Curriculum and Learning

The content, organization, and techniques of instruction in elementary science, from nursery school through grade eight. Field experience required. Scheduled fall, spring and summers in even years.

The use and meaning of numbers in children’s lives. Trends and national standards in mathematics teaching are examined. Field experience required. Departmental permission required. Scheduled fall, spring, and summers in even years.

Social experience, interests, and needs of children. Content and objectives of the social studies curriculum. Field experience required. Departmental permission required. Scheduled fall, spring, and summers in odd years.

Integration of language arts in the phases of oral and written expression, such as dramatics, choral speaking, and creative writing. Appreciation and knowledge of children’s books, including both historical and contemporary literature. Field experience required. Departmental permission required. Scheduled fall, spring, and summers in odd years.

An introduction to the teaching profession. Course topics include introduction to curriculum theory, characteristics of effective teachers, instructional planning, etc. Students will complete 30-hour filed work experience in a public school.

A one-credit seminar in conjunction with student teaching that deals with issues and current practices in education. Topics will include Connecticut state regulations, classroom management, planning for and implementation of curriculum, and student experiences. Scheduled fall and spring semesters.

A hierarchy of geometry teaching techniques beginning with the pre-school child's first topological ideas and extending through the elementary school grades. Opportunity will be provided for development of instructional strategies for involving children in the study of geometry.

Recent research appraisal of current practices and the needs of today’s youth. Opportunity for individual projects. Scheduled wintersession and summer semesters.

Identification of gifted children; recognition of their characteristics, abilities, and needs; and provision of adequate facilities for their development. Scheduled summer semesters.

Recent research, publications, films, programs and teaching. For teachers, principals, and supervisors of elementary mathematics. Opportunity for individual projects.

This course focuses on patterns of typical and atypical development from conception to adolescence. Emphasis is on developmental theory, research methodologies, and observational skills for evaluating difference characteristics of children and adolescents.

An introduction to the use of digital texts and tools in education. Topic will include the skills and strategies necessary for online research and media skills. Scheduled fall and summer.

Continues the exploration of pedagogy and technology. Students learn how to use digital texts and tools to improve instruction and learning. Scheduled in spring and summer.

Provides an introduction of school law as it applies to teachers' and students' rights and responsibilities within the school and the classroom. The course will include discussion of major legal decisions that affect teachers and students. Scheduled fall and spring semesters and summers in odd years.

Supervised field placement in a public school designed to allow implementation of skills and knowledge gained in courses. Students will collaborate with a classroom teacher to design and implements small group and whole group lessons. Background check required.

This course is an integrated approach to teaching STEM concepts. It emphasizes cooperative learning, manipulatives, hands-on lessons, and educational technology and focuses on Common Core State Standards for Mathematics and Next Generation Science Standards.

Strategies for differentiating instructional content, process and product to meet the needs of diverse student populations. Scheduled fall semester.

The meaning of creativity, principles of creative teaching in the areas of art, music, movement, creative dramatics, and language arts at the elementary level.

The theoretical framework for a developmentally appropriate, culturally sensitive curriculum for children in nursery, kindergarten, and the early grades. Foundations for later learning. Workshops in music, art, literature, and multicultural education. Scheduled fall, spring, and summers in odd years. Field experience required.

The selection, planning, guidance and assessment of learning experiences in the elementary school. Language arts, mathematics, social studies, science, media and technology considered in the light of cognitive psychology and learning theory. Scheduled fall, spring and summers in even years. Field experience required.

This course will examine research, theories, and practices related to supporting children’s social/emotional development in early childhood settings, particularly examining culturally responsive approaches to positive guidance.

Theories and practices in parent involvement. Methods for helping teachers work sensitively and effectively with families and improving school-home communication. Scheduled spring semester.

Developmental stages of children from ages six to twelve, the years of the elementary school, and their impact on the teaching/learning process. Scheduled fall, spring and summers in odd years. Field experience required.

Promotes high energy in teaching as the primary modality for successful learning in math and science. It focuses on teaching energy as a matrix within which content is framed. Also listed as SCE 543.

The proactive and reactive components of effective classroom management. Emphasis is on the link between normative student development, academic performance, and behavior. Topics include environmental design, organizational design, establishment of rules and procedures, management styles. Offered fall and spring semester.

The curriculum of the modern school is examined. Principles and methods of evaluation, selection, and utilization of media are related to curriculum and personal needs of children and youth. Scheduled fall, spring, and summer semesters. (Formerly LSC 509).

Focus on guiding future teachers in understanding the challenges faced by the English learner population in Connecticut and in learning teaching principles and best classroom practices to support the academic success of English learners in regular education classrooms.

Takes a developmental approach to the teaching of the language arts at the early childhood and elementary levels. Spelling, writing, and reading are studied in relation to child development and teaching applications. Scheduled spring semesters.

Provides a series of learning experiences designed to facilitate participants’ abilities to be effective urban classroom teachers. Current knowledge regarding the effects of successful instructional processes is examined with an emphasis on practice and implementation rather than theory. Scheduled summer semester.

A practical in-depth view of specific elementary level curriculum models including on-sight involvement. Issues to be analyzed include the learning environment, diagnostic tools, the role of the teacher, and curriculum objectives.

This course examines the importance of assessments, both formative and summative, and how to understand the data derived from them, as well as how to analyze and conduct educational research.

Students plan, develop, and implement a project related to elementary education with the aid of the instructor. Required of master’s students in the special project track. Scheduled fall, spring and summer semesters.

Research methods used in educational research and critical evaluation of published research. Scheduled fall, spring and summer semesters.

This represents the culminating experience in the MAT program. Students will complete a 16-week supervised student teaching experience in a cooperating classroom.

This represents the culminating experience in the MAT program. Students will complete a 10-week supervised student teaching experience in a cooperating classroom in grades one, two, or three.

This represents the culminating experience in the MAT program. Students will complete a 6-week supervised student teaching experience in a cooperating classroom in pre-k or kindergarten.

This second 8-week placement provides an opportunity to student teach alongside a cooperating teacher in a special education setting instructing students with diverse needs.

Special Topics in Education

Identification and investigation of a problem in the field of education and the preparation and presentation of a scholarly document summarizing the study or research. Scheduled fall and spring semesters.

Demonstrations, lectures, workshops, learning centers, subject matter experts, and assigned observations to enliven and enlarge the scope of the school curriculum. Scheduled fall semesters.

Psychological attitudes and assumptions and how they affect a teacher’s classroom performance. Course relates each student’s personal perspective to sound psychological practices and to the needs of the specific professional environment. Scheduled spring semesters.

Models of teaching in current use, the patterns on which they are based, and the alternative strategies possible for improvement of teacher competencies. Scheduled fall semesters.

An opportunity for the teacher to engage in research for professional growth and selfimprovement (by arrangement). Scheduled spring semesters. Cross listed with EDU 591.

Sharing of knowledge, a means of improving professional understanding concerning education. The student will contribute information on the procedures and/or findings of a field study. Scheduled summer semesters.

DSAP Supervision and Appraisal. Course can be repeated once for a total of six (6) credits.

This course examines the instructional methods that support content area instruction and reflect disciplinary literacies. The course focuses on efficient reading, writing, speaking, and study strategies across the curriculum and with diverse populations.

Provides an overview of content area literacy and developmentally appropriate reading instruction at middle and high school levels focusing on efficient reading, writing, and study strategies with diverse populations. Incorporates instructional technology and is required for secondary content area certification. Typically scheduled fall and spring semesters.

Basics of oral and written language systems: Phonology, orthography, morphology, syntax, semantics, and pragmatics. Emphasizes implications for understanding stages of literacy development and literacy acquisition in typical and diverse learners. Includes models of reading. Typically scheduled fall and spring semesters.

An overview of the reading and language arts program at the middle and high school Levels; integration of discipline-specific and efficient reading, writing and study strategies across the curriculum with diverse populations. Use of instructional technology. Typically scheduled fall, spring and summer semesters.

An overview of the elementary reading and language arts program focusing on current theories, practices, and materials. Includes historical trends in reading instruction, multicultural perspectives, and technological innovations. Typically scheduled fall and spring semesters.

Programs Methods of evaluating performance using a variety of tests and other assessment tools. Introduction of basic measurement concepts. Consideration of language, culture, and special needs. Use of technology in assessment and reporting. Scheduled fall and spring semesters.

Individual diagnostic evaluation of difficulties in reading and writing. Use of formal and informal assessment tools appropriate for students from diverse cultural and linguistic backgrounds. Guided preparation of a case study report. Scheduled fall and spring semesters.

Theory and practice of literacy interventions for students experiencing moderate to severe literacy difficulties, including dyslexia. Meeting the needs of students, including diverse learners, with data-driven, research-based and evidence-based interventions. Use of technology in intervention is explored. Typically scheduled fall and spring semesters.

Connects reading and writing at the elementary through secondary levels. Develops the writing skills of all students, including learners with special needs. Includes technological applications to the writing process and evaluation of writing using formal and informal measures. Scheduled fall, spring and summer semesters.

Independent Study in Reading.

An in-depth understanding of the literacy challenges faced by Culturally and Linguistically Diverse (CLD) students is gained. Issues related to distinguishing language differences from language-based reading disabilities in CLD reading and writing will be examined. Scheduled fall and spring semesters.

Provides a supervised clinical experience developing and implementing a data-driven, research-based literacy intervention for struggling literacy learners. Technology use in intervention is considered. Typically scheduled fall, spring and summer semesters.

The first of two courses in leadership skills for the Reading and Language Arts Consultant which emphasize developing, organizing, administering and supervising effective school wide literacy programs K-12. Scheduled fall and spring semesters.

Understanding reading and language arts research and the application of evidence-based practice in an action research practicum and seminar. Students learn basic research principles, review educational research on effective literacy practice, and are supervised in designing and implementing an action research project in a school setting. Scheduled fall and spring semesters.

Focuses on planning instruction for K-12 students in the school reading and language arts program who are experiencing difficulties in literacy development. Addresses the special needs of diverse learners. Use of technology to support the remedial reading and remedial language arts program. Scheduled fall semester.

The second of two courses in leadership for the Reading and Language Arts Consultant. A site based practicum in which students apply principles of instructional programming, the change process, coaching, and professional development. Course also includes planning and participating in the annual SCSU Literacy Conference. Scheduled spring semester.

A course presenting the history and evolution of scientific thought and practice. Discusses the context in which scientific beliefs and paradigms are held. Will include significant advancements in science, as well as presenting trends, modes of thought and development of ethics.

A comprehensive study of reform programs and initiatives as they relate to science education. Examines designing learning environments, identification of effective methodologies, implementation of assessment techniques and curriculum development. Includes a discussion of state and national standards in science education.

Focuses on student competencies in digital sound and image productions, and their manipulation for classroom teaching and learning. Interactive curriculum materials, such as WebQuests, will be developed as well as Webpage and Webauthoring (e.g. HTML) portfolios. Issues of electronic copyright standards, computer ethics, multimedia selection and evaluation, and management are discussed.

This individualized special project would provide an opportunity for students to have an extended experience working in a mentorship, research experience in an area of science or science education. Potential mentors will come from industry, governmental agencies and universities (including SCSU). In consultation with a faculty adviser, students develop objectives and assessment methodologies. This intensive, selfdirected project culminates with a scientific research project or a comprehensive study in science education.

Students are actively involved in a collaborative research project that integrates the various scientific disciplines. Working together, students develop a research topic, identify the materials and methods required and investigate a research question.

This course is part 1 in a 2-part sequence that introduces science education graduate students to the different methodologies used in science education research. This course will prepare students with the fundamental understanding of how to conduct research in their own classrooms and will assist them in choosing a researchable question for part 2 - SCE 591 Action Research or EVE 551 Environmental Action Research.