This course explores the historical, political, social and legal foundations of bilingual education in the United States. Specifically, the theory and research that inform policy, curriculum, and practice in bilingual education will be examined. Topics for consideration will include: approaches to multicultural education and its relationship to bilingual education; various program models of bilingual education; and, approaches to bilingual education evident in U.S. schools.
ONLINE ASYNCHRONOUS. Meets first half of the semester.
Graduate Courses
Course Delivery DEFINITIONS:
- Online Courses: In online teaching, 100% of instruction takes place online via Canvas and with supplemental platforms like Zoom. There are two types of online courses: asynchronous and synchronous.
- Asynchronous online: Course is fully online, with lessons, assignments, and activities posted in Canvas with due dates. Students complete coursework, engage in discussions, etc., based upon their own schedules, but are required to meet posted deadlines.
- Synchronous online: Online course that includes real-time class meetings using technology (e.g. Zoom). The number of required meetings varies based upon the particular class, but meetings take place during the scheduled class times. Faculty will inform students of the schedule for real-time meetings in their courses.
- Hybrid Courses: Hybrid courses combine both in-person, on-campus meetings with online instruction. All face-to-face activities take place during the regularly-scheduled meeting times in the rooms assigned on the course listing. The number of people in classrooms is limited by social distancing requirements, and the number of in-person meetings varies by course. Faculty will notify students of the exact meeting schedule for their courses.
If your class is not listed as online or hybrid, it will meet fully face-to-face with proper social distancing following the noted class schedule.
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CRN
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Enrolled/Cap
Candidates enroll in this workshop concurrently with their first course in the program. An overview of the portfolio process is introduced, along with guidelines for the standards and criteria used in constructing the Curriculum and Instruction portfolio. This workshop provides students with expectations for portfolio development early in the program so that they can begin collecting and organizing data as they progress through their courses and field experiences. Open to Saint Rose students only.
Class meets one time only: 9/07/2023. ONLINE SYNCHRONOUS.
This course focuses on understanding language acquisition, development and use by examining the five interrelated components of language knowledge as well as rules and structure of the English language. In addition to phonology, morphology, semantics, pragmatics, syntax and grammatical structures, this course will emphasize the sociolinguistic aspects of language in relation to second language acquisition and bilingualism.
ONLINE ASYNCHRONOUS. Meets second half of the semester.
Students will study a variety of competing factors (philosophical, historical, sociological, and political) that have influenced past and present debates, theories, and developments in education. The influences of such factors on current models of curriculum and instruction and on state and national K-12 standards will be considered. The consideration of these factors will trace the development of programs for pupils with diverse needs. Students will investigate and analyze the interrelationships of the individual, the home, the community, and the society with regard to schooling. Students will examine their personal educational perspectives and, through reflective study, develop new understandings of the purposes of schooling, the nature of the learner, and the roles of teachers, including the role of the teacher as an agent of change. Basic elements of planning (educational aims, goals, and objectives) and research-based practices are introduced. A 5-hour field experience is required. Students must obtain fingerprint clearance prior to beginning field experiences.
ONLINE ASYNCHRONOUS.
Advanced study of learning theory and research for grades Pre-K-12 with an emphasis on application to effective design, implementation, and evaluation of instruction. This course will integrate content and pedagogy and introduce innovative and transformational instructional strategies and designs to challenge and assist all students in learning to their highest levels of achievement. Motivation and management models will also be addressed. For students in the Curriculum and Instruction program, assignments will accommodate students integrating content and pedagogy at their certification levels.
The Portfolio in the Curriculum and Instruction Master's degree program is intended to afford the candidate the opportunity to demonstrate that she or he has met national standards for Teacher Education. The portfolio will be built over the course of the program in the Content and Pedagogy Core course work: EDU 503, EDU 540, EDU 550, and one School and Society elective course. Each candidate will be responsible for demonstrating that standards have been met through assignments and field experiences in the Curriculum and Instruction program. All candidates in the Curriculum and Instruction program are required to complete field work with pupils in four areas of diversity: linguistic diversity, socio-economic diversity, cultural diversity, and students with special needs. Candidates should register for this course during the semester in which they plan to complete the Portfolio, usually in the last semester of coursework. Students must obtain fingerprint clearance prior to beginning field experiences. Pass/Fail. Open to Saint Rose students only.
Meets one time only: 9/07/2023. ONLINE SYNCHRONOUS.
A capstone course in which students engage in the production of a research project that integrates knowledge and pedagogy from coursework as they investigate a contemporary issue in education. Students develop knowledge of qualitative and quantitative research approaches. They explore methods, techniques, and modes of inquiry related to these approaches, as well as data sources, evidence, and data collection methods, analyses, and findings. Students share research findings in symposium format. Roundtable discussions, poster sessions, demonstrations, exhibits, displays, traditional talks, and debates are possible options the instructor may select for presentation of research. Cross-listed as SED 590. Prerequisite or co-requisite: completion (or concurrent completion) of all course work except student teaching, student teaching seminar, and portfolio.
ONLINE ASYNCHRONOUS AND SYNCHRONOUS.
A semester of student teaching in early childhood and elementary classrooms. Each student will receive two consecutive placements: one-half semester in the lower grades (PreK-2) and one-half semester in the upper grades (3-6). This experience includes candidates’ demonstration of skills, strategies, models of teaching, and uses of educational technology and media; provides supervised practice in teaching and involvement in community study activities; and stresses development of communication and leadership skills. Application must be made by February 1 for the Fall semester; by October 1 of the preceding Fall semester for a Spring student teaching placement. Pass/Fail. Prerequisites: fingerprint clearance; good standing in the School of Education; completion of all education course work and workshops, except EDU 590 or thesis; grade of B or better in all required course work. Open to Saint Rose majors only. Application required. Co-requisites: EDU 592 and EDU 593.
Application to Field Placement Office - Lally Building prior to registering for Student Teaching.
This course is designed to provide academic support during the student teaching semester. Topics are selected by the instructor to complement the student teaching experience. Student teachers come together with colleagues and the instructor to discuss issues that relate to teaching as a profession in general, as well as those that relate to individual classroom situations. This course gives prospective teachers an opportunity to reflect critically on their roles in the classroom, to consider consequences (intended and unintended) of various classroom actions, and to begin to assume responsibility for their own continuing professional development. Co-requisites: EDU 591 and 593. Open to Saint Rose majors only.
Crossed with ECE 593, ECE 594, EDU 493, EDU 494, EDU 593, ELE 550, ELE 584, SEC 498, SEC 585. Crossed with EDU 494x1, ELE 550x1, SEC 498x1, SEC 585x1.
This course facilitates assessment based upon students' portfolios of materials accumulated throughout their courses of study in the program. An orientation to the portfolio process occurs in the beginning of the semester. Teams of faculty members will evaluate materials presented by students such as exemplary lessons, units, service learning projects, teacher-made materials, and children’s works (used with permission). Competency is documented in the areas of Curriculum Development, Instructional Practices, Classroom Management, and Content Mastery in the grades 1-6 Curriculum, Classroom Environment, and Assessment. Candidates will also present portfolios to a team of evaluators representing the College community. Pass/Fail. Co-requisites: EDU 591 and EDU 592. Open to Saint Rose majors only.
Students must also register for EDU 592x1. Crossed with ECE 593, ECE 594, EDU 493, EDU 494, EDU 592, EDU 593, ELE 550, ELE 584, SEC 498, SEC 585.
To be arranged.
To be arranged.
This workshop provides teacher candidates with training in school violence prevention and intervention. Topics include: the warning signs that relate to violence or signal precursors to violent behavior in children; the statutes, regulations, and policies relating to a safe, nonviolent school climate; academic supports and management strategies that promote a nonviolent school climate; methods for integrating social skill development and problem-solving skills into ongoing curriculum and instruction; intervention techniques for addressing violent situations; and, referral processes for students with violent behaviors. Fee required. Must be taken prior to student teaching.
Date: 9/19/22. $65 Fee. ONLINE course. Course will open at 12:01am on 9/19/22 and work is due 9/26/22.
This workshop provides teacher candidates with training in school violence prevention and intervention. Topics include: the warning signs that relate to violence or signal precursors to violent behavior in children; the statutes, regulations, and policies relating to a safe, nonviolent school climate; academic supports and management strategies that promote a nonviolent school climate; methods for integrating social skill development and problem-solving skills into ongoing curriculum and instruction; intervention techniques for addressing violent situations; and, referral processes for students with violent behaviors. Fee required. Must be taken prior to student teaching.
Date: 10/24/22; $65 Fee. ONLINE course. Course will open at 12:01am on 10/24/22 and work is due 10/31/22.
A course approved by, and designed to meet certification regulations of, the New York State Education Department. Includes objectives related to detecting and reporting child abuse; meeting professional and legal responsibilities related to child abuse; strategies for preventing child abduction. Fee required. Must be taken prior to student teaching.
Date: 9/17/22. $65 Fee.
A course approved by, and designed to meet certification regulations of, the New York State Education Department. Includes objectives related to detecting and reporting child abuse; meeting professional and legal responsibilities related to child abuse; strategies for preventing child abduction. Fee required. Must be taken prior to student teaching.
Date: 10/19/22. $65 Fee.
This workshop provides an overview of HIV/AIDS, sexually transmitted diseases, and other blood-borne pathogens. The workshop will also examine the laws regulating AIDS education in New York State and the public health law regulating confidentiality. In addition, this workshop will offer information, activities, and ideas regarding HIV/AIDS curricula; the rights, roles, and responsibilities of teachers in the classroom; and other universal precautions. Fee required. Must be taken prior to student teaching.
Date: 9/26/22. ONLINE asynchronous. Course opens 9/26/22 and work is due 10/3/22. $25 fee.
This workshop fulfills the training requirement on harassment, bullying, and discrimination prevention and intervention under the NYS Dignity for All Students Act. This is a participatory workshop which includes activities to help students understand and address personal and hidden biases as well as related behaviors and the school setting. Topics include: introduction to the Dignity for All Students Act; reporting requirements for educators; understanding diversity, multi-cultural environments, and examining personal biases; developing sensitivity to the experiences of specific student populations; understanding how school climate and culture have an impact on student achievement and behavior; understanding intervention and prevention strategies including how to interact with families; understanding how school climate and culture have an impact on student achievement and behavior; understanding the indicators and early warning signs. Fee required. Must be taken prior to student teaching.
Date: 9/8/22. $65 Fee. Asynchronous online coursework due 9/15/22.
This workshop fulfills the training requirement on harassment, bullying, and discrimination prevention and intervention under the NYS Dignity for All Students Act. This is a participatory workshop which includes activities to help students understand and address personal and hidden biases as well as related behaviors and the school setting. Topics include: introduction to the Dignity for All Students Act; reporting requirements for educators; understanding diversity, multi-cultural environments, and examining personal biases; developing sensitivity to the experiences of specific student populations; understanding how school climate and culture have an impact on student achievement and behavior; understanding intervention and prevention strategies including how to interact with families; understanding how school climate and culture have an impact on student achievement and behavior; understanding the indicators and early warning signs. Fee required. Must be taken prior to student teaching.
Date: 10/12/22. $65 Fee. Asynchronous online coursework due 10/19/22.
This workshop fulfills the training requirement on harassment, bullying, and discrimination prevention and intervention under the NYS Dignity for All Students Act. This is a participatory workshop which includes activities to help students understand and address personal and hidden biases as well as related behaviors and the school setting. Topics include: introduction to the Dignity for All Students Act; reporting requirements for educators; understanding diversity, multi-cultural environments, and examining personal biases; developing sensitivity to the experiences of specific student populations; understanding how school climate and culture have an impact on student achievement and behavior; understanding intervention and prevention strategies including how to interact with families; understanding how school climate and culture have an impact on student achievement and behavior; understanding the indicators and early warning signs. Fee required. Must be taken prior to student teaching.
Date: 11/5/22.; $65 Fee. Asynchronous online coursework due 11/12/22.