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2006-2007 Graduate Catalog [ARCHIVED CATALOG]
School of Education
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The School of Education offers graduate programs at the Initial and Additional/Professional Certification levels and extend preparation at the graduate level in selected fields of teacher education. The teacher preparation programs offered at Nazareth College are tied to New York State teacher certification areas. School of Education programs are innovative and dynamic. Program curricula are determined by internal and external standards, and are presented in a carefully designed sequence allowing for cross-course and cross-program connections. Program faculty members are committed to preparing all teachers to work with diverse groups of students.
The overarching mission of the School of Education is to prepare teachers who are educated in the liberal arts and committed to a life guided by intellectual, moral, and ethical values. To carry out its mission, the School of Education and related education programs at Nazareth College make the following claims:
Teachers prepared at Nazareth College:
- are competent in the subject matter that they will teach and are knowledgeable about the corresponding NYS standards and standards of their respective professional organizations.
- have gained a liberal education and demonstrate competence with the tools of the liberal arts (e.g., critical thinking, aesthetic appreciation, intellectual curiosity, engagement with moral/ethical issues)
- have the skills, knowledge, and dispositions to teach all children in varying educational contexts (e.g., in urban/suburban/rural schools; in inclusive/self-contained classrooms; via multiple pedagogical approaches).
- are advocates for the profession as well as for the children and families with whom they work.
- demonstrate effective oral and written communication skills.
- demonstrate the ability and willingness to critically reflect on their own beliefs and practices.
- are caring and committed professionals.
- understand that schooling is a social construction affected by cultural, historical, and political forces.
WE PREPARE TEACHERS WHO ARE COMPETENT, CARING, AND QUALIFIED.
EDU 515 - Aesthetic Education for Teachers The primary purpose of this course is to provide students with opportunities to learn and practice skills needed to integrate aesthetic education into their classroom teaching. This course promotes integration of the performing, visual, and literary arts into the primary and elementary classroom through participation in coursework, workshops, seminars, group projects and attendance at performances. Students are required to produce, perform, and evaluate works of art in the areas of creative movement, drama, music and the visual arts, and to develop theability and confidence required in order to engage their students in the artistic process.
Credits: 3
EDU 520 - Teacher-Learner, Research, and Inquiry This course supports the development of teachers who critically read, evaluate and apply qualitative and quantitative research. Multiple approaches to and examples of research design and analysis will be introduced. Further, the teacher-learner is viewed as a transformative intellectual who models for his/her students an orientation to reflection, inquiry, and action. Drawing on coursework and professional interests, students will be studying, reflecting, and identifying potential action research questions and appropriate research methodologies.
Credits: 3
EDU 550 - Issues in Urban Education A study of issues pertinent to urban education; relationships between theory
and practice as discovered through readings, research, and presentations; review
of alternative education patterns.
Credits: 3
EDU 551 - Classroom Management Studies theoretical models employed in the practice of classroom
management; emphasis on problem solving techniques; explores classroom
organization, instructional curriculum and diagnosis and correction of
behavioral patterns as related to the total classroom instructional
design.
Credits: 3
EDU 575 - Museums As Learning Resources An examination of the theory and methods of museum education; emphasis on types and resources of local enrichment centers with experience in the development of methods and activities through field visits.
Credits: 3
EDU 583 - Health Education/Child Abuse/Violence Prevention and Intervention Workshop The New York State Education Law requires that all candidates applying for first-time initial teacher certification satisfy the health education (emphasis on substance abuse: alcohol, tobacco, drugs and sex education) and the preventionof violence requirements. Also, as is required, this workshop includes information regarding the physical and behavioral indicators of child abuse and maltreatment and the statutory requirements set out in the New York State Social Services Law. A criterion for successful completion of this workshop is attendance at all sessions and completion of written course assignments. The workshop is offered each semester and must be completed before the professional semester begins.
Credits: 0
EDU 690 - Capstone Seminar In this culminating experience, students will examine current issues and trends, and acquire an orientation to on-going professional development. This seminar is a collaborative forum for refining and presenting inquiry projects and professional portfolios to an audience of colleagues representing a wide variety of disciplines and school/community settings. Should be taken during the last semester of coursework.
Prerequisites & Notes Co-requisite: Portfolio review course (DEPT699).
Credits: 3
Annotations and Extensions
BIL 640 - Teaching Content Areas in Spanish Bilingual Classrooms
Course is organized around the principles of
instruction in Spanish native speakers in
Mathematics, Science, Social Studies, and
Technology consistent with New York State
Learning Standards. Course will focus on
interdisciplinary instruction, learning
strategies, hands-on experiences, aspects of
Spanish Language academic vocabulary, and an
infusion of Hispanic arts and history into the
curriculum. Course will be conducted in English.
25 hours fieldwork required.
Credits: 3
BIL 641 - Native Language Arts and Literacy Instruction for Spanish Speakers Through this course, students explore the
acquisition of literacy skills in Spanish. A
contrastive analysis of English and Spanish leads
students to the different approaches in the
teaching of reading and writing in Spanish.
Course will explore instructional strategies for
integrating reading and writing across the content
areas and will concentrate on the application of
theory, methodology, and applications of
technology in literacy instruction to meet
requirements of the New York State Learning
Standards. Course will be conducted in Spanish.
25 hours of fieldwork required.
Credits: 3
GTE 550 - Introduction to Gifted and Talented Education This course will focus on the domains of giftedness, theories of talents/intelligences, the nature and needs of students with gifts and talents, and introduction to systems/methods of identification. Includes study of the history and current status of gifted education with attention to cultural context and stereotypes. 15 hours fieldwork required.
Credits: 3
GTE 560 - Curriculum and Instruction for Individuals with Gifts and Talents Examines best practice in assessment, curriculum, instructional models, and classroom learning environment. Using a repertoire of assessment tools and methods students will design, implement, and evaluate differentiated learning experiences for students with intellectual gifts and talents within the classroom. The key focus will be on implementing effective programming and support for these students. The course will focus on differentiated instruction, expanded/adapted curriculum and management of a classroom environment. 35 hours fieldwork required.
Credits: 3
GTE 650 - Gifted Education in the School Organization and Community This course emphasizes the importance of collaboration, coaching, and advocacy within the school and in the community. Students examine the social, political, economic, and ethical context for decisions about gifted and talented education. Study includes attention to community resources, ranges of services, and program models in the school organization, and local, state, national, and international comparisons of gifted and talented programs and services. 10 hours fieldwork required.
Prerequisites & Notes Prerequisites: GTE 550 and GTE 560
Credits: 3
MCH 640 - Principles and Practices of Effective Middle Schools This
course will explore the organization,
curriculum, and practices of
effective middle
programs. The social-emotional, physical, and
cognitive developmental needs
of young
adolescents will be examined
in the context of
organizing middle school
environments that match
these needs. Topics will include middle school
philosophy, interdisciplinary
curriculum, teaming,
planning and teaching;
traditional and alternative
scheduling models; advisory
program models and
service learning
practices. Course offered once
per year.
Credits: 3
MCH 641 - Seminar on Diverse Instructional Practices for Middle Level Education This
seminar will address the design of standards-based learning experiences
that support the
positive developmental growth
of early
adolescents, attend to their
personal and
interpersonal needs, and focus
on teaching core
academic content. Participants will observe and
reflect on effective middle
school instructional
practices. Participants will collaborate in the
design of differentiated
interdisciplinary
learning units and assessments
that support the
achievement of all middle
level learners. 20
hours fieldwork required.
Credits: 3
SMD 640 - Seminar in Learning Standards, Alternate Performance Indicators, and Assessments For Students With Significant Disabilities The New
York State alternative learning
standards, alternate
performance indicators, and
assessments for students with
significant
disabilities will provide the
framework for this
course. The course will address diverse
approaches to the evaluation,
assessment, and
diagnosis of learners with
significant
disabilities. The use of instructional and
assistive technology in the
education of students
with significant disabilities
will be explored.
Participants will collaborate
with educators,
related service providers,
families, and students
with significant disabilities
in the design of
a learning standards-based
assessment with
recommendations for assisting
students in
achieving their maximum
potential, independence,
and contribution to
society. 15 hours fieldwork
required.
Credits: 3
SMD 641 - Tools and Strategies for Functional Curriculum and Instruction for Students With Significant Disabilities This
course will examine the learning and
performance characteristics of
students with
significant disabilities and
practical strategies
to address their instructional
needs. A range of
decision-making tools and
guidelines will be
examined including but not
limited to Person-Centered Planning, COACH,
MAPS, VISTA, Ecological
Inventories,
Community-Referenced Instruction, and
the design of individualized
programs in inclusive
classrooms to address IEP
goals/objectives.
Participants will practice
revising IEPs of
students with significant
disabilities and
applying the use of a
functional behavioral
assessment to a student with
significant
disabilities. 35 hours fieldwork required.
Course offered once per year.
Credits: 3
SMD 650 - Seminar in Supporting Students With Challenging Behavior in Inclusive Settings This
course will focus on understanding the
educational support needs of
students with
challenging behaviors
(including students with
emotional disturbance,
behavior disorders, and
autism) whose behavior may
interfere with
learning. These students are often at risk
of being excluded from
inclusive settings. This
course will focus on the
development of a
positive, strength-based,
problem-solving
orientation to the needs of
students with
challenging behaviors. Students will collaborate
with educators, other service
providers, families,
and students themselves in
conducting a functional
behavior assessment (FBA) and
designing a
positive support plan. Support plans will be
designed to address strategies
to prevent
problems, to teach alternative
skills and self-
management, and to respond to
behavioral crisis.
Collaborating and consulting
with others in
supporting students with
challenging
behaviors will be
emphasized. 15 hours of
fieldwork required. Course offered once per year.
Credits: 3
SMD 651 - Strategies for Breaking the Conflict Cycle and Teaching Students With Challenging Behaviors This
course will focus on strategies for
understanding and breaking the
conflict cycle
in working with students with
challenging
behaviors. The course will focus on positive
Live Space Crisis Intervention
(LSCI) strategies
for using crisis situations as
opportunities to
help students with challenging
behaviors learn
alternatives to patterns of
aggressive,
disrespectful, and
self-demeaning behavior. The
course will include lectures,
discussion, videos
of actual interventions,
role-playing,
conferencing and reflective
assignments.
Fieldwork, observations, and
interviews with
practitioners, and structured
application
assignments are integrated
with coursework. 35
hours fieldwork required. Course offered once
per year.
Credits: 3
Computer Education
Go to information for this department.
Additional/Professional Certification Program(s)
EDTS 523 - Introduction to Educational Technology
This is a course intended for all studentsregardless of their computer background. Theimportance of the infusion of technology intotoday’s classroom will be the focus of the course.Topics covered will include the use of databases,spreadsheets, presentation tools, internetresearch, web publishing, authoring software, andthe process of computer software review.All of these topics will address the ways in whichtechnology can enhance the listening, writing,reading, and speaking skills of students.
Credits: 3
EDTS 525 - Logo Programming for Educators This course is designed to introduce students to
the computer programming language Logo. Students
will learn how to set up a logo environment in
their classroom, to program in Logo, and explore
in depth the philosophy behind the language.
Instruction will also include the use of robotics
utilizing the Logo robotic system.
Credits: 3
EDTS 540 - Computer Graphics This course offers an introduction to computer
graphics with an emphasis on creating graphics
for use and integration in appropriate classroom
software applications: web pages, presentations,
etc.
Credits: 3
EDTS 560 - Applications in Technology This course is designed to give students anoverview of computer-based applications includingdatabase management, spreadsheets and wordprocessing. Students will get hands-on experienceusing Microsoft Office (Word, Excel, Access).Emphasis will be on how these tools can beintegrated into classroom curricula. Includedin this course is a 25 hour field placementcomponent that emphasizes collaboration withclassroom teachers to enhance listening, writingreading and speaking skills of students andlearning in the content areas.
Credits: 3
EDTS 580 - Multimedia for Educators This course introduces students to instructional
uses of multimedia. The software and hardware
necessary for multimedia productions will be
discussed. A complete range of media’s, including
digital photography, digital video, and digital
audio are covered.
Credits: 3
EDTS 600 - Introduction to Programming Emphasizes the computer as a tool for problem
solving; provides hands on experience for minimal
competence in elementary computer program design
and implementation of application in specialized
fields of study, e.g., science, business, etc.;
uses common algorithms and programming techniques
in particular fields; introduces the concepts of
top down design and control structures. The
languages of instruction are C++ and Java.
Credits: 3
EDTS 620 - Web Design In this course students learn HTML (Hyper Text
Markup Language) used in creating web pages. Basic
skills needed to publish home pages on the World
Wide Web including background, graphics, links
and special features are covered. In addition, how
to utilize such technology in a classroom is
discussed in depth.
Prerequisites & Notes Prerequisites: EDTS540, EDTS580
Credits: 3
EDTS 650 - Technology for Diverse Learners This course looks at ways to use technology in
classrooms containing students with a variety of
special needs. Specifically, the use of adaptive
technology with students with a wide range of
physical disabilities is covered. Additionally,
students will learn how to use technology to work
with children who are speakers of other languages.
Credits: 3
EDTS 670 - Software Development This course provides students with an in depth
look at developing computer software for the
classroom. Students will develop a variety of
software using the hypermedia software
HyperStudio.
Prerequisites & Notes Prerequisites: EDTS540, EDTS580
Credits: 3
EDTS 690 - Issues in Technology This course explores critical issues associated
with the use of technology in America’s schools.
Topics for student research and discussion
include: the role of technology in the classroom,
and appropriate applications of current technology
among others. 25 hours fieldwork required.
Prerequisites & Notes EDU520 and EDTS523
Credits: 3
EDTS 699 - Master’s Portfolio Presentation Degree candidates must successfully complete amaster’s portfolio at the time of completion ofthe graduate program.
Prerequisites & Notes Co-requisite: EDU690
Credits: 0
Inclusive Education - Adolescence (grades 7-12)
Go to information for this department.
INAD 502 - Planning, Teaching, and Assessment for Diverse Adolescence-Level Classrooms This
course builds basic skills in designing,
implementing, and evaluating
research-based
approaches to curriculum and
instruction that
enhance the learning of all
adolescence-level
students, including children
with disabilities
and culturally and/or
linguistically diverse
students.
Prerequisites & Notes Prerequisite: INCL 501
Credits: 3
INAD 504 - Advanced Strategies for Differentiated Planning, Teaching, and Assessment for Diverse Secondary Classrooms Will focus on formal and informal literacy assessment, methodology and instructional strategies, and program planning for diverse learners. Will include assessment, remediation, and enrichment of listening, speaking, writing, and reading skills across content areas. Open only to students in Adolescent Inclusive Education Programs (others by program director approval).
Prerequisites & Notes Prerequisites: INCL 501, INAD 502, and INCL 503
Credits: 3
INAD 510 - Biology Curriculum and Methodology for Inclusive Adolescence This course combines a study of the function and organization of the adolescence-level biology curriculum with a survey of current teaching resources and research-based strategies to address the learning needs of diverse learners in science. Students will study the development of science concepts, skills, and theory through an activity oriented approach, with an emphasis on inquiry methods. Will apply the principles, practices, and strategies of differentiated instruction to support the achievement of all students. Students will design and implement learning units that address the commencement-level New York State Learning Standards in biology. Integrates the use of instructional and assistive technology. 25 hours fieldwork required.
Prerequisites & Notes Prerequisites: INAD 502 AND INAD 504
Credits: 3
INAD 511 - Mathematics Curriculum and Methodology For Inclusive Adolescence This course combines a study of the function and organization of the adolescence-level mathematics curriculum with a survey of current teaching resources and research-based strategies to address the learning needs of diverse learners in mathematics. Students will study the development of mathematical skills and concepts through the use of manipulative and abstract materials, with emphasis on application problem-solving and real-world problems and settings. Will apply the principles, practices, and strategies of differentiated instruction to support the achievement of all students. Students will design and implement learning units that address the commencement-level New York State Learning Standards in mathematics. Integrates the use of instructional and assistive technology. 25 hours fieldwork required.
Prerequisites & Notes Prerequisites: INad 502 and INAD 504
Credits: 3
INAD 512 - English Language Arts Curriculum and Methodology for Inclusive Adolescence This course combines a study of the function and organization of the adolescence-level language arts curriculum with a survey of current teaching resources and research-based strategies to address the learning needs of diverse learners in English language arts. Students will study the development of competencies in the skills of listening, oral communication, and written language. Will apply the principles, practices, and strategies of differentiated instruction to support the achievement of all students. Students will design and implement learning units that address the commencement-level New York State Learning in English language arts. Integrates the use of instructional and assistive technology. 25 hours fieldwork required.
Prerequisites & Notes Prerequisites: INAD 502 and INAD 504
Credits: 3
INAD 515 - Social Studies Curriculum and Methodology for Inclusive Adolescence This course combines a study of the function and organization of the adolescence-level social studies curriculum with a survey of current teaching resources and research-based strategies to address the learning needs of diverse learners in social studies. Students will study the development of social studies skills and concepts through a learner-centered approach, with an emphasis on inquiry methods. Will apply the principles, practices, and strategies of differentiated instruction to support the achievement of all students. Students will design and implement learning units that address the commencement-level New York State Learning Standards in social studies. Integrates the use of instructional and assistive technology. 25 hours fieldwork required.
Prerequisites & Notes Prerequisites: INAD 502 and INAD 504
Credits: 3
INAD 516 - Supporting Student Learning and Assessment Across the Adolescence Content Areas This course will explore the design and implementation of integrated curriculum at the adolescence level. Students will examine the concepts and skills across content areas needed by adolescent learners to succeed in the commencement level assessments. This course will assist inclusive educators in understanding the scope of standards, curriculum and assessments outside of their specific certification area as well as provide them with the knowledge and skills to support students across all content areas. 20 hours fieldwork required.
Prerequisites & Notes Prerequisites: INAD 502 and INCL 503
Credits: 3
INAD 520 - Literacy Assessment and Program Planning for Diverse Adolescent Learners Will focus on formal and informal literacy assessment, methodology and instructional strategies, and program planning for diverse learners. Will include assessment, remediation, and enrichment of listening, speaking, writing, and reading skills across content areas. Will include recent advances in instructional and assistive technology for diverse learners in literacy environments at the adolescence level. Open only to students in Inclusive Education Programs (others by program director approval). 20 hours fieldwork required.
Prerequisites & Notes Prerequisites: INCL 501 and INAD 502
Credits: 3
INAD 526 - Student Teaching/Seminar in Inclusive Education - Adolescence These student teaching experiences provide direct supervised experience in inclusive classrooms at the adolescence level. Students will assume increasing responsibility for instructional planning, teaching and assessment in the classroom. Students will have two placements: 7-9 and 10-12. Included will be a placement that focuses on teaching students with disabilities.Through a structured seminar, students will have the opportunity to reflect on their teaching and learning experiences. Please note that an additional “Application for Student Teaching” (available from the Office of Field Placement Services or on the Nazareth Website) is due 6 - 8 months prior to student teaching, according to the schedule published in the Graduate Course Schedule Brochure.
Prerequisites & Notes Prerequisite: Requires completion of all coursework except EDU690 and INCL521.
Credits: 6
INAD 625 - Strategies for Teaching Literacy in Adolescent Content Areas
This course will prepare teachers of all secondary content areas to help
their students be successful when encountering literacy based assignments and
assessments. Teachers will develop competency to ciritically analyze text, match
students to appropriate text, and teach students effective strategies to read to
learn as well as expressing thought through writing.
Credits: 3
INAD 635 - Practicum and Seminar in Inclusive Education-Adolescence This practicum requires structured, college-supervised teaching experience with a coordinated reflective seminar. The teaching experience will take place in an inclusive/special education classroom under the direct supervision of the certified teacher who has official responsibility for the students. The seminar will focus on current issues and practices in inclusive education. Please note that an additional “Application for Practicum” (available from the Office of Field Placement Services or on the Nazareth Website) is due 6-8 months prior to the practicum, according to a schedule published in the Course Schedule Brochure. Some students may be able to meet this requirement via a “job-embedded” practicum.
Prerequisites & Notes Prerequistie: Requires completion of all coursework except EDU690.
Credits: 3
INAD 640 - Transition Planning and Services for Adolescents With Disabilities An overview of current and emerging models of transition planning and services for adolescents. Will focus on how to assist students, in collaboration with parents and professionals, in planning for transition from school to employment, post-secondary education, and community living with maximum opportunities for decision-making and full participation in the community. 15 hours fieldwork required.
Prerequisites & Notes Prerequisites: INAD 502 and INCL 503
Credits: 3
INAD 699 - Master’s Portfolio Presentation Degree candidates must successfully complete amaster’s portfolio at the time of completion ofthe graduate program.
Prerequisites & Notes Co-requisite: EDU690
Credits: 0
Inclusive Education - Childhood (grades 1-6)
Go to information for this department.
INCH 510 - Science Curriculum and Methodology for Inclusive Childhood This course combines a study of the function and organization of the childhood-level science curriculum and the integration of curriculum, with a survey of current teaching resources and research-based strategies to address the learning needs of diverse learners in science. Students will study the development of science skills and concepts through an activity oriented approach, with an emphasis on inquiry methods. Students will design and implement learning units that address the New York State Learning Standards in science. Integrates the use of instructional and assistive technology. Additional pre- or co-requisite for students in initial certification program: EDTS523. 15 hours fieldwork required.
Prerequisites & Notes Prerequisites: INCL 501 and 502 OR INCL 601 and 602
Credits: 3
INCH 511 - Mathematics Curriculum and Methodology for Inclusive Childhood This course combines a study of the function and organization of the childhood-level mathematics curriculum and the integration of curriculum, with a survey of current teaching resources and research-based strategies to address the learning needs of diverse learners in mathematics. Students will study the development of mathematical skills and concepts through the use of manipulative and abstract materials, with emphasis on the intuitive and inquiry methods, as per NCTM. Students will design and implement learning units that address the New York State Learning Standards in mathematics. Integrates the use of instructional and assistive technology. Additional pre- or co-requisite for students in initial certification program: EDTS523. 15 hours fieldwork required.
Prerequisites & Notes Prerequisites: INCL 501 and 502 OR INCL 601 and 602
Credits: 3
INCH 512 - Language Arts and Social Studies Curriculum and Methodology for Inclusive Childhood Literacy This course combines a study of the function and organization of the childhood-level language arts and social studies curricula with a survey of current teaching resources and research-based strategies to address the learning needs of diverse learners in language arts and social studies. Students will study the development of competencies in the skills of listening, oral communication, and written language. Students will also study the development of social studies concepts and skills through a learner-centered approach, with an emphasis on inquiry methods. Students will design and implement learning units that address the New York State Learning in English/Language Arts and Social Studies. Integrates the use of instructional and assistive technology. Additional pre- or co-requisite for students in initial certification program: EDTS523. 30 hours fieldwork required for initial certification; 20 hours fieldwork required for changing certification levels.
Prerequisites & Notes Prerequisites: INCL 501 and 502 OR INCL 601 and 602
Credits: 3
INCH 513 - Learning Through the Arts This course will promote the integration of the visual arts, music,
movement, and dramatic arts into the childhood-level classroom. An
orientation to aesthetics, research and theory, exploration and
application of appropriate materials, resources, and practices for
diverse learners will be emphases.
Prerequisites & Notes Prerequisites: INCL 501 and 502 OR INCL 601 and 602
Credits: 3
INCH 520 - Literacy Assessment, Program Planning, and Assistive Technology for Diverse Learners The course will focus on formal and informal literacy assessment, methodology and instructional strategies, and program planning for diverse learners; will include assessment, remediation,and enrichment of listening, speaking, writing,and reading skills to address the New York State Learning Standards and assessments; will include recent advances in instructional and assistive technology for diverse learners in literacy environments. Open only to students in Inclusive Education Programs (others by program director approval). Additional pre- or co-requisite for students in initial certification program: INCH512. 20 hours fieldwork required.
Prerequisites & Notes Prerequisites: INCL 501 and 502 OR INCL 601 and 602, and LTED 600 or LTED 601
Credits: 3
INCH 526 - Student Teaching/Seminar in Inclusive Education-Childhood This student teaching experience provides direct supervised experience in classrooms at the childhood level. Students will assume increasing responsibility for instructional planning, teaching and evaluating in the classroom. Students will have placements at the primary and intermediate level, including a placement that focuses on teaching students with disabilities.Through a structured seminar, students will have the opportunity to reflect on their teaching and learning experiences. Please note that an additional “Application for Student Teaching” (available from the Office of Field Placement Services or on the Nazareth Website) is due 6-8 months prior to student teaching, according to the schedule published in the Graduate Course Schedule Brochure.
Prerequisites & Notes Prerequisite: requires completion of all coursework except EDU690 and INCL521.
Credits: 6
INCH 610 - Social Studies II Curriculum and Methodology for Inclusive Childhood This course develops in-depth understanding of current theory, research in, and teaching applications of social studies content and curriculum. Students will engage in advanced study of the development of historical, economic, civic, and geographic understandings and link that to learners at the childhood level. Critical issues social studies education, especially the needs of diverse learners at the childhood level will also be explored. Course offered twice a year.
Prerequisites & Notes Corequisite: INCL 602
Credits: 3
INCH 611 - Literacy and Language Arts II Curriculum And Methodology for Inclusive Childhood This course develops in-depth understanding of current theory, research in, and teaching applications of language arts content and curriculum. Students will engage in advanced study of how reading, writing, listening, speaking and viewing skills develop as they are used in language, literature, and composition. Critical issues in language arts education, especially the needs of diverse learners at the childhood level, will also be explored. Course offered twice a year.
Prerequisites & Notes Corequisite: INCL 602
Credits: 3
INCH 612 - Mathematics II Curriculum and Methodology for Inclusive Childhood This course develops in-depth understanding of current theory, research in, and teaching applications of mathematics content and curriculum. Students will engage in advanced study of the development of mathematical understandings and link that learning to learners at the childhood level. Critical issues in mathematics education, especially the needs of diverse learners at the childhood level, will also be explored. Course offered twice a year.
Prerequisites & Notes Corequisite: INCL 602
Credits: 3
INCH 613 - Science II Curriculum and Methodology For Inclusive Childhood This course develops in-depth understanding of current theory, research in, and teaching applications of science content and curriculum. Students will engage in advanced study of the development of scientific understandings and link that learning to learners at the childhood level. Critical issues in science education, especially the needs of diverse learners at the childhood level, will also be explored.
Prerequisites & Notes Corequisite: INCL 602
Credits: 3
INCH 620 - Diagnosis, Assessment and Teaching Mathematics to Diverse Learners This course reviews research on mathematics learning problems, provides assessment techniques for identifying mathematics learning problems, and developing instructional strategies and materials to teach mathematics concepts and skills to students who have learning challenges. New York State MST learning standards and assessments provide the framework for course emphases. Focuses on early childhood/childhood level. Open only to students in Inclusive Education Programs (others by program director approval).
Prerequisites & Notes Prerequisite: INCL 601 and INCL 602
Credits: 3
INCH 635 - Practicum and Seminar in Inclusive Education-Childhood This practicum will combine structured, college-supervised teaching experience with a coordinated reflective seminar. The teaching experience will take place in an inclusive classroom under the direct supervision of the certified teacher who has official responsibility for the students. The seminar will focus on current issues and practices in inclusive education.
Please note than an additional “Application for Student Teaching”
(available in the Office of Field Placement Services or on the Nazareth Website) is due 6-8 months prior
to student teaching, according to the schedule published in the
Graduate Course Schedule Brochure. Requires completion of, or concurrent enrollment in, all coursework, except EDU690 and INCH699. 10 hours fieldwork required.
Credits: 3
INCH 650 - Special Topics Special topics to be announced. Offered
periodically.
Credits: 3
INCH 699 - Master’s Portfolio Presentation Degree candidates must successfully complete a master’s portfolio at the time of completion of the graduate program.
Prerequisites & Notes Co-requisite: EDU690
Credits: 0
Inclusive Education - Early Childhood (birth - grade 2)
Go to information for this department.
INEC 510 - Theory and Practice in Early Childhood Education This course provides an overview of major historical, philosophical, cultural, social, and ethical orientations to early childhood. A review of early childhood development and developmentally appropriate practice is included. Diverse early childhood programs such as High Scope, Montessori, and Head Start are reviewed as are current early childhood research, issues and theories. 20 hours fieldwork required.
Prerequisites & Notes Prerequisites: INCL 501 and 502 or INCL 601 and 602
Credits: 3
INEC 511 - Curriculum I/Early Childhood Education This curriculum course focuses on the integration math, science, and technology into the early childhood curriculum. Appropriate instructional planning and environmental design are included. 20 hours fieldwork required.
Prerequisites & Notes Prerequisites: INCL 501 and 502 OR INCL 601 and 602, INEC 510
Credits: 3
INEC 512 - Curriculum II/Early Childhood Education This course focuses on the role of the child in our world, both in the context of social studies curriculum and through the development of pro-social skills in children. The importance of play based curricula is explored. Professional skills including advocacy, family-community-school connections, and ethical decision-making are included. 20 hours fieldwork required.
Prerequisites & Notes Prerequisites: INCL 501 and 502 OR INCL 601 and 602, and INEC 510
Credits: 3
INEC 513 - Integrated Arts in Early Childhood Education This course will promote the integration of the visual arts, music, movement and drama into the ECE classroom. Emphases will include and orientation to aesthetics, research and theory, exploration and application of appropriate materials and practices for all young children, as well as exposure to a wide array of resources. The arts will be considered as one way to attend to children’s diverse strengths, needs, learning styles, and interests.
Prerequisites & Notes Prerequisites: INCL 501 and 502 OR INCL 601 and 602, and INEC 510
Credits: 3
INEC 514 - Language and Literacy Development in Early Childhood Education This course is designed for teachers of children birth through age eight including children with special needs and linguistically and/or culturally diverse children. The purpose of the course is to develop in-depth understanding of and teaching applications from current theory and research on early language and literacy development. Speaking, listening, reading, and writing will be studied as evolving, interrelated processes, developed in the overlapping, and sometimes conflicting, contexts of home, school, and community. 20 hours fieldwork required for students in the Initial Certification Program.
Prerequisites & Notes Prerequisites: INCL 501 and 502 OR INCL 601 and 602, and INEC 510
Credits: 3
INEC 520 - Literacy Assessment, Program Planning, and Assistive Technology for Diverse Learners The course will focus on formal and informal literacy assessment, methodology and instructional strategies, and program planning for diverse learners; will include assessment, remediation, and enrichment of listening, speaking, writing, and reading skills to address the New York State Learning Standards and assessments; will include recent advances in instructional and assistive technology for diverse learners in literacy environments. Open only to students in Inclusive Education Programs (others by program director approval). 20 hours fieldwork required for Inital and Changing cert levels; 25 hours fieldwork required for same cert level.
Prerequisites & Notes Prerequisites: INCL 501 and 502 OR INCL 601 and 602
Credits: 3
INEC 526 - Student Teaching/Seminar in Inclusive Education- Early Childhood These student teaching experiences provide direct supervised experience in inclusive classrooms at the early childhood level. Students will assume increasing responsibility for instructional planning, teaching and assessment in the classroom. Students will have placements at two of the following levels: Kindergarten, Grades 1 and 2. Included will be a placement that focuses on teaching students with disabilities. Through a structured seminar, students will have the opportunity to reflect on their teaching and learning experiences. Please note that an additional “Application for Student Teaching” (available in the Office of Field Placement Services or on the Nazareth Website) is due 6-8 months prior to student teaching, according to the schedule published in the Graduate Course Schedule Brochure.
Prerequisites & Notes Prerequisite: Requires completion of all coursework except EDU690 and INCL521.
Credits: 6
INEC 620 - Diagnosis, Assessment and Teaching Mathematics to Diverse Learners This course reviews research on mathematics learning problems, provides assessment techniques for identifying mathematics learning problems, and developing instructional strategies and materials to teach mathematics concepts and skills to students who have learning challenges. NYS MSTstandards and assessments provide the framework for course emphases. Focuses on early childhood/childhood level. Open only to students in Inclusive Education Programs (others by program director approval).
Prerequisites & Notes Prerequistes: INCL 501 and 502 OR INCL 601 and 602, and INEC 510
Credits: 3
INEC 635 - Practicum and Seminar in Inclusive Education- Early Childhood This practicum will combine structured,college-supervised teaching experience with acoordinated reflective seminar. The teachingexperience will take place in an inclusiveclassroom under the direct supervision of thecertified teacher who has official responsibilityfor the students. The seminar will focus oncurrent issues and practices in inclusive earlychildhood.
Please note than an additional “Application for Studen Teaching”
(available in the Office of Student Teaching) is due 6-8 months prior
to student teaching, according to the schedule published in the
Graduate Course Schedule Brochure. Requires completion of all courseworkexcept EDU690, Capstone Course.
Credits: 3
INEC 699 - Master’s Portfolio Presentation Degree Candidates must successfully complete and exhibit a master’s portfolio at the time of completion of the graduate program.
Prerequisites & Notes Co-requisite: EDU690
Credits: 0
Inclusive Education(Special Ed):Early Childhood, Childhood and Adolescence
Go to information for this department.
Inclusive Adolesence - Additional/Profession Cert:
Inclusive Childhood - Additional/Profession Cert:
Inclusive Early Child -Additional/Profession Cert:
Inital Certification Program
INCL 501 - Introduction to Diverse Learners and Learning This course is designed to build understandings of learning theories and strategies that address the range of learners in classrooms, particularly as they relate to the goals of teaching all learners, including children with disabilities and culturally and/or linguistically diverse students. A holistic orientation to the cognitive, social-emotional, aesthetic, moral and physical development of all learners is applied. Course offered in Fall and Spring semesters only. 30 hours fieldwork required.
Prerequisites & Notes Pre- or corequisite: EDU095
Credits: 3
INCL 502 - Differentiated Planning, Teaching, and Assessment This course expands skills in designing, implementing, and evaluating research-based and differentiated approaches to curriculum and instruction that enhance the learning of all students, including children with disabilities and culturally and/or linguistically diverse students. Integrates the use of instructional and assistive technology. Emphasizes strength-based assessment that incorporates multiple data sources and standards, and that is responsive to individual learner needs. Course offered in Fall and Spring semesters only.
Prerequisites & Notes Pre- or Co-requisite: INCL501
Credits: 3
INCL 503 - Individualized Education Programs (IEPs and IFSPs): Development and Implementation Focus on development of useful, practical, and teacher/family-friendly Individualized Education Programs (IEPs/IFSPs) to address the requirements of state and Federal regulations and the specific needs of children (and families, in the case of IFSP). 20 hours fieldwork required; 25 hours fieldwork required for Same Certification in Early Childhood.
Prerequisites & Notes Prerequisites: INCL 501 and 502 or INCL 601 and 602
Credits: 3
INCL 521 - Creating and Managing Productive Learning Environments Productive learning environments offer all students engaging experiences with relevant curriculum in positive and safe classroom communities. This course examines educational planning and the development of instructional programs for diverse students in a variety of settings as factors in designing positive and productive classrooms. It utilizes theoretical models and practical examples to study classroom organization and climate, appropriate and student-centered curriculum and instruction, problem solving, conflict resolution techniques, roles of formal and informal diagnosis and correction of behavioral patterns, including Functional Behavioral Assessments (FBA) and positive support plans, and techniques for interrupting the conflict cycle will be addressed. 20 hours fieldwork required.
Prerequisites & Notes Co-requisite: INEC/INCH/INAD 526
Credits: 3
INCL 601 - Diverse Learners, Learning and Learning Environments This course is designed to explore assessment
and characteristics of diverse learners and the
educational implications of learning differences.
Students will develop and apply skills in
accessing information and resources on diverse
learners. Will address legal provisions and
ethical principles regarding appropriate
assessment of individuals, the use and limitations
of assessment instruments, and the necessity for
collaboration with families and other educators
in the assessment process. Will include the use
and interpretation of both formal and informal
assessment for the development of effective
instructional programs for individual learners.
The role of relationships, communication,
motivation, classroom organization, and
management in the creation of productive,
learning communities will be addressed.
Course offered Fall and Spring semesters only.
Credits: 3
INCL 602 - Differentiated Curriculum/Instruction and Collaborative Practice This course builds advanced skills in designing, implementing, and evaluating research-based and differentiated approaches to curriculum and instruction that enhance the learning of all students, including children with disabilities and culturally and/or linguistically diverse students. Integrates the use of strength-based assessment and instructional and assistive technology. Practices, including co-planning and co-teaching models, are addressed within the context of enhanced student learning. Includes structured experiences to refine skills and enhance reflective practice in communication, conflict-resolution, and creative problem solving. Course offered Fall and Spring semesters only.
Prerequisites & Notes Pre- or corequisite: EDU095
Credits: 3
Literacy Education Specialist
Go to information for this department.
Additional/Professional Certification Program(s)
LTED 600 - Theoretical Foundations of Literacy
Required
for the Literacy Education Programs and
the Additional and/or
Professional Certification.
In this required introductory
course,
students will examine and
integrate historical and
current research, theories,
and practices of
teaching literacy to all
children, Birth through
Grade 12. A major goal will be to augment
students’ undergraduate
literacy training and
their subsequent literacy
teaching beliefs,
attitudes, experiences, and
practices. Topics
include the following:
reading history,
theory and research, creating
a
literate environment, needs of diverse
learners, word identification,
vocabulary,
spelling, comprehension,
reader response, content
area literacy, writing,
assessment, curriculum
development, literacy and
technology, and
professional development.
Prerequisites & Notes Pre- or Co-requisite for Literacy and Inclusive Education programs: EDU520.
Credits: 3
LTED 601 - Foundations of Language and Literacy
Required
for Initial Certification Programs in
Inclusive Education, TESOL, and
Business Marketing. This
course is an
introduction to current theory and research
regarding language acquisition
and
literacy teaching and
learning, Birth through
Grade 12. Speaking, listening, reading, writing,
viewing, and dramatizing will
be studied as
interrelated processes,
developing in the
overlapping contexts of home,
school, and
community. Students will focus on effective
language and literacy teaching
and learning for
all students, including
children with disabilities
and culturally and/or
linguistically diverse.
Topics of study include the
following:
creating a literate environment,
language acquisition,
beginning
literacy instruction, emergent
literacy
perspectives, reading-writing
connections,
instructional strategies,
comprehension,
motivation, reader response
theory, diverse
literacy learners, content
area literacy,
technology and literacy, and
literacy assessment.
Credits: 3
LTED 609 - Linguistics and Language Acquisition for The Literacy Specialist This
course focuses on how language works and how
knowledge of how its functions
support the
language user. Stressing
communication as the
purpose of language, both
spoken and written, the
course content presents what
the teacher needs to
know to help students grow as
language users and
consumers, as well as how to
enhance and enrich
their grasp of language. This
course will address
the needs of first and second
language learners.
Open to Literacy Program
students only.
Prerequisites & Notes Prerequisite: LTED600
Credits: 3
LTED 611 - Diagnosis and Remediation (Elementary) This course stresses the
application of the theoretical
knowledge of the reading
process, recognition of
the specific needs of
different students,
knowledge of instructional
strategies, use of
technology, and a grasp of
methods of assessment
to diagnose a student’s
strengths and needs.
Assessment and teaching are
presented as dual
tracks on which the
teacher moves forward
addressing the specific needs
of a reader, and
consequently, learning more
about the student. The
course underscores and
stresses the need to use
assessment results to plan and
implement
instruction to accelerate the
progress of poor
readers. Classes are designed
to interweave
assessment and instruction -
the assessment of
being the warp through which
the remediation or
weft is woven. A field-based
component is an
integral part of the course,
allowing for the
thorough integration of
theory and practice.
Open to Literacy program
students only.
30 hours fieldwork required.
Prerequisites & Notes Prerequistes: LTED600, LTED609, EDU501, and LTED612
Credits: 6
LTED 612 - Literacy and the Diverse Learner Recent
research in teaching reading to students
with a broad spectrum of
diversity and needs as
defined in State and Federal
legislation are
explored. Focus is on multiple
components of
literacy, application of
techniques and approaches
for reading instruction and
application of
authentic and multicultural
literature in literacy
learning. Students’ readings
and coursework will
be developed according to
their certification
needs (B-6 or 5-12). Open to
Literacy program
students only.
Prerequisites & Notes Prerequisites: LTED600, LTED609, and EDU501.
Credits: 3
LTED 613 - Elementary Campus Based Practicum The
practicum provides a supervised
laboratory experience in
diagnosing and
planning instruction for
children
in need of literacy support.
Children receive
support in one-to-one tutoring
sessions to
accelerate their progress. The
focus is on using
the learners’ strengths to
compensate for or
overcome their weaknesses.
Students must
pre-register with Clinic
Director prior to the
formal registration period.
Failure to
pre-register may preclude
registration for the
practicum. Open only to students in birth - grade
6 program. Permission of the
Clinic Director
required.
Prerequisites & Notes Prerequisites: LTED600, LTED609, EDU501, LTED612, LTED611, LTED614, and
one LTED Elective. Permission of Clinic Director Required.
Credits: 3
LTED 614 - Literacy in the Elementary Content Areas This
required course is designed
to help elementary grade
teachers to
support reading and writing
through the use of
effective instructional models
needed for
beginning students to access
expository materials.
Emphasis will be on
research-based strategies to
help elementary school
students with diverse needs
access texts (both print and
non-print) for the
purpose of gaining information
and applying this
information to other parts of
the overall
curriculum.
Prerequisites & Notes Prerequisites: LTED600, LTED609, EDU501, LTED612, LTED611, or Program Director’s approval.
Credits: 3
LTED 615 - Fostering Home - School Literacy Relationships Learners
have specific needs as they emerge
and grow as readers, writers,
listeners, and
speakers. They need varied
experiences and
opportunities to develop
concepts and gain
knowledge needed to become
literate. Both the
home and school bear
responsibility for providing
these experiences and
opportunities. This course
stresses and develops the
means by which the
home and school connect to
support the
students’ literacy learning.
Prerequisites & Notes Prerequistes: LTED600 or Program Director’s approval.
Credits: 3
LTED 616 - Methods and Materials of Literacy Instruction (Elementary) Students
will study methodology employed in
teaching literacy,
availability of materials of
instruction, techniques for
individualizing and
differentiating instruction,
and adaptation of
literacy to the curriculum.
Various methods of
instructional delivery are
examined in detail.
Emphasis is on the creation of
model lessons that
align with the New York State
English/Language
Arts Standards.
Prerequisites & Notes Prerequisites: LTED600, or Program Director’s approval.
Credits: 3
LTED 617 - Incorporating Children’s Literature in The Elementary School Program Students are acquainted with the broad spectrum of literature for students in the elementary school as well as in the pre-school and school-age home environments. Emphasis is on assisting students develop the ability to select and use literature as part of their overall reading program. Children’s books are explored critically to discover the qualities of fine literature. Students will learn to match books with the interests, needs, and abilities of children who display wide and diverse backgrounds in alignment with social and emotional developmental factors. Focus will be on how children’s literature can be integrated throughout the elementary school curriculum.
Prerequisites & Notes Prerequisites: LTED600, or Program Director’s approval.
Credits: 3
LTED 618 - Reading Improvement Through Written Expression Addresses the challenge of improving students’ reading ability by delineating, illustrating, and strengthening the connections between the reading and writing processes. The concept that every piece of writing has a form, a purpose, a message, and an audience is developed. In addition, the parallels between the reading and writing processes are emphasized: pre-reading and pre-writing; first reading and drafting; rereading and revision; responding and publishing. The specific demands placed on both readers and writers by the three rhetoric voices are addressed. Students will gear their reading and writing assignments toward their specific level of certification.
Prerequisites & Notes Prerequisites: LTED600, or Program Director’s approval.
Credits: 3
LTED 619 - Reading Comprehension: Process, Product, Problems Models of the reading process and theories of comprehension are explored to provide the foundation for pragmatic discussions about course content. At the class’s core is a thorough analysis of factors interfering with comprehension and recognition of the need to develop instructional strategies to assist readers in overcoming the impediments to constructing meaning as well as self-monitoring their own comprehension. The specific demands and challenges of both narrative and expository text are pinpointed and addressed. The need for and ways to provide direct, explicit instruction focusing on comprehension strategies are highlighted. Students will gear their reading and writing assignments toward their specific level of certification.
Prerequisites & Notes Prerequisites: LTED600, or Program Director’s approval.
Credits: 3
LTED 620 - Performance-Based Assessment of Literacy-Based Progress This course targets the characteristics of and differences between standardized tests and performance-based assessments. Students explore various assessment procedures, study the essential differences between assessment and evaluation, and engage in the practical challenges of determining performance standards, as well as constructing performance tasks and rubrics. Course content also concentrates on identifying stake holders and determining and meeting their specific needs. Students explore the differences between the purposes and demands of internal and external assessment procedures. Students gear their reading and writing assignments toward their specific level of certification.
Prerequisites & Notes Prerequisites: LTED600, or Program Director’s approval.
Credits: 3
LTED 621 - Reading As a Language-Based Process The course content focuses upon the theories of language acquisition and their influence on reading instruction; stresses the symbiotic relationship between oral language and development and learning to read, and targets the role of oral and aural abilities’ contributions to acquiring literacy behaviors. The course is designed to underscore the necessary philosophical and theoretical foundations as well as practical applications to support teachers’ developing diversified instruction to help all students as they engage in learning the new modes of language-reading and writing. Students will gear their reading and writing assignments toward their specific level of certification.
Prerequisites & Notes Prerequisites: LTED600 or Program Director’s approval.
Credits: 3
LTED 622 - Workshop in Literacy Instruction The course provides the opportunity to explore instructional settings, groupings, and strategies to meet the varying needs of all students. The foci are on all the literacy processes with particular emphasis on establishing and maintaining perceptual veridicality as listeners, readers, and viewers, as well as speakers and writers. The demands of both expository and narrative text are addressed. The course content reflects the realities that what teachers know and can do are critical to what their students learn. The study of the following, therefore, is designed to respond to what teachers need to know and how to do: instructional strategies, structuring learning opportunities and instructional materials that focus on developing appreciation, understandings, strategies, and habits. Students will gear their reading and writing assignments toward their specific level of certification.
Prerequisites & Notes Prerequisites: LTED600 or Program Director’s approval.
Credits: 3
LTED 623 - Research of Reading Problems of Students In Special Education A survey and analysis of research in reading theories and strategies with applications to special education students. Open only to students in the literacy or special education programs.
Prerequisites & Notes Prerequisites: LTED600, or Program Director’s approval.
Credits: 3
LTED 624 - Language and Literacy Development in Early Childhood Education This course is designed for teachers of children birth through age eight including children with special needs and linguistically and/or culturally diverse children. The purpose of the course is to develop in-depth understanding of and teaching applications from current theory and research on early language and literacy development. Speaking, listening, reading, and writing will be studied as evolving, interrelated processes, developed in the overlapping, and sometimes conflicting, contexts of home, school, and community.
Prerequisites & Notes Prerequisites: LTED600, or Program Director’s approval.
Credits: 3
LTED 625 - Literacy in the Secondary Content Areas Develops competency in assisting students to read to learn, with an
emphasis on text review, as well as developing appropriate student
behaviors in each content area, especially study techniques. Material
covered spans the instructional areas covered in the secondary school
grades. Strategies for the use of both print and non-print materials
are explored.
Credits: 3
LTED 626 - Diagnosis and Remediation (Secondary) Stresses the application of the theoretical knowledge of the reading process, recognition of the specific needs of different students, knowledge of instructional strategies, use of technology, and a grasp of methods of assessment to diagnose a student’s strengths and needs. Assessment and teaching are presented as dual tracks on which the teacher moves forward while addressing the specific needs of a reader, and consequently, learning more about the student. The course underscores and stresses the need to use assessment results to plan and implement instruction to accelerate the progress of poor readers. Classes are designed to interweave assessment and instruction- the assessment being the warp through which the remediation or weft is woven. A field-based component is an integral part of the course, allowing for the thorough integration of theory and practice. 30 hours fieldwork required.
Prerequisites & Notes Prerequisites: LTED600, EDU501, LTED609, LTED612
Credits: 6
LTED 627 - Secondary Camp Based Practicum Students
will demonstrate competency in the
appropriate planning for the
remediation program
for secondary students
encountering reading
problems. Students must
pre-register with the
Clinic Director prior to the
formal registration
period. Failure to pre-register
may
preclude registration for the
practicum.
OPEN ONLY TO STUDENTS IN THE
GRADE 5 - 12 PROGRAM.
Permission of Clinic Director
required.
Prerequisites & Notes Prerequisites: LTED600, EDU501, LTED609, LTED612, LTED625,
LTED626, one LTED elective, and approval of Clinic Director.
Credits: 3
LTED 628 - Methods and Materials of Literacy Instruction (Secondary) Integration
of language arts, including reading,
writing, speaking, listening,
visualizing, and
dramatizing as processes to
construct meaning
across the curriculum at the
middle
and high school level are
explored. Fundamentals
of strategy instruction and
curriculum design
to support literacy
development for diverse
learners are addressed.
Prerequisites & Notes Prerequisites: LTED600, or Program Director’s approval.
Credits: 3
LTED 629 - Incorporating Young Adult Literature in The Secondary School Program Designed to enable teachers of adolescents to gain an acquaintance with contemporary literature in the areas of adolescent interests, the focus of the course centers on the exploration of quality books and how they are used to support secondary school curricula. Opportunities to link the liberal arts core will be provided through careful selection of materials appropriate for secondary school learning.
Prerequisites & Notes Prerequisites: LTED600, or Program Director’s approval.
Credits: 3
LTED 630 - Current Issues and Trends in Literacy Education Students will explore the current issues and trends surrounding literacy education. Students will examine rationale for choosing specific delivery programs, the impact of governmental mandates, historical issues, and the relationship between theory and practice. The content of the course will also focus on the study of divergent and often controversial viewpoints surrounding policy decisions. Students will gain a broader understanding of the issues surrounding the selection and implementation of literacy programs in our schools.
Prerequisites & Notes Prerequisites: LTED600 (or LTED601), or Program Director’s approval.
Credits: 3
LTED 632 - The Literacy Specialist As a Coach Increasingly,
district and building administrators
are expecting literacy
specialists to assume a new
role. The specialist must be
prepared to assume
the new role: coaching
teachers to improve their
teaching practices.
In addition, many literacy
specialists are expected to
plan and present
appropriate staff development
activities. This
course will focus upon
preparing the literacy
specialist to assume
this new role with the
underlying purpose of
improving literacy learning
for all learners.
Credits: 3
LTED 695 - Literacy Practicum/Seminar In this Literacy capstone course,
students will apply,
synthesize, and evaluate
the literacy knowledge,
beliefs, theories, and
practices they have learned in
the Literacy
Education program. Seminar will consist of
readings, written reflections,
and discussions,
which will address the
International Reading
Association’s Standards for
Reading Professionals
and students’ fieldwork
experiences. Fieldwork
will involve students
observing/participating
in literacy instructor roles
in certified reading
teacher and a fieldwork
advisor. Students will
complete the majority of the
components necessary
for their professional
portfolio. In this course,
students will also complete
their Action
Research paper that will be
completed as a
requirement for the final
portfolio to be
presented in the Capstone
Seminar (EDU 690).
Students must pre-register
with the program
director prior to the formal
registration period.
Failure to pre-register may
preclude registration
for the practicum. Students
must satisfy
all seminar, fieldwork, and
professional
portfolio requirements to
receive a
grade of B or higher in this
course (required) to
complete the Literacy
Education program and to be
recommended for New York State
Certification as a
Literacy Specialist. 20 hours fieldwork required.
Prerequisites & Notes Prerequisites: LTED600, LTED609, EDU501, LTED612, LTED611 (LTED626 for
certification 5-12 program), LTED614 (LTED625 for certification 5-12
program), LTED613 (LTED627 for certification 5-12 program), plus 2
Literacy program electives.
Credits: 3
LTED 699 - Master’s Portfolio Presentation Degree candidates must successfully complete and exhibit a master’s portfolio at the time of completion of the graduate program.
Prerequisites & Notes Co-requisite: EDU690
Credits: 0
Teaching English as a Second Language
Go to information for this department.
Additional/Professional Certification Program(s)
Inital Certification Program
TSL 526 - Student Teaching/Seminar in TESOL (Elementary and Secondary) These
student teaching experiences provide direct
supervised experience in TESOL
settings at both
the elementary and secondary
levels. Students will
assume increasing
responsibility for instructional
planning, teaching and
assessment in the
classroom. Students will have
two placements–
Pre K-6 and 7-12. Through a
structured seminar,
students will have the
opportunity to reflect on
their teaching and learning
experiences.
Please note that an additional
“Application for
Student Teaching”
(available from the Office of Field Placement Services or on the Nazareth website) is due 6-8
months prior to
student teaching according to
the schedule
published in the Graduate
Course Schedule
Brochure.
Prerequisites & Notes Prerequisite: Requires completion of all coursework except EDU690 and INCL521.
Credits: 4
TSL 603 - Linguistics and Second Language Acquisition This
course examines the aspects of language most
relevant to the teaching of
English to speakers
of other languages - phonetics
and phonology,
morphology, semantics, syntax,
and pragmatics -
and offers multiple
perspectives on the role of
language in culture, identity,
and in all
learning. A review of theories
of second language
acquisition in comparison with
and often building
upon ELL students’ first
languages leads to the
articulation of principles for
language teaching
practice. Students will
investigate a topic
or contemporary issue within
the field of applied
linguistics through a
field-based project which
relates linguistic concepts to
the teaching and
learning of ESOL.
Credits: 3
TSL 604 - Foundations of Bilingual/Multicultural Education This
course examines the historical, theoretical,
philosophical, ethical and
legal/regulatory
dimensions of the education of
culturally and
linguistically diverse
students. Varied
perspectives on forms and
models of bilingual
and multicultural education
are developed through
fieldwork in local educational
contexts as well
as reading of historical and
contemporary texts
and state and local policies.
The roles and
responsibilities of students,
parents,
community groups and agencies,
and educational
institutions in creating and
maintaining equitable
and effective educational
programs and practices
for students from all cultural
and linguistic
backgrounds are explored.
Credits: 3
TSL 605 - Culture and Context in TESOL/Bilingual Curriculum and Assessment This
course develops cultural perspectives on
language teaching and
learning, and examines
the impact of culture and
context on curriculum
and assessment in a broad
range of programs and
pedagogies, which serve
English Language Learners.
The New York State Learning
Standards and TESOL
Standards provide a basis for
the development of
a substantial curriculum
project which
incorporates language and
content, materials,
community resources, attitudes
and behavior
related to culturally and
linguistically diverse
students. Principles and
practices of both formal
and informal assessment of
English Language
Learners are also explored.
Credits: 3
TSL 609 - Principles and Practice of TESOL in Early Childhood and Childhood This course examines historical and theoretical perspectives on the field of TESOL, and describes contemporary models and approaches to the education of English Language Learners in early childhood and childhood. Principles of language development across the curriculum form the basis for a review of methods, materials, and technology appropriate to young English Language Learners of all backgrounds and proficiencies, developed in conjunction with fieldwork in local ESOL settings. Broad understanding of the role of the ESOL educator is developed with reference to professionalism and advocacy in TESOL, interaction with parents and community, and the impact of NYS Learning Standards and TESOL standards in framing the education of English Language Learners. This course serves as a complement to TSL 610 which examines similar issues in Middle Childhood, Adolescent, and adult TESOL. 25 hours fieldwork required.
Credits: 3
TSL 610 - Principles and Practices of TESOL in Middle Childhood, Adolescence, and Adulthood This
course serves as a complement to TSL 609. It
examines historical and
theoretical perspectives
on TESOL in middle school,
secondary, and adult
learning, and describes
contemporary models and
approaches to the education of
English Language
Learners in middle childhood,
adolescence and
adulthood. Principles of language development
across the curriculum form the
basis for a review
of methods, materials, and
technology appropriate
to older English Language
Learners of all
backgrounds and
proficiencies. Fieldwork explores
forms and purposes of ESOL for
older learners
developed with reference to
specific program
models. Broad understanding of the role of the
ESOL educator is developed
with reference to
professionalism and advocacy
in TESOL, interaction
with parents and community,
and the impact of NYS
Learning Standards and TESOL
standards in framing
the education of English
Language Learners. 25
hours fieldwork required.
Credits: 3
TSL 620 - Language and Literacy Development for English Language Learners This
course examines the interdependent
development of language and
literacy skills by
students from other language
backgrounds who are
acquiring English. The connections between and
among reading, writing,
listening and speaking in
first and additional languages
are explored. A
review of the structure of the
English language
leads to a discussion of the
role of grammar and
other direct language
instruction in language
teaching/learning, while a
comparison of literacy
in first and additional
languages encourages the
use of teaching practices,
strategies, and
resources which promote
literacy development for
all students. Print, technology, and other
materials appropriate for use
with linguistically
and culturally diverse
students assist in
developing integrated
approaches to content area
literacy and language
development for both
communicative and academic
purposes. Contexts,
purposes, and practices for
literacy development
in a second or additional
language will be
observed, discussed,
evaluated, and shared.
Credits: 3
TSL 635 - Practica and Seminar in TESOL The six-week practicum will take place in TESOL settings serving both
elementary and secondary students under the direct supervision of
certified teachers who have official responsibility for the
students. A coordinated reflective seminar will focus on current
issues an practices in TESOL. An “Application for Student Teaching,”
available online at the Nazareth website or through The Office of Field
Placement Services is due 6-8 months prior to the practicum according
the the schedule published in the Graduate Course Schedule brochure.
Prerequisites & Notes Prerequisite: Requires completion of all coursework except EDU690/TSL699.
Credits: 3
TSL 699 - Master’s Portfolio Presentation Degree
candidates must successfully complete
a master’s portfolio at the
time of completion of
the graduate program.
Prerequisites & Notes Co-requisite: EDU690
Credits: 0
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