Education

Topics not covered in other Education courses are presented. May be repeated for credit.

This course introduces the field of education and the resources available at Alfred University necessary for academic; personal; and professional accomplishment in the field.

This workshop provides teacher candidates with training in school violence prevention and intervention. Topics include: the warning signs that relate to violence or signal precursors to violent behavior in children; the statutes; regulations and policies relating to a safe; nonviolent school climate; academic supports and management strategies that promote a nonviolent school climate; methods for integrating social skill development and problem-solving skills into ongoing curriculum and instruction; intervention techniques for addressing violent situations; and; referral processes for students with violent behaviors. This course must be completed prior to student teaching.

This workshop is approved by; and designed to meet certification regulations of; the New York State Education Department (NYSED). The workshop includes objectives related to detecting and reporting child abuse; meeting professional and legal responsibilities related to child abuse; strategies for preventing child abduction. This course must be completed prior to student teaching.

This workshop fulfills the training requirement on harassment; bullying; and discrimination prevention and intervention under the NYS Dignity for All Students Act. This is a participatory workshop which includes activities to help students understand and address personal and hidden biases as well as related behaviors and the school setting. Topics include: introduction to the Dignity for All Students Act and reporting requirements for educators and more. This course must be taken prior to student teaching.

This course is a survey of human developmental processes and variations; particularly as related to learning; motivation; and communication. Emphasis is placed on applying psychological knowledge; understanding; and skills to stimulate and sustain student interest; cooperation; and achievement in the classroom.

This introductory course discusses the function of education in society; and; in particular; the organization of the American school system; the influences affecting our schools; and present practice and trends. This course includes the Safe Schools Against Violence in Education (SAVE) workshop required for teacher certification.

Topics not covered in other Education courses are presented. May be repeated for credit.

An analytical introduction to the role of technology; computing; thinking; and modelling in K-12 teaching and learning. The contemporary perspectives; current trends and discussions; future possibilities and challenges in education related to the computational thinking and modeling. Theoretical; practical and hands-on approaches and opportunities to enrich school curriculum with CT. Students registered in this course must be open to some self-directed learning and programming.

This course is designed for those students seeking New York State certification in the Middle Childhood; Adolescence and special subject areas. It includes a minimum of 100 hours of documented observation in a pre-assigned placement; along with projects; activities and the development of an initial teaching narrative. Students should design their schedules to include a significant block of time; compatible with the school day; in order to complete the required observation hours.

The integrated methods course combines the teaching of Social Studies; Science; Mathematics and Computer Applications into one six-credit course and is taught in conjunction with classroom practicum experiences in Early Childhood/Childhood Education. Through these integrated experiences; practicum students will develop the initial ability and skill to: plan and implement appropriate learning experiences; become familiar with the purpose and contents of New York State Learning Standards in content areas and demonstrate the ability to relate these standards with the ongoing process of instructional planning; distinguish among and apply a variety of teaching approaches to engage students in active learning and support learning differences in the classroom; become familiar with appropriate strategies to assess the diverse learning needs of students and develop professional teacher communication and interpersonal skills. Prerequisite: Admission into the Early Childhood/Childhood Education Program.

The practicum provides opportunities for students to observe actual classroom settings; gaining hands on experience while taking concurrent course work. This course includes three full days a week of field experience in two different grade level placements. Field placements in local school systems provide an opportunity for students to blend theory with practice and experiential application. Transportation to area schools is required.

Topics not covered in other Education courses are presented.

The course shows teachers how to apply reading methodology to subject area learning. It takes a balanced approach; providing a realistic and practical treatment of reading and methodology issues; theory and research.

This course takes a practical approach to the study and selection of literature for use in teaching intermediate and adolescent students. The riches of classical and contemporary writings for classroom use are overviewed. Various educational methods which integrate children's literature into the intermediate and adolescent curriculum are reviewed.

Academic inquiry into an area not covered in any established course; and carried on outside the usual instructor/ classroom setting. Approved Plan of Study required.

Taken concurrently with EDUC 462 and EDUC 463; this course addresses general issues of professional development of educators. Topics include; but are not limited to classroom management; teaching learning process; and issues of professionalism.

Cooperating schools make it possible for student teachers to practice teach under typical public school conditions. The Division of Education; the major department; and cooperating teacher supervises observation; teaching; and discussion. Open only to students who are approved by the Division of Education. Transportation to area schools is required. Fingerprint clearance is recommended.

Cooperating schools make it possible for student teachers to practice teach under typical public school conditions. The Division of Education; the major department; and cooperating teacher supervises observation; teaching; and discussion. Open only to students who are approved by the Division of Education. Transportation to area schools is required. Fingerprint clearance is recommended.

Cooperating schools make it possible for student teachers to practice teach under typical public school conditions. The Division of Education; the major department; and cooperating teacher supervises observation; teaching; and discussion. Open only to students who are approved by the Division of Education. Transportation to area schools is required. Fingerprint clearance is recommended.

Taken concurrently with EDUC 463; this course addresses specific issues of professional development of art educators. Topics include; but are not limited to classroom management; management of art materials; teaching learning process in art; collaboration with school professionals and issues of professionalism. Students will develop the initial teaching portfolio using LlVETEXT.

This course involves a study of the planning and implementation of literacy instruction birth-grade 6. The big ideas of early literacy; phonemic awareness; alphabetic principle; fluency; vocabulary and comprehension instruction for all students; including those with special needs; will be covered. Prerequisite: Admission into the Early Childhood/Childhood Education Program.

This course gives students an opportunity to demonstrate achieved competency skills for teaching literacy at the Early Childhood/Childhood level. Attention will be given to the current New York State Learning Standards and how to incorporate these standards into the curriculum. Prerequisite: Admission into Student Teaching in Early Childhood/Childhood Education.

This course examines assessment procedures; strategies; and techniques used and constructed for early childhood/childhood classroom teaching and learning purposes. Traditional and nontraditional means of assessment will be explored and an emphasis is placed on the alignment of assessment; instruction and content.

This course considers the early childhood/childhood classroom: challenges; opportunities and best practices. Participants will explore assessment practices--both traditional and non-traditional--as well as classroom management techniques; teacher expectations; modeling; and awareness; and the socialization process for birth-sixth grade aged children. The course will emphasize the holistic alignment of content; instruction; and assessment in the curriculum and classroom.

Discussion of goals; methods; and materials used to successfully teach middle childhood subjects. Classroom observation and teaching required. Declaration of minor in education required

Discussion of goals; methods; and materials used to successfully teach middle/adolescence and special subjects. Declaration of minor in education required

This course provides a foundation and introduction to a variety of teaching methods as well as techniques; methods and materials for art education. This course helps with the transition to teacher as students prepare for student teaching placement. Declaration of minor in education required.

This course covers the range of physical; cognitive; communication; and social/emotional exceptionalities in human development from childhood to early adulthood. One focus is on the commonalities; not just the differences; between children and youth with disabilities and their nondisabled peers. A second focus is on understanding the different contexts of disability. Declaration of minor in education; or permission of instructor.