriate course of study in light of his or her background and the general guidelines defined as graduation requirements. More specifically: eight credits of classical physics "foundations" (the contents of PHYS 331 and 341 each taken as PHYS 581), four credits of laboratory physics (the contents of PHYS 527 or 327 taken as PHYS 581), four credits of quantum mechanics (the contents of PHYS 421 taken as PHYS 581), two to four credits of a physics education elective taken as a PHYS 597 independent study (e.g. astronomy, independent study on physics demonstrations, college teaching practicum) and/or two to four credits of one of the following contemporary physics electives: Mathematical Methods (PHYS 570), Solid State Physics (PHYS 572), Electronics (PHYS 504), or Research (PHYS 597). The total requirement is 20 credits of graduate-level physics.
For students entering with mastery of the above competencies, the MAT-physics advisory committee will establish an appropriate, alternate sequence of coursework with a minimum of 18 graduate credits of physics.
Undergraduate courses that are not already co-listed as graduate courses will be taken as a part of graduate independent studies (PHYS 581 A-X). Additional projects under the direct supervision of a physics faculty project supervisor will focus on translating the course content into experiments, demonstrations, and/or lesson plans appropriate for grade 7-12 physical science/physics classes or teacher workshops.
| Education Courses | |
| SEC 500, 593, 594 | 12 |
| SEC 590, 591 (Practica in Teaching) | 8 |
Romance Languages
(FRENCH AND SPANISH)
Applicants should have a bachelor's degree in either French or Spanish. Applicants in the MAT/French and MAT/Spanish programs are required to demonstrate proficiency in the language. Contact the Romance Languages and Literatures Department in Harpur College for details. The applicant's undergraduate work must be acceptable to the Romance Languages and Literatures Department, as well as to the Division of Education. Promising applicants with extensive coursework, but no major, in French or Spanish may be admitted condition ally and required to take additional courses.
Degree Requirements for MAT in French
A minimum of 40 credit hours is required: 20 in Romance language and literature courses and 20 in education. A grade of B or better must be earned in each education course, and a cumulative average of B or better must be maintained.
| Subject Courses* | credits |
| Three 500-level courses in textual analysis,
French civilization, and theory and praxis of French grammar |
12 |
| Two 500-level courses in French literature | 8 |
| Education Courses | |
| SEC 500, 593, 594 | 12 |
| SEC 590, 591 (Practica in Teaching) | 8 |
Master's Examination
Students must successfully complete comprehensive examinations covering knowledge of the field and the ability to teach and use French.
Degree Requirements for MAT in Spanish
A minimum of 40 credit hours is required: 20 in Romance language and literature courses and 20 in education. A grade of B or better must be earned in each education course, and a cumulative average of B or better must be maintained.
| Subject Courses* | credits |
| Three 500-level courses in textual analysis,
Spanish civilization, and theory and praxis of Spanish grammar |
12 |
| Two 500-level courses in Spanish literature | 8 |
| Education Courses | |
| SEC 500, 593, 594 | 12 |
| SEC 590, 591 (Practica in Teaching) | 8 |
Master's Examination
Students must successfully complete comprehensive examinations covering knowledge of the field and the ability to teach and use Spanish.
* If any of these courses is not feasible, then similar or other appropriate courses as available and approved by the department may be substituted.
Social Studies
Applicants are expected to have an undergraduate major in the social sciences or a similar program. The major should have included at least 30 credit hours of undergraduate work in one area of concentration (anthropology, economics, geography, history, political science, or sociology) and 30 additional hours in the distribution, i.e., in social sciences other than one's area of concentration. Students who have not met the above course requirements must take additional undergraduate courses. Applicants to the MAT/social studies program who select history as their academic area of concentration must submit a copy of a research paper, or its equivalent, as part of the application materials. The deadline for submission of this paper is April 15 for fall admission and November 15 for spring admission.
Degree Requirements
A minimum of 40 credit hours is required: 20 in the academic concentration and 20 in educa tion. A grade of B or better must be earned in each education course, and a cumulative average of B or better must be maintained.
| Subject Courses | credits |
| Area of Concentrationthree to five graduate courses in the social science in which the student specialized as an undergraduate; or if a student chooses to focus the graduate work on an area of concentration other than the undergraduate major, then four graduate courses are required, plus any undergraduate prerequisites to be taken | 12-20 |
| Social Sciences Distributionup to two graduate courses in social sciences other than the concentration or in general social sciences. Graduate courses outside of the division may be allowed when they are a logical and consistent part of the student's program, and if they are approved by the advisor and made part of the student's official record | 0-8 |
| Education Courses | |
| SEC 500, 593, 594 | 12 |
| SEC 590, 591 (Practica in Teaching) | 8 |
Master's Examination
Students concentrating in history must satisfactorily complete a one-hour
oral examination in history.
Admission
Applicants must have sufficient background in the prospective area of academic specialty and be provisionally certified to teach at the secondary level.
Biological Sciences
Applicants should have either one or more years of teaching experience in biology or an undergraduate degree in which education course requirements were met and biology (or related fields) was an area of specialization. The applicant's undergraduate work must be acceptable to the Biological Sciences Department in Harpur College, as well as to the Division of Education.
Degree Requirements
A minimum of 32 credit hours is required: 28 in biology and four in education. A cumulative average of B or better must be maintained.
| Subject Courses | credits |
| Courses numbered 500 or above
(except BIOL 595) |
24 |
| BIOL 595. Special Studies | 4 |
| The following courses cannot be taken for credit toward the MST: BIOL 591, 599, and 699. | |
| Education Course | |
| Education elective | 4 |
English
Applicants should have either one or more years of teaching experience in English or an undergraduate degree in which education course requirements were met and English (or a related field) was an area of specialization. Students with inadequate undergraduate preparation in English are required to take a semester or more of undergraduate coursework before beginning the graduate course requirements. The applicant's undergraduate work must be acceptable to the English Department in Harpur College, as well as to the Division of Education.
Degree Requirements
A minimum of 32 credit hours is required: 28 in English and four in education. A cumulative average of B or better must be maintained.
| Subject Courses | credits |
| Criticism course | 4 |
| Elective courses in English | 24 |
Strong undergraduate preparation in any of the required fields may allow substitution of one or more elective courses, with the approval of the chair or of the director of graduate studies in English.
| Education Course | |
| Education elective | 4 |
Geological Sciences
Applicants should have taught at least one year on the precollege level, taught earth science or been associated with the design of earth science courses, and should have college credits for a minimum of four courses in geology or their equivalents.
The applicant's undergraduate work must be acceptable to the Geological Sciences Depart ment in Harpur College, as well as to the Division of Education.
Degree Requirements
A minimum of 32 credit hours is required: 28 in the academic area and four in education. A cumulative average of B or better must be maintained.
| Subject Courses | credits |
| Courses numbered above 500 | 28 |
| GEOL 599 cannot be taken for credit toward an MST degree | |
| Education Course | |
| Education elective | 4 |
Mathematics
Applicants should have a teaching certificate in secondary mathematics. The applicant's undergraduate work must be acceptable to the Mathematical Sciences Department in Harpur College, as well as to the Division of Education.
Degree Requirements
A minimum of 32 credit hours is required: 28 in mathematics selected in consultation with the MAT/MST advisor in Mathematical Sciences and four in education. A cumulative average of B or better must be maintained.
| Subject Courses | credits |
| Courses numbered 500 or above are to be selected in consultation with the MAT/MST advisor in the Mathematical Sciences Department | 28 |
| Education Course | |
| Education elective | 4 |
Physics
Applicants should have either one or more years of teaching experience in physics at the high school level or an undergraduate degree in which education course requirements were met and physics was an area of specialization. The applicant's undergraduate work must be acceptable to the Physics Department in Harpur College, as well as to the Division of Education.
Degree Requirements
A minimum of 32 credit hours is required: 28 in physics and four in education. A cumulative average of B or better must be maintained.
| Subject Courses | credits |
| PHYS 502. Foundations of Applied Physics I | 4 |
| PHYS 503. Foundations of Applied Physics II | 4 |
| PHYS 511. Statistical Thermodynamics | 4 |
| PHYS 504. Digital and
Microprocessor Electronics |
4 |
| PHYS 527. Graduate Laboratory | 4 |
Other courses are to be selected from the graduate offerings of the Physics, Applied Physics, and Astronomy Department.
| Education Course | |
| Education elective | 4 |
Independent Work
Independent work requirements may be satisfied by preparation and presentation of one seminar in PHYS 500. Topics are assigned by the course instructor; the student searches the literature, prepares a seminar to be given before the entire class, and is prepared to discuss questions that may arise during the seminar. Performance is judged on thoroughness and effectiveness of the presentation, and on comprehensive knowledge of the field of physics.
Romance Languages
(French and Spanish)
Applicants should have either one or more years of teaching experience in French or Spanish or an undergraduate degree in which education course requirements were met and French or Spanish was an area of specialization. Applicants who do not have a baccalaureate degree in French or Spanish must have the equivalent of three literature courses beyond introductory level, and one course in composition. If a student does not have a reasonable fluency in French or Spanish, special arrangements will be necessary to remedy the deficiency. The applicant's undergraduate work must be acceptable to the Romance Languages and Literatures Department in Harpur College, as well as to the Division of Education.
Degree Requirements for MST in French
A minimum of 32 credit hours is required: 28 in Romance language and literature and four in education. A cumulative average of B or better must be maintained.
| Subject Courses* | credits |
| Three 500-level courses in textual analysis,
French civilization, and theory and praxis of grammar |
12 |
| Four 500-level courses in literature | 16 |
| Education Course | |
| SEC 593 | 4 |
Master's Examination
Students must successfully complete comprehensive examinations covering knowledge of the field and the ability to teach and use French.
Degree Requirements for MST in Spanish
A minimum of 32 credit hours is required: 28 in Romance language and literature and four in education. A cumulative average of B or better must be maintained.
| Subject Courses* | credits |
| Three 500-level courses in textual analysis, Spanish civilization,
and theory and praxis of
grammar |
12 |
| Two 500-level courses in literature | 8 |
| Two electives | 8 |
| Education Course | |
| SEC 593 | 4 |
Master's Examination
Students must successfully complete comprehensive examinations covering knowledge of the field and the ability to teach and use Spanish.
*If any of the following courses is not feasible, then similar or other appropriate courses as available and approved by the department may be substituted.
Social Studies
Applicants are expected to have had one or more years of secondaryschool social studies teaching experience, and an undergraduate degree that includes at least 30 credits in the social sciences, and the equivalent to the education course and student teaching requirements listed for the MAT requirements. Applicants who do not meet the teaching experience requirements must demonstrate their competence as teachers. Qualified students who lack the 30 hours in the social sciences must take additional undergraduate courses. Applicants to the MST/Social Studies program who select history as their academic area of concentration must submit a copy of a research paper, or its equivalent, as part of the applica tion materials. The deadline for submission of this paper is April 15 for fall admission and November 15 for spring admission.
Degree Requirements
A minimum of 32 credit hours is required: 28 in the academic concentration and four in education. A cumulative average of B or better must be maintained.
| Subject Courses | credits |
| Area of Concentration-four to seven courses to be selected in one department in consultation with the department advisor | 16-28 |
| Social Sciences Distributionup to three courses in departments other than the concentration, or in general social sciences. Courses outside the Division may be allowed when they are a logical and consistent part of the student's program, and if they are approved by the advisor and made part of the student's official record | 0-12 |
| Education Course | |
| Education elective | 4 |
Master's Examination
Students concentrating in history must satisfactorily complete a one-hour
oral examination in history.
Three major themes guide this program for advanced study: 1) reflective professional practice (i.e., critical analysis of practical action, educational goals, and relevant ethical and moral criteria); 2) instructional leadership (i.e., the understandings and skills needed for significant participation in the decision-making process of educational and related settings); and 3) education that is multicultural (i.e., the understandings and skills needed to promote a greater sensitivity to and affirmation of cultural and other differences among students, teachers, staff, and parents). The program emphasizes educational reform in collaboration with others.
This program admits only a small number of students each year, thus providing the opportu nity for close relations not only among students but also between students and faculty. Although it does include opportunities for specialized study, the program's primary emphasis is on providing a "broadening" experience rather than the more narrow emphases of many other doctoral programs. The required core courses, the electives requirement, and the expectation that cohorts of students will include those with varying backgrounds and experiences promote this broader emphasis.
Admission
Students entering the EdD program are expected to have at least three years of experience in a professional education setting or in a related field, and a master's degree with an excellent grade-point average. Most of our students have worked in early childhood/elementary or secondary education settings, although those who have worked in other educational and related settings are admitted as well. The program seeks to enroll a diverse group of students in any one academic year. In order to meet this goal, the admissions committee takes into consideration area(s) of teaching, research interests, other professional activities, parttime or fulltime matriculation, and cultural background. The procedures for applicants are outlined in the Handbook for the EdD Program in Educational Theory and Practice, which is available from the Division of Education Office. The doctoral program will review applications beginning on February 15 for fall admission only.
It is recommended that applicants have a pre-admission interview with the EdD program coordinator.
Degree Requirements
For successful completion of the EdD program, students are required to complete a minimum of 48 credit hours with no less than a B average.
| Education Core Courses | credits |
| EDUC 601. Contemporary Philosophical
and Social Issues in Education |
4 |
| EDUC 602. Curriculum Theories, Designs,
and Evaluation |
4 |
| EDUC 603. Theories of Learning and
Instructional Design |
4 |
| EDUC 604. Integrative Doctoral Seminar
on Reflective Practice |
4 |
| Research Courses | |
| EDUC 620. The Research Process in
Education |
4 |
| and either
EDUC 621. Seminar on Quantitative Research or |
|
| EDUC 622. Seminar on Qualitative Research | |
| or
a similar research course from another graduate program on campus, with the approval of the program advisor |
4 |
Elective Courses
Students are also required to enroll in a minimum of 24 credits of elective courses. In consultation with the student's advisor, this requirement can be fulfilled by any combination of education courses and other courses that coincide with the student's professional and research interests. Elective courses in the Division of Education must be at the doctoral level (courses numbered 600 and above); courses taken in other departments must be at least at the master's level (courses numbered 500 and above).
Comprehensive Examination: Portfolio and Critical Reflection Paper
The purpose of the comprehensive examination is to assess a student's knowledge of educational theory and practice and her or his ability to undertake advanced-level dissertation work. The comprehensive examination for this program is composed of a portfolio of work since entering the EdD program and a critical reflection paper. These materials are submitted together for formal assessment during or after the final semester of course work.
Dissertation
Upon admission to candidacy for a doctoral degree (after successful completion of all course work, research skill requirements, and passing the comprehensive examination), the student chooses a dissertation committee and begins a dissertation prospectus. The prospectus functions to identify the topic to be undertaken in the dissertation and to formalize the approval of the project by the dissertation committee.
The student will arrange to meet regularly with her or his dissertation advisor and dissertation committee during the process of researching and writing the dissertation.
On the approval of the dissertation by its readers, the candidate is expected to defend it at an oral examination.
Residency Requirement
Students are required to complete a minimum of 36 credits of their doctoral program as matriculated Binghamton University EdD students. At the discretion of a student's program advisor and the EdD program coordinator, a maximum of 12 credits taken in doctoral courses at another university or as a nonmatriculated student at Binghamton University may be accepted for transfer. Currently there is no requirement that students enroll full time for any part of the program, although they are strongly encouraged to do so. Several fellowships and graduate assistantships are available each year to full -time students.
Note: Unless otherwise noted, all courses carry 4 credits.
Cross-Disciplinary Education Courses
EDUC 406. TEACHING, LEARNING, AND
SCHOOLING
This is an undergraduate course which introduces the school as a social
institution and issues pertaining to teaching, learning, and schooling.
Exploration of the relationship between culture, teaching, and learning;
constructivist model of learning, including its implica tions for teaching,
and schooling; structure and social purposes of schooling; how students
and teachers expe rience schooling; ideas and issues related to school
reform. Some field experience required in local elemen tary/secondary schools.
Course is open to juniors and seniors. This course does not meet any program
require ments in the Division of Education, nor does it count for New York
State teacher certification.
EDUC 501 (also MASS 522). CRUCIAL ISSUES IN EDUCATION
Interdisciplinary framework for the study of contempo rary educational
problems. Analysis and criticism of current issues, uncovering historical,
sociological, philosophical, and economic foundations. Special attention
to cultural diversity, educational equity and institutional ized forms
of oppression such as racism, sexism, classism, and homophobia.
EDUC 502. FOUNDATIONS OF MULTICULTURAL EDUCATION
Exploration of diverse educational experiences of women, ethnic and
racial minorities in the US. Ways in which power, equity, cultural politics,
empowerment, imagination, and the social construction of identity produce
cultures and invest it with a range of meanings. Specific cultures and
subcultures will be studied. Criteria for understanding diversity as broadly
defined and consider ation of the complex dynamics of race, gender, sex,
and class, and the pedagogical issues posed by diversity. Students will
collectively or individually define and explore an area of relevant interest.
A series of short papers and one research project are required.
EDUC 504 (also MASS 518). MULTICULTURALISM AND THE PRACTICE OF SCHOOLING
Examination of diverse cultural backgrounds of students and teachers;
ways in which these differences affect the practice of schooling, particularly
in early childhood, elementary, and secondary educational settings. Nature
of "education that is multicultural" and link to issues of school culture,
educational policy, community relations, curriculum, classroom interactions,
teaching styles, student learning, grouping practices, labelling, assessment,
and the need to develop strategies for the improvement of educational practice.
Dynamics of race, class, gender, ethnicity, religion, disability, and sexual
orientation;
affects on schooling.
EDUC 506. TEACHING, LEARNING, AND SCHOOLING
An introduction to the school as a social institution and to issues
pertaining to teaching, learning,and schooling. Exploration of the relationship
between culture, teaching, and learning; constructivist model of learning,
including its implications for teaching and schooling; structure and social
purposes of schooling; how students and teachers experience schooling;
ideas and issues related to school reform. Some field experience required
in local elementary/secondary schools. This course does not meet any program
requirements in the Division of Education, nor does it count for New York
State teacher certification.
*EDUC 512. SCHOOLS AND TEACHERS IN HISTORICALLY SOCIAL AND CULTURAL
CONTEXTS
Study of the historical development of schooling in America and ways
in which society's needs shape development of curricula, roles of teachers,
and purposes of schooling. Political and economic struggles that impact
teaching as a career and the structure of contemporary schools. Writings
of major educational scholars who have studied the history and sociology
of education. Development of K-12 education; emphasis on historical development
of elementary schools and teaching.
EDUC 516 (also SPED 516). LEARNER-CENTERED, COMMUNITY-BASED INSTRUCTION
Examination of the theory and practice of creating learner-centered
classrooms; building learning communities where students are actively involved
in linking the curriculum to their lives and communities. Access to a classroom
for implementation is required. Graded S/U only.
EDUC 529 (also ENG 503C). RHETORICAL GRAMMAR
Rethinking of English grammar from primarily a structural perspective.
How words, phrases, clauses, sentences are formed; rhetorical implications
of grammatical choices; wide range of grammatical forms and structures;
work with figures in a study of style. Lecture/lab format. Common-sense,
lively approach to grammar designed to solidify students' experiences with
grammar and renew confidence in writing and speaking. Especially useful
for students in a writing-intensive discipline or in English education.
EDUC 530 (also MASS 520). ADOLESCENT PSYCHOLOGY AND EDUCATION
Advanced study in the psychological, social, and education characteristics
and needs of adolescents. Research and theory relative to cognitive development
and functioning, self development, and peer and adult relationships of
nonhandicapped and handicapped youth will be emphasized. Fieldwork may
be required.
EDUC 531. TEACHING MULTICULTURAL LITERATURE
Opportunity to read, discuss, write about, and consider teaching literature
from African, Hispanic, Asian, Native American, and other minority cultures,
and works of women writers, in the context of the American experience primarily.
EDUC 541. APPLIED RESEARCH TECHNIQUES
Basic issues in educational research; development of critical skills
as consumers of research. Qualitative and quantitative methodologies; experimental,
quasiexperimental, and singlesubject research designs. Issues
of validity, reliability, and sampling; descriptive and infer ential statistics.
EDUC 542. PORTFOLIO PEDAGOGY AND ASSESSMENT
Portfolio as an authentic assessment strategy, and, as such, the engine
for a pedagogy valuing students' growth, improvement, and increasing reflectivity.
Theories of portfolio teaching and evaluation and creation of portfolio
assignments and evaluation rubrics. Course requires a portfolio of work
accomplished during the term, includ ing (but not limited to) reviews,
response papers, a portfolio assignment, and a portfolio evaluation rubric
appropriate to the student's disciplines, field, or endeavor.
EDUC 560 (also SPED 560 and MASS 560). CONFLICT RESOLUTION IN EDUCATIONAL
AND
COMMUNITY SETTINGS
Conflict analysis, management, and resolution in educational and community
settings with sensitivity to issues of race, class, and gender. Discipline
of conflict resolution attempts to explain why conflicts occur, and compares
and contrasts competing explanatory paradigms. Advocates and teaches certain
practices which are non-violent, non-coercive, and effective in building
solid and satisfactory personal and group relations. Reflection on root
causes of conflict; enhancement of development of conflict resolution skills
and practices for those involved in educational and community settings.
EDUC 572 (also MASS 517). EXPANDING PERSPECTIVES ON CHILDREN
Professionals and those preparing to work with children in such areas
as medicine, social work, psychology, and education share and expand theories
in use that guide their practice with children. Formal and informal sources
of current knowledge about children's growth and development.
EDUC 580. SPECIAL TOPICS IN EDUCATION
Specific topics vary from semester to semester. Attention may focus
on social, psychological, historical, political, or contemporary issues.
Exploration in depth of the impact of various topics on current public
school practices.
EDUC 580A. CREATIVITY IN THE CLASSROOM
Understanding creativity with practical applications to the classroom.
Activities, discussions, and library work culminating in individual projects
appropriate to teaching situations in grades K-12.
EDUC 581. IMPROVING GENDER EQUITY IN
MATHEMATICS CLASSROOMS
3 credits
Factors affecting female discontinuance of mathematics study in high
school. Students will choose one or more classroom amenable factors and
plan appropriate grade level intervention to change this pattern. Interventions
will encompass teacher attitude and awareness changes, student attitude
changes, curriculum modifications. Topics of discussion will include: math
anxiety, problem solving strategies, use of manipulatives, cooperative
learn ing in mathematics classes, literature review, attitude surveys,
confidence and competence activities, media preview, evaluation.
EDUC 592. CLASSROOM TEACHING EXPERIENCE
Supervised teaching experience for students who have completed the
required number of Education courses. Participants must be free to devote
a minimum of five half days per week, or three full days per week to public
school placement for the semester, or five full days per week for a minimum
of eight weeks. Prerequisites: 24 credit hours in education courses and
permission of the advisor and course instructor. Graded S/U only.
EDUC 597. INDEPENDENT STUDY
14 credits
By permission of the instructor only.
Elementary Education Courses
ECEE 502. CHILD GROWTH AND DEVELOPMENT
Cognitive, psycho-social, and aesthetic development of children from
birth to age 12. Impact of poverty, racism, gender, and social class on
child growth and development. Roles of the teacher and the schools embedded
in societal context. Course project will involve a child study based on
direct interaction with a child and family.
ECEE 503. CURRICULUM AND TEACHING IN THE ELEMENTARY GRADES
Exploration of processes of curriculum design, development and evaluation
through students' own theorizing and that of classic and contemporary educational
theorists. Analysis of connections between and among children, teaching,
curriculum, and school structure. Problematic relationship between knowledge
and power. Pedagogical and curricular issues central to multiculturalism,
particularly those posed by the effects of racism, sexism, classism, and
ableism. Prerequisite: ability to spend one half day per week for 10 weeks
in a classroom setting.
ECEE 507. ELEMENTARY SCHOOL SCIENCE: CONTENT, METHODS, AND
RESEARCH
Science content, instructional strategies, resources, activities, New
York State syllabus guidelines and underlying theoretical basis for teaching
science to children ages five to 12. Emphasis on participatory activities
that use inexpensive, household-type materials leading to an under standing
of how key science concepts apply in everyday life. Students will be expected
to alternate between the roles of student and teacher by both thinking
about and doing science and science teaching. Specific cognitive and skills
outcomes, as well as an increased appreciation of an interest in science.
ECEE 510. ELEMENTARY SOCIAL STUDIES CURRICULUM
Current nature of social studies education and possible ways of improving
social studies curriculum and teaching in the elementary education grades.
Topics include: scope and sequence; facts, concepts, skills and values
in social studies instruction; unit planning and student projects; community
study; and teaching for social concern, social criticism, and social action.
Examination of New York State K-6 social studies curriculum.
*ECEE 512. SCHOOLS AND TEACHERS IN HISTORICALLY SOCIAL AND CULTURAL
CONTEXTS
Study of the historical development of schooling in America and ways
in which society's needs shape development of curricula, roles of teachers,
and purposes of schooling. Political and economic struggles that impact
teaching as a career and the structure of contemporary schools. Writings
of major educational scholars who have studied the history and sociology
of education. Development of K-12 education; emphasis on historical development
of elementary schools and teaching.
ECEE 540. ELEMENTARY SCHOOL MATHEMATICS: CONTENT AND METHODS
Changing content needs of elementary mathematics. Content topics will
include: basic operations and rational and real numbers; geometry; problem-solving;
measurement; calculators, and computers. Process topics will include attitudes,
learning theories, textbook evaluation, use of instructional aids, New
York State curriculum. Focus on understanding and developing mathematic
concepts at given grade levels; strategies for presenting concepts.
ECEE 580. SPECIAL TOPICS IN ELEMENTARY EDUCATION
Specific topics vary from semester to semester. Attention may focus
on social, psychological, historical, political, or contemporary issues.
Exploration in depth of the impact of various topics on current public
and private school practices.
ECEE 580A. INTEGRATING THE ARTS INTO THE
ELEMENTARY CLASSROOM
2 credits
Activity-oriented course promoting and understanding of the importance
of art to the total growth and development of young children. Suggested
methods of teaching and motivating that contribute to this growth. Direct
experiences with a variety of art materials in order to better guide children
in their own art experience.
ECEE 580B. INTEGRATING MUSIC IN THE ELEMENTARY CLASSROOM
2 credits
Examination of New York State syllabi and selected tests in elementary
social studies, science, math, and the language arts to determine suitable
areas for the inclusion of music. Appreciation of role of music in unifying
curriculum objectives. Students will design lessons integrating music into
the elementary curriculum.
ECEE 580C. CREATING DRAMA FOR CHILDREN
2 credits
Development of the skill of imaging through drama, mime, and play.
For teachers of both younger and older children, the intent of this workshop
is to reawaken skills of imaging in teachers so they may nurture it in
children.
ECEE 580D. INTEGRATING SCIENCE AND MATHEMATICS IN THE ELEMENTARY
CURRICULUM
2 credits
Different methods of presenting arithmetic and scientific concepts
to elementary students. Theories of learning; inquiry process. Individualization
and other methods for accommodating learner's needs. Studies and research
concerning the science and mathematics curriculum, the child, the learning
environment, and teaching methods.
ECEE 592. FIELD ASSESSMENT AND SEMINAR
Final assessment of the student's competence as a teacher in the classroom.
Supervised field experience and a series of working seminars and one-on-one
conferences. Student develops a rationale for teaching and demonstrates
specific competencies during classroom observations and in a written log.
Permission of advisor and instructor required. Graded S/U only.
ECEE 597. INDEPENDENT STUDY
1-4 credits
By permission of the instructor only.
ECEE 700. CONTINUOUS REGISTRATION
1 credit/semester
Required of inactive students who wish to maintain matriculated status.
No credit toward degree require ments.
ECEE 707. RESEARCH SKILLS
1-4 credits
Development of research skills required for graduate study. May not
be applied to course credits for any graduate degree. Prerequisite: approval
of relevant graduate program director or department chair.
Reading and Language Arts Courses
RDLA 515. CURRENT RESEARCH AND PRACTICES IN LITERACY INSTRUCTION
Overview of current research and practices in literacy instruction
in the elementary and middle schools. Offered for teachers who wish to
increase knowledge and understanding of literacy theory and pedagogy, basic
reading and writing skills, methods of instruction, teach ing diverse learners,
organizational patterns, and content area skills. Teachers will increase
their competence in direct and functional teaching of reading and writing,
development of materials, classroom organization for literacy instruction,
and assessment of literacy programs for improvement of instruction.
RDLA 516. LANGUAGE ARTS IN THE ELEMENTARY AND MIDDLE SCHOOL
Overview of current theory, research, and pedagogy in listening, speaking,
reading, and writing. The focus is on integration of language and learning
with the content areas and literature. Teachers will increase their competence
in language arts pedagogy by designing an inte grated unit of study for
a group of diverse learners and implementing this unit in a classroom setting.
RDLA 517. LITERATURE FOR CHILDREN AND YOUTH
Overview of all genres of literature written for students in elementary
and middle schools. Offered for classroom teachers, reading teachers, and
special education teachers who wish to 1) increase their competence in
the selection and evaluation of quality literature; 2) develop their aesthetic
and critical response to literature; 3) increase their knowledge and understanding
of literature as a resource for teaching and learning.
RDLA 518. LITERACY ASSESSMENT AND TEACHING
Assessment and instruction related to children's and adolescents' classroom
reading and writing difficulties, both strengths and needs. Examination,
analysis, and demonstration of naturalistic and standardized assess ment
protocols and appropriate teaching strategies for addressing strengths
and needs. Emphasis on authentic classroom assessment and literacy learning.
Students will prepare a case report on one child or adolescent and a portfolio
of classroom assessment and teaching tools. Prerequisite: RDLA 515.
RDLA 519. LITERACY AND LEARNING IN CONTENT AREAS
Designed for reading teachers and content area classroom teachers to
study the research, teaching strategies, and materials related to helping
students with reading, writing, and the study of subject area text materials
in middle and secondary schools. Emphasis on the functional rather than
the direct teaching of reading and writing, with concern for content, process,
and equity. Students design, prepare, and implement materials for use with
subject area text resources.
RDLA 580. SPECIAL TOPICS IN READING EDUCATION
Specific topics vary from semester to semester. Attention may focus
on social, psychological, historical, political, or contemporary issues.
Exploration in depth of the impact of various topics on current public
and private school practices.
RDLA 592. SEMINAR AND PRACTICUM IN LITERACY EDUCATION
Supervised field experience provides practice, demonstration, self-evaluation,
and validation of competencies gained in the reading and language arts
program. Seminar provides 1) opportunity for planning, feedback, and evaluation
with input from peers and faculty; 2) opportunity to develop skills and
strategies for the consulting role with parents, teachers, and other school
and community personnel. Prerequisites: all required courses for literacy
certification and permission of the instructor.
RDLA 597. INDEPENDENT STUDY
By permission of the instructor only.
RDLA 700. CONTINUOUS REGISTRATION
1 credit/semester
Required of inactive students who wish to maintain matriculated status.
No credit toward degree requirements.
RDLA 707. RESEARCH SKILLS
Development of research skills required for graduate study. May not
be applied to course credits for any graduate degree. Prerequisite: approval
of relevant graduate program director or department chair.
Secondary Education Courses
SEC 500. FOUNDATIONS OF SECONDARY EDUCATION
Exploration of historical, political, economic, and social contexts
in which secondary schools exist. Experiences of teachers and students
in these cultural settings. Issues of curriculum and equity. Critical reflective
practice will be encouraged by an emphasis on linking course readings and
discussions with students' experiences in field settings. Open only to
matriculated MAT students.
SEC 580. SPECIAL TOPICS IN SECONDARY EDUCATION
Specific topics vary from semester to semester. Attention may focus
on social, psychological, historical, political. or contemporary issues.
Exploration in depth of the impact of various topics on current public
and private school practices.
SEC 590. PRACTICUM IN TEACHING I
Master of arts in teaching candidates engage in teaching internships
in an area secondary school. The internships are a minimum of five half
days per week, for 16 weeks. Graded S/U only.
SEC 591. PRACTICUM IN TEACHING II
Master of arts in teaching students engage in teaching internships
in an area secondary school. The internships are a minimum of five half
days per week, for 16 weeks. Graded S/U only.
SEC 592. FIELD ASSESSMENT AND SEMINAR
Students will be observed in a classroom setting a minimum of three
times during the semester. Full-time teachers may use their own classroom;
other students will be assigned to a school setting. Seminars will focus
on refining teaching skills, engaging in creative problem -solving in the
classroom, and demonstrating secondary school process and content competencies
at a high level. Open only to MSEd/secondary education candidates. Students
should enroll in this course during their last semester in the program.
Graded S/U only.
SEC 593. PHILOSOPHICAL AND THEORETICAL FOUNDATIONS IN THE PEDAGOGY
OF ENGLISH, SOCIAL STUDIES, MATHEMATICS, SCIENCE, OR FOREIGN LANGUAGES.
Practices and theories of current research and methodology in teaching
of content areas.
SEC 594. CURRICULUM AND TEACHING IN ENGLISH, SOCIAL STUDIES, MATHEMATICS,
SCIENCE, OR FOREIGN LANGUAGES.
This course extends and applies the content of SEC 593 to specific
curricular and instructional issues that arise in the fieldwork experience
of SEC 590 and 591. Practica in Teaching. Prerequisite: SEC 593.
SEC 597. INDEPENDENT STUDY
1-4 credits
By permission of the instructor only.
SEC 700. CONTINUOUS REGISTRATION
1 credit/semester
Required of inactive students who wish to maintain matriculated status.
No credit toward degree requirements.
SEC 707. RESEARCH SKILLS
1-4 credits
Development of research skills required for graduate study. May not
be applied to course credits for any graduate degree. Prerequisite: approval
of relevant graduate program director or department chair.
Special Education Courses
SPED 501. PSYCHOLOGY AND EDUCATION OF EXCEPTIONAL CHILDREN
Theories, etiology, prevalence, psychological character istics and
educational approaches for children with various handicapping conditions.
Field visits are required in schools and clinical settings to observe and
interact with individuals with disabilities.
SPED 509. TEACHING STUDENTS WITH PHYSICAL DISABILITIES
Theories and strategies of teaching students with physical disabilities.
Emphasis on teaching sensory-motor skills, incorporating sensory-motor
instruction into other curriculum areas; using adapted equipment and materials.
Fieldwork required with student with physical disability. Prerequisite:
SPED 501 or equivalent.
SPED 516 (also EDUC 516). LEARNER-CENTERED, COMMUNITY-BASED INSTRUCTION
Examination of the theory and practice of creating learner-centered
classrooms; building learning communities where students are actively involved
in linking the cur riculum to their lives and communities. Access to a
classroom for implementation is required. Graded S/U only.
SPED 521. BEHAVIOR MANAGEMENT: THEORY AND APPLICATIONS
Various behavior intervention programs and strategies that have utility
in school and classroom settings. Emphasis on promoting development of
coping strategies and life space interviewing. Fieldwork with students
with challenging behavior required.
SPED 523. ASSESSMENT AND PRESCRIPTIVE TEACHING IN SPECIAL EDUCATION
Use of assessment and teaching procedures applicable to all areas of
exceptionality. Prescriptive teaching, curricular analysis, curriculum-based
instruction, formal and informal assessment, instructional programming,
concept analysis, development of Individual Education Programs. Open only
to matriculated students in special education. Corequisite: registration
in internship in student's area of specialization.
SPED 526. TEACHING STUDENTS WITH LEARNING DISABILITIES AT THE SECONDARY
LEVEL
Focus on special learning needs of secondary students identified as
learning disabled/mildly handicapped. Emphasis on strategies instruction
and on adaptation of materials and instruction in content areas.
SPED 541. LEARNING AND BEHAVIOR DISORDERS IN CHILDREN
Examination of difficulties students experience in elementary school
settings. Assisting teachers in developing classrooms that are responsive
to interests, abilities, and needs of all students. Examination of beliefs,
values and ideologies of American public education and relationship to
definitions of intelligence, children's acquisition of literacy and the
ways in which "problems" are defined. Effective strategies for building
classroom com munities and enriching instruction practices.
SPED 560 (also EDUC 560 and MASS 560). CONFLICT RESOLUTION IN EDUCATIONAL
AND COMMUNITY SETTINGS
Conflict analysis, management, and resolution in educational and community
settings with sensitivity to issues of race, class, and gender. Discipline
of conflict resolution attempts to explain why conflicts occur, and compares
and contrasts competing explanatory paradigms. Advocates and teaches certain
practices which are non-violent, non-coercive, and effective in building
solid and satisfactory personal and group relations. Reflection on root
causes of conflict; enhancement of development of conflict resolution skills
and practices for those involved in educational and community settings.
SPED 562. DIRECT AND INDIRECT CONSULTANT TEACHER SERVICES
Overview of the history and practice of the consultant teacher model
used in New York State. Information and field experience relating to direct
and indirect services for classified students in the regular classroom.
Designation and implementation of direct and indirect services. Attention
to relationship between consultant teaching, inclusion, collaboration,
various mainstreaming models. Course will involve both a seminar/discussion
component and a variety of field activities in schools using the consultant
teacher model.
SPED 563. FAMILIES AND THEIR CHILDREN WITH DISABILITIES
Developmental context of families who have a child with a handicapping
condition. Research, current issues and exemplary practices within the
context of life cycle and family systems theories. Topics will include
life cycle stages, stress, coping, transitions, home-school relationships,
non-nuclear family situations, life from the vantage point of the child
with the handicap. Students will integrate research and theory through
readings and a major paper, as well as translate research knowledge into
an investigation of current practices in the field of developmental disabilities.
Prerequisites: SPED 501 and ECEE 502, or permission of instructor.
SPED 564. EDUCATING STUDENTS WITH SEVERE DISABILITIES IN INCLUSIVE
SETTINGS
Rationale and strategies for meaningful assessment and instruction
of students with severe disabilities in regular academic, special area,
and nonacademic classes and settings, through a team approach to planning
and instruction. Field placement in education required. Prerequisite: SPED
501 or equivalent.
SPED 565. PERSONALITY AND BEHAVIOR DISORDERS OF CHILDHOOD
Etiology and intervention in behavior disorders of children and adolescents.
Disorders will be approached from psychodynamic, behavioral, biophysical,
sociological, and ecological perspectives. Implications for school -based
programming will be grounded in the various perspectives.
SPED 580. SPECIAL TOPICS IN SPECIAL EDUCATION
Specific topics vary from semester to semester. Attention may focus
on social, psychological, historical, political, or contemporary issues.
Exploration in depth of the impact of various topics on current public
and private school practices.
SPED 592. INTRODUCTORY SPECIAL EDUCATION INTERNSHIP
Supervised experience in teaching students with handicapping conditions
for students not certified as special education teachers. Open only to
matriculated students in special education. Graded S/U only.
SPED 593. ADVANCED SPECIAL EDUCATION INTERNSHIP
Supervised experience in teaching students with handicapping conditions.
Open only to matriculated students in special education. Graded S/U only.
SPED 597. INDEPENDENT STUDY
1-4 credits
By permission of the instructor only.
SPED 700. CONTINUOUS REGISTRATION
1 credit/semester
Required of inactive students who wish to maintain matriculated status.
No credit toward degree requirements.
SPED 707. RESEARCH SKILLS
1-4 credits
Development of research skills required for graduate study. May not
be applied to course credits for any graduate degree. Prerequisite: approval
of relevant graduate program director or department chair.
All of the following courses are by permission of the instructor only. Those courses marked by an asterisk (*) are, at the time of this Bulletin, pending Graduate Coun cil approval.
EDUC 601. CONTEMPORARY PHILOSOPHICAL AND SOCIAL ISSUES IN EDUCATION
Examination of philosophical assumptions that inform educational practice
and policy. Exploration of important relationships, including the connections
between educational theory and practice, knowledge and human interests,
democracy and education, and diversity and community. Theorizing will be
made meaningful to practitioners as they analyze contemporary educational
isues not only through the writings of distinguished philosophers and social
theorists, but also through their own critical frameworks.
EDUC 602. CURRICULUM THEORIES, DESIGNS, AND EVALUATION
Examination of curriculum as a field of study. Primary focus on alternative
theories and implications for content and form of curriculum. Issues relating
to purposes, selection, organization, differentiation, and evaluation of
curriculum. Exploration of current practice in curriculum with reference
to issues of diversity and equity, conceptions of literacy, and the work
of teachers and administrators.
EDUC 603. THEORIES OF LEARNING AND INSTRUCTIONAL DESIGN
Exploration of the psychological and epistemological foundations of
curriculum and instruction, relationship between learning and cognitive
development, role of historical and conceptual analysis in the design of
school subjects. Students will be expected to apply learning theory to
instructional design and pedagogical practice.
EDUC 604. INTEGRATIVE DOCTORAL SEMINAR ON REFLECTIVE PRACTICE
Exploration of students' own philosophies of education in relation
to their own fields of study and research interests. Students will address
broad questions related to the political and social contexts for teaching
and learning, ways of knowing and teaching, curriculum problems, and ethical
considerations.
EDUC 620. THE RESEARCH PROCESS IN EDUCATION
Exploration of multiple approaches to educational research. Examination
of nature and utility of descriptive and causal research studies and qualitative
and quantita tive research techniques. Critical analysis of educational
policies and practices using program evaluation and ethnographic, sociological,
and historical research.
EDUC 621. SEMINAR ON QUANTITATIVE RESEARCH
Examination of a diverse range of methods and designs, including observational,
program evaluation, survey, regression, quasi-experimental, and experimental.
Focus will be on research design, development of statistical and graphing
skills, and the use of meta-analysis in summarizing research. The reading
list includes illustrative studies along with reflective essays on methodology.
Prerequisite: EDUC 620.
EDUC 622. SEMINAR ON QUALITATIVE RESEARCH
Examination of qualitative approaches to and criteria for problem posing,
research design, data collection, theory construction, interpretation,
and evaluation. Analysis of a range of theoretical constructs, (such as
constructivism, phenomenology, critical theory). Effects on styles of qualitative
research, such as case studies, descriptive research, evaluation research,
ethnography, and action /participatory research. Prerequisite: EDUC 620.
EDUC 670. THEORIES OF HUMAN DEVELOPMENT
Concepts of human development based on various schools of psychological
thought (e.g., psychoanalytic, cognitive, developmental, and behavioral).
Exploration of their contextual world views. Affective, social, and moral
development aspects, as well as impact of race, class, and gender.
EDUC 671. RESEARCH IN MULTICULTURAL EDUCATION
Examination of the methodologies, designs, theories, knowledge and
issues emerging from research that has cultural and multicultural concerns.
Primary focus on educational research; related research in other fields
of inquiry (e.g., sociology and anthropology) that concern schooling and
education as broadly conceived. Exploration of nature of diversity and
education that is multicultural with linkage to aspects of educational
practice.
EDUC 672. PROCESSES OF SUPERVISION AND STAFF DEVELOPMENT
Exploration of literature on: adult learners and the impact of race,
gender and class on them; nature of practical knowledge; supervision and
staff development as educative processes. Exploration of professional development
through an analyzed sequence of face-to-face conferences and group sessions.
EDUC 673. LEADERSHIP IN EDUCATIONAL SETTINGS
Emphasis on the role of educators as instructional innovators and change-agents
within complex educational organizations. Focus on nature and implementation
of educational leadership. Students will be involved in the development
and analysis of leadership strategies to effect systems change.
EDUC 674. LITERACY IN SCHOOL AND SOCIETY
Current issues in literacy (verbal, visual, and technologi cal) will
be examined. Overview of current literacy theory; literacy in a socio-historical
context. Functional literacy, aesthetic literacy, aliteracy, cross-cultural
literacy patterns. Students critique current literacy practices and programs
within and beyond schools. Emphasis on political and multicultural realities
of schools and literacy that is valued (or devalued) in educational theory
and practice. Connections among social, historical, philosophical, and
psychological foundations of literacy as they deconstruct current practice.
Course includes a collaborative research project.
EDUC 675. PLANNING AND POLICY DEVELOPMENT IN EDUCATION
Examination of the demographic, political, and social contexts of planning
and policy making. Students will be expected to identify and examine in
depth one or more planning and policy issues by using the techniques, methods,
and disciplinary constructs of their academic or professional field.
EDUC 676. SPECIAL EDUCATION AND SCHOOL REFORM
Examination and critical review of current professional literature
and practices in special education. Policy and planning initiatives will
be considered, emphasizing closer alignments with regular education.
EDUC 677. SEMINAR AND PRACTICUM IN WRITING
Exploration of theory, research and practice related to the writing
process and the educator as writer. Study of the writer's craft, including
issues of voice, audience, critical analysis and revision, conventions
and style, editing, peer review, and collaborations will be a major focus.
Participants will select their own educational topics or issues, and have
intensive practice in writing workshop and experience in writing for professional
publication.
EDUC 680. SPECIAL TOPICS IN EDUCATION
2-4 credits
Various topics in education, offered according to interest and need.
Students will examine research and other professional literature related
to the topic and present research/position papers for critical discussion
and response.
EDUC 691. TEACHING PRACTICUM
1-4 credits
May not be applied toward credit for degree. Registration by permission
of student's advisor and program coordinator.
EDUC 692. INTERNSHIP
4-8 credits
Students will engage in a practicum in a professional education setting.
Drawing on doctoral coursework and previous professional experiences, the
internship will emphasize problem solving in the schools or other educational
settings. Registration requires written proposal approved in advance by
instructor and student's advisor.
EDUC 697. INDEPENDENT STUDY
1-4 credits
Written proposal approved in advance by the instructor and student's
advisor.
EDUC 698. PREDISSERTATION RESEARCH
1-9 credits/semester
Independent reading and/or research in preparation for comprehensive
examination for admission to EdD candidacy, and/or preparation of dissertation
prospectus. May not be applied toward course credits for degree. Graded
S/U only.
EDUC 699. DISSERTATION
1-9 credits/semester
Research and preparation of the dissertation. Prerequisite: formal
admission to state of candidate for EdD degree. Graded S/U only.
EDUC 700. CONTINUOUS REGISTRATION
1 credit/semester
Required of inactive students who wish to maintain matriculated status.
No credit toward degree requirements.
EDUC 707. RESEARCH SKILLS
1-4 credits
Development of research skills required for graduate study. May not
be applied to course credits for any graduate degree. Prerequisite: approval
of relevant graduate program director or department chair and student's
advisor.