Education

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Steven Greengross
CHAIRPERSON
Davis 116
(203) 392-6492, (203) 392-6430 – Fax (203) 392-6473
greengrosss1@SouthernCT.edu
Department Secretary: Diane Tourangeau
(203) 392-6593 (203) 392-6425

Beena Achhpal, Professor
Laura Bower-Phipps, Associate Professor
Susan Calahan, Associate Professor
Cheryl Dickinson, Professor
Joy Fopiano, Associate Professor
Adam Goldberg, Professor
Steven Greengross, Professor
David Levande, Professor
Helen Marx, Associate Professor
J. Gregory McVerry, Assistant Professor
Joel Meisel, Professor
Jessica Powell, Assistant Professor
Carlos Torre, Professor
Christine Villani, Professor

MAJOR PROGRAMS IN ELEMENTARY EDUCATION

There are four major programs in education:

  • Early childhood education preparing for certification in grades nursery-3; nursery-K eligible for regular and special education certification and grades 1-3 eligible for regular education certification.
  • Elementary education preparing for certification in elementary grades 1-6.
  • Collaborative elementary/special education, preparing for certification in both elementary grades 1-6 and special education K-12.
  • Elementary/bilingual education preparing for certification in 1-6 regular and bilingual education.

Students who wish to become certified in early childhood, elementary, elementary/special education, or elementary/ bilingual education must have an academic major in an area outside of the School of Education. Students will receive a double baccalaureate, a B.S. degree in a teacher education certification area and a second B.S. or B.A. degree in a major outside of the School of Education. They also need to successfully complete the professional major in education with no grade less than "C" in any professional course.

Early Childhood Certification

This program fulfills the course requirements of the Connecticut Initial Educators Certificate and prepares the individual to teach nursery and kindergarten in both regular and special education, and grades 1-3 in regular education.

Students in the early childhood program are encouraged to begin their liberal arts major in their freshman year. It is recommended that students choose this major either in psychology or interdisciplinary studies (including at least one 18 credit minor in psychology). Students should receive academic advisement from both the interdisciplinary arts major department and the Education Department.

Students working toward early childhood certification (N, K, grades 1, 2, 3) must pass through four gates. To pass through each gate, students complete a specific set of courses:

Gate 1: Students apply for admission to the early childhood program. Students must meet the State of Connecticut requirements for admission to a teacher preparation program (specified in the Academic Standards section of this catalog). In addition, the student must have passed the following courses: ENG 112, MAT 105, EDU 206, and SED 225 or SED 481.  Students must earn a grade of C or higher in EDU 206, SED 225, and SED 481.

Gate 2: Students in Gate 2 take the following teacher preparation courses: EDU 305, EDU 308, EDU 309, EDU 316, and SED 235.

Gate 3: Students in Gate 3 take the following teacher preparation courses: EDU 306, EDU 312, EDU 319, EDU 322, SED 365, and IDS 471.

Gate 4: Students in Gate 4 take Student Teaching I and II (EDU 300 and EDU 400), EDU 414, and a seminar course, EDU 485.

Passing scores on Praxis II and the Foundations of Reading test are required for completion of teacher certification for most teacher candidates in the state of Connecticut. Students who are required to take these exams and who do not pass will not be recommended for certification.

Elementary Education Certification

This program fulfills the course requirements of the Connecticut Initial Educators Certificate and prepares the individual to teach elementary grades 1-6. The number of credits required to complete the program will vary according to the student's choice of major in an academic area. Students must pass Praxis II and the Foundations of Reading test to be recommended for certification.

Students in the elementary education program are encouraged to begin their academic major in their freshman year. They should receive academic advisement from the department of their academic major and from the Education Department.

Students working toward elementary certification (1-6) must pass through four gates.

Gate 1: Students apply for admission to the education program. Students must meet the State of Connecticut requirements for admission to a teacher preparation program (specified in the Academic Standards section of this catalog). In addition, the student must have passed the following courses: ENG 112, MAT 105, EDU 200, and SED 225 or SED 481. Students must earn a grade of C or better in the required EDU and SED courses.

Gate 2: Students in Gate 2 take the following teacher preparation courses: EDU 305, EDU 307, EDU 312, EDU 316, and EDU 317.

Gate 3: Students in Gate 3 take the following teacher preparation courses: EDU 306, EDU 311, EDU 324, EDU 325, EDU 414, and IDS 471.

Gate 4: Students in Gate 4 take Student Teaching I and II (EDU 300 and EDU 400) and the seminar course, (EDU 485).

Elementary/Special Education Collaborative Certification

The successful completion of this program fulfills the course requirements for the Initial Certificate in Connecticut, and prepares the individual to teach all regular grades 1-6 and special education K-12. The subject area major has a minimum of 30 credits.

Passing scores on Praxis II and the Foundations of Reading test are required for completion of teacher certification for most teacher candidates in the state of Connecticut. Students who are required to take these exams and who do not pass will not be recommended for certification.

Bilingual Education/Elementary Education

The Elementary Education/Bilingual Education Dual Initial Certification Program offers bilingual undergraduate students an interdisciplinary degree, which will prepare them to become certified to teach grades 1-6 in elementary schools to both English speaking and limited English proficient children. Graduates of this program who pass the appropriate exams (Praxis II and ACTFL) will be dually certified by the State of Connecticut to teach elementary education and elementary/ bilingual education.

The Elementary Education/Bilingual Education Dual Initial Certification Program is a dual major program. Students earn a Bachelor of Science degree in elementary education and complete a second major in a content area of their choice outside of the School of Education. Additionally students take three courses in bilingual education. All students in this program must complete the Liberal Education Program requirements and all requirements for the elementary education major as listed in the current catalog. During the student teaching semester, candidates will be assigned two placements — one in a mainstream elementary classroom, the other in a bilingual education classroom.

Advanced planning with the elementary education department adviser and the bilingual education adviser at the freshman/sophomore level is critically important. Applications for admission to the teacher education programs must be processed through the Elementary Education department.

Additionally, before admission into the Teacher Education Program, candidates are required to provide proof of passing the American Council of Teachers of Foreign Languages (ACTFL) oral exam, typically taken in the sophomore year. If the candidate has not yet taken this exam, the candidate may provide a letter of affirmation written by a faculty member of the World Languages and Literatures Department stating that the student's language proficiency suggests that he/she will be able to pass the ACTFL oral exam by the student's senior year. Before students are assigned to student teach during their final semester, bilingual education candidates must also pass the ACTFL written exam. Students should consult with a bilingual education adviser as soon as possible to determine how to accomplish these language proficiency requirements.

Important:

  • The candidate must be a confirmed bilingual speaker. (See testing requirements above.)
  • The candidate must maintain regular contact with an adviser in TESOL/Bilingual Education and with an elementary education adviser.
  • Passing scores on the Praxis II, Foundations of Reading Test, and the ACTFL tests are required for teacher certification for most teacher candidates in Connecticut.  Students who are required to take these exams and who do not pass will not be recommended for certification.

Please note that no more than two education classes toward certification may be completed prior to formal acceptance to the certification program.

In addition to coursework leading to certification in elementary education (see above), the bilingual education coursework includes the following three education courses:

TSL 315 — Foundations of Bilingual Studies
TSL 321 — Assessment for English Language Learners
TSL 418 — ESL Methods in Content Instruction

EDU 106 - New Literacies: Digital Text and Tools for Learning

Highlights the shifting nature of literacy and social practices as new digital texts and tools emerge. Instructs students in the technological fluencies required in the 21st century.

3 credit(s).

Last Term Offered: Fall 2016

EDU 200 - Teachers, Schools, and Society

An examination of the social, cultural, and political origins of contemporary schooling with a focus on teachers, as both actors and subjects of larger social and educational conflicts and reform movements.

Special Information: Field work required.

Prerequisite(s): Departmental permission.

3 credit(s).

Last Term Offered: Fall 2016

EDU 201 - Introduction to the Teaching Professions

Through participation as tutors and teachers’ assistants in selected schools, weekly seminars, field trips, and readings, students are introduced to professional education. For students in special education, art education, and secondary education.

Special Information: Field work required.

Prerequisite(s): Sophomore status.

3 credit(s).

Last Term Offered: Spring 2015

EDU 206 - Principles of Early Childhood Education

Focuses on the distinct philosophies, theories, standards, policies, values and issues of collaborations in the field of Early Childhood Education. A 40 hour field placement in an early childhood school setting provides students with an opportunity to experience what it means to be an early childhood teacher and relate theory to practice. Students learn to navigate their role as early childhood professionals.

Special Information: Field work required.

Prerequisite(s): Departmental permission.

3 credit(s).

Last Term Offered: Fall 2016

EDU 298 - Special Topics

Topics vary.

1 to 6 credit(s).

Last Term Offered: Spring 2012

EDU 300 - Student Teaching I

Guided observation of the teaching process and supervised student teaching coordinated with study of curricula and educational materials.

Prerequisite(s): Departmental permission.

6 credit(s).

Last Term Offered: Fall 2016

EDU 301 - Reading

Study of how children learn to read and an analysis of current practices in teaching reading.

Prerequisite(s): Departmental permission.

3 credit(s).

Last Term Offered: Fall 2016

EDU 305 - Beginning Readers

Study of how children learn to read and an analysis of current practices in teaching reading and assessing performance at the beginning reading level with emphasis on foundational skills in word identification, comprehension, vocabulary, and fluency.

Prerequisite(s): Departmental permission.

3 credit(s).

Last Term Offered: Fall 2016

EDU 307 - Children’s Literature and Literacy

Study of how literature can be used as a springboard for teaching language arts in the elementary grade classroom.

Prerequisite(s): Departmental permission.

3 credit(s).

Last Term Offered: Fall 2016

EDU 308 - Children’s Literature and Literacy: Early Childhood

Study of ways to help children use and develop language skills to listen, speak, read, and write using children’s literature as a springboard.

Prerequisite(s): Admission to department and departmental permission.

3 credit(s).

Last Term Offered: Fall 2016

EDU 309 - Curriculum Design and Methods for Preschool

Study of the teacher’s role in facilitating the preschool child’s learning and development. Curriculum planning based on the developmental needs of preschool children. Field work component links theory to practice.

Special Information: Field work required.

Prerequisite(s): Departmental permission.

3 credit(s).

Last Term Offered: Fall 2016

EDU 312 - Integrated Curriculum in the Primary Classroom

A study of developmentally appropriate, integrated curriculum for K-3. The teacher’s role in planning and implementing curriculum, as well as designing and managing the classroom environment to facilitate learning. Field work component to link theory to practice.

Special Information: Field work required.

Prerequisite(s): Departmental permission.

3 credit(s).

Last Term Offered: Spring 2016

EDU 316 - Child Development and Psychology for Educators

Focuses on patterns of typical and atypical development from birth through adolescence and young adulthood. Emphasis on developmental theories, varied research methodologies, and the development of observational skills to discern individual differences and begin to analyze developmental characteristics among early and middle childhood and all stages of adolescence.

Prerequisite(s): Departmental permission or secondary education program.

3 credit(s).

Last Term Offered: Fall 2016

EDU 317 - Science Education in the Elementary School

Examines the content, organization, and techniques of instruction in elementary science from Kindergarten through grade 6. Emphasis is on directed teaching; inquiry; discovery and the problem-solving methodologies endorsed by current reform efforts for achievement of optimal learning and comprehension.

Prerequisite(s): Departmental permission.

3 credit(s).

Last Term Offered: Fall 2016

EDU 318 - Reading — Early Childhood

Study of how children learn to read and an analysis of current practices in teaching reading to young children at the nursery through third grade levels.

Prerequisite(s): Departmental permission.

3 credit(s).

Last Term Offered: Fall 2013

EDU 319 - Integrated Mathematics, Science, and Technology for Early Childhood Education

An integrated approach to the teaching of mathematics, science, and technology for early childhood educators. Cooperative learning, use of manipulative, hands on lessons, and educational technology designed to motivate students and help them understand the theories, practices, and processes of mathematics and science is emphasized in this course.

Prerequisite(s): Departmental permission.

3 credit(s).

Last Term Offered: Fall 2016

EDU 320 - Integrated Mathematics and Science for Elementary Education

The content, organization, techniques of instruction, and the application of technology in elementary science and mathematics.

Prerequisite(s): MAT 106 and departmental permission.

3 credit(s).

Last Term Offered: Fall 2015

EDU 321 - Curriculum, Instruction, and Assessment in Social Studies

Developing a skills-based social studies curriculum in the elementary school; creating interdisciplinary curriculum units; exploring instructional strategies appropriate for social studies in the elementary school.

Prerequisite(s): Departmental permission.

3 credit(s).

Last Term Offered: Fall 2015

EDU 322 - Family, School, and Community Partnerships

Theories and practices for building strong family, school, and community relationships; programs and approaches to help teachers to encourage parent involvement and effectively support diverse families.

Prerequisite(s): Acceptance into the Education Department.

3 credit(s).

Last Term Offered: Summer 2016

EDU 325 - Best Practices in Classroom Management

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, and management styles.

Special Information: Fieldwork is required.

Prerequisite(s): Departmental permission.

3 credit(s).

Last Term Offered: Fall 2016

EDU 330 - Social Studies in Elementary Schools

An examination of social studies content and pedagogy at the elementary school level, with a focus on integrated curriculum, historical/social studies literacy, backward planning in the design units and lessons, and cooperative and active instructional teaching methods.

Prerequisite(s): Departmental permission.

3 credit(s).

Last Term Offered: Fall 2016

EDU 400 - Student Teaching II

Guided observation and supervised student teaching in cooperating schools. Eight-week course.

Prerequisite(s): EDU 300 and departmental permission.

6 credit(s).

Last Term Offered: Fall 2016

EDU 407 - Developing Readers

Study of how children refine and expand reading skills with emphasis on narrative and expository comprehension, written response to reading, vocabulary, and fluency. Field work component to link theory to practice.

Prerequisite(s): Departmental permission.

3 credit(s).

Last Term Offered: Fall 2016

EDU 413 - Secondary Education

A study of secondary education which involves philosophy, objectives, content, and techniques, as well as observation in classrooms.

Prerequisite(s): EDU 201 and Praxis I.

3 credit(s).

Last Term Offered: Fall 2016

EDU 414 - Applications of Child Development

Study of personality development, growth, needs, and guidance of children from early childhood through age 12.

Prerequisite(s): Departmental permission.

3 credit(s).

Last Term Offered: Fall 2016

EDU 415 - Responsive Curriculum and Assessment

Engages future teachers in studying diverse classroom, school, and community contexts; assessing elementary students' strengths, weaknesses, interests, and background knowledge; and implementing curriculum based on assessment results and context.

Prerequisite(s): Departmental permission. Corequisite: EDU 475.

3 credit(s).

Last Term Offered: Fall 2016

EDU 424 - Teaching Mathematics in Elementary School.

Examines the mathematics covered in grades K to 6. Also examines the use and meaning of numbers in children's lives and the current trends in mathematics education.

Prerequisite(s): Departmental permission and MAT 106.

3 credit(s).

Last Term Offered: Fall 2016

EDU 450 - Student Teaching I

Guided observation and supervised student teaching in cooperating schools.

Prerequisite(s): departmental permission.

5 credit(s).

Last Term Offered: Fall 2016

EDU 451 - Student Teaching II

Guided observation and supervised student teaching in cooperating schools.

Prerequisite(s): departmental permission.

5 credit(s).

Last Term Offered: Fall 2016

EDU 455 - Secondary School Student Teaching in English

Guided observations and supervised student teachign in English, grades 7-12, in a cooperating school. Fifteen-week field experience.

Prerequisite(s): ENG 493 and all other professional education courses. Corequisite: EDU 453.

12 credit(s).

Last Term Offered: Spring 2013

EDU 475 - Supervised Fieldwork

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

Special Information: Field placement in public school classroom. Background check is required.

Prerequisite(s): Departmental permission.

1 credit(s).

Last Term Offered: Fall 2016

EDU 485 - Student Teaching Seminar

Issues and current practices in education are discussed in light of current placements. Topics include Connecticut regulations, classroom management, planning, and implementing curriculum.

Prerequisite(s): Must be taken concurrently with student teaching.

1 credit(s).

Last Term Offered: Fall 2016

EDU 499 - Independent Study

Prerequisite(s): Departmental permission.

1 to 6 credit(s).

Last Term Offered: Winter Session 2016

IDS 471 - English Language Learners in the Classroom

This course is for future and current public school teachers, to increase their effectiveness in helping English Language Learners (ELLs) learn and remember selected content (i.e., math, science, social studies, and literature). The course focuses on ESL methodologies and ways to modify mainstream course materials and instructional strategies so that ELLs can engage in course content while simultaneously developing their new language.

Prerequisite(s): Passing score of Praxis I or waiver and EDU 413, or (EDU 301 or EDU 307) and (EDU 311 or EDU 312), or SED 435, or ART 370, or EXS 352 and admission to Gate 3 in the certification program or departmental permission.

1.5 credit(s).

Last Term Offered: Fall 2016