CMST101: Fundamentals of Speech: Communication Requirement (3 hours lecture)

This course introduces students to the theoretical and practical requirements of different types of public presentations and helps students develop an understanding and appreciation of the dynamic nature of the communication process. The course focuses on the basic elements of the communication process, listening, communicator and audience characteristics, basic research skills, and message composition and delivery. Students learn about the demands of public presentations in culturally and professionally diverse environments and develop presentation competence and flexibility. Meets Gen Ed 2002 - Communication, Communication. Previous course SPCM 101 effective through Spring 2012. 3 sh.

CURR514: Inservice Supervised Graduate Student Teaching

Open only to post-baccalaureate and graduate students; this course replaces supervised student teaching for those already employed in teaching situations without standard certification. Joint supervision by the school district and University personnel. Student must obtain permission of department chairperson and the school district. Certain qualifications required. 4 - 8 sh.

Prerequisites: Departmental approval.

ECEL501: Perspectives on Early Childhood and Elementary Education in a Diverse Society (3 hours lecture)

Examines the historical, social, political, and philosophical trends and ideologies that impact the care and education of children. Emphasis will be placed on how models have changed over time to respond to the evolving needs and dispositions of our society with regard to brain research, inclusive practices and culturally responsive teaching and learning. 10 hours field work required. Starting Summer 2012: This course examines the education of children during their early and elementary school years from historical, political, social, and cultural perspectives. Students critically analyze issues influencing our current public education system to determine their impact on schools, teachers, children, families, and society. They examine ways our education system reflect and respond to the changing needs, knowledge, and dispositions of our democratic society with particular emphasis on inclusive education, culturally responsive teaching, and democratic practice. Required field work component. 3 sh.

ECEL502: Seminar I: Inclusive Early Childhood and Elementary Classrooms (1 hour seminar)

Accompanies ECEL 510, Clinical Experience I in Inclusive Early Childhood and Elementary Settings, and offers students a forum for discussion, reflection, and critical thinking with regard to clinical work in inclusive elementary classrooms. 1 sh.

Prerequisites: Admission to M.A.T. in Early Childhood or Elementary Education or Post-Baccalaureate Certificate Program in Early Childhood or Elementary Education.

ECEL504: Seminar II: Inclusive Early Childhood and Elementary Classrooms (1 hour seminar)

Provides students with a forum to discuss the role of the teacher as teacher candidates take on full-time classroom responsibilities. Discussions focus on identifying and involving oneself in the professional field of early childhood/elementary/middle school education, upholding and advocating for ethical standards, engaging in continuous and collaborative learning, and taking a critical stabnce to inform practice. Teacher candidates demonstrate that they can make and justify decisions based on their knowledge of central issues such as developmentally appropriate practice, culturally responsive learning and teaching, and the context of children's lives. Starting Summer 2012: This course provides students with a forum to discuss the role of the teacher as teacher candidates take on full-time classroom responsibilities. Discussions focus on identifying and involving oneself in the professional field of early childhood/elementary/middle school education, upholding and advocating for ethical standards, engaging in continuous and collaborative learning, and taking a critical stance to inform practice. Teacher candidates demonstrate that they can make and justify decisions based on their knowledge of central issues such as developmentally appropriate practice, culturally responsive learning and teaching, and the context of children's lives. 1 sh.

ECEL510: Clinical Experience I in Inclusive Early Childhood and Elementary Settings

Provides clinical experiences in an early childhood or elementary setting to foster the skills and dispositions necessary to become effective and nurturing teachers. Students provide learning opportunities that support children's intellectual, social, and emotional development; design environments that support culturally responsive teaching; and plan and assess high quality curriculum. Students develop skills as reflective and questioning practitioners, promote democratic values and communication in the classroom, and build relationships with school colleagues, families, and agencies in the larger community. 2 sh.

Prerequisites: Admission to M.A.T. in Early Childhood or Elementary Education or Post-Baccalaureate Program in Early Childhood or Elementary Education.

ECEL511: Clinical Experience II in Inclusive Early Childhood and Elementary Settings

Students demonstrate their knowledge of child development and the significant role of families and communities with regard to children's learning by planning and implementing developmentally appropriate and culturally responsive curriculum in an inclusive early childhood/elementary classroom. Focusing on the diverse needs of individual children, students develop, implement, and assess an integrated curriculum unit that incorporates the Core Curriculum Content Standards and emphasizes literacy across the curriculum. As reflective practitioners, students utilize multiple strategies to assess children's learning, classroom climate, and effective classroom management. Students are responsible for the full range of teacher activities in the classroom and are expected to seek out the resources of parents, administrators, and school colleagues. Students are to demonstrate their strengths as a teacher. 5 sh.

Prerequisites: ECEL 510.

ECEL513: Integrating Math/Science/Technology in Inclusive Early Childhood Classrooms (3 hours lecture)

In this course, students examine the development, implementation, and assessment of integrated math/science/technology curriculum for diverse early childhood classrooms. They design and engage in problem-solving activities (e.g., Children's Engineering) and develop interdisciplinary learning experiences for inclusive classrooms. Students gain experience in analyzing the classroom environment and materials with regard to the needs of individual children. They plan and implement developmentally appropriate activities based on science, technology, engineering and math (STEM) through problem-based, project-based, and thematic instruction. Students also design an environment that promotes critical and creative thinking skills and problem solving strategies. 3 sh with opportunities for fieldwork. 3 sh.

Prerequisites: ECEL 501.

ECEL516: Social Studies and the Arts: Understanding Democracy in Elementary Classrooms (3 hours lecture)

Starting Summer 2012: By integrating the arts-dance, theater, music, and the visual arts-students consider the knowledge, skills and perspectives necessary to help learners become active and informed citizens able to think critically about local, national and global contexts in the 21st Century. Working independently and in groups, students use technology to enter real and virtual spaces to plan, implement, and evaluate teaching and learning. Course activities enable students to discover methods that position learners to understand the myths and truths of the past and present with the capacity to imagine future realities. Students learn how four strands frame social studies in New Jersey-(A) Civics, Government, Human Right; (B) Geography, People, and the Environment; (C) Economics Innovation, and Technology; and (D) History, Culture, and Perspectives. 3 sh.

ECEL528: Early Childhood Curriculum in Inclusive Settings (3 hours lecture)

Provides students with strategies to assess professional goals, develop authentic assessment practices, and respond to the cultural, linguistic, and learning needs of individual children. Development, implementation, and assessment of an integrated unit that defines essential questions, aligns with state standards, and adopts lessons for children with special needs is required. May be repeated once for a total of six credits. 3 sh.

Prerequisites: ECEL 501.

ECSE505: Early Learning and Development in Young Children With and Without Disabilities (3 hours lecture)

In this course, students develop a contextually based understanding of child development from conception to age five. They examine various theories and research on the issues of child development, focusing particularly on the impact of risk and protective factors on early development. They consider typical and atypical developmental pathways in relation to their implications for children's learning. Students learn the etiologies, behavioral characteristics, range of developmental outcomes, and family impact associated with various disabilities and childhood disorders. They learn methods for observing and interpreting the physical, motor, cognitive and socio/emotional development of children and develop intervention strategies that are best suited to meet the individualized learning needs of young children with and without disabilities. 3 sh.

Prerequisites: FCST 214 or FCST 512 or departmental approval.

ECSE506: Observation and Assessment of Young Children with Disabilities: Birth to Age 8 (3 hours lecture)

Focus on observation, screening and assessment of young children with special needs from birth to age five. Students explore commonly used techniques, instruments, examine administration procedures, and learn to interpret findings related to children's development. An emphasis is placed on family partnerships, using observation as a tool in natural settings, and creating appropriate assessment plans for young children. Starting Summer 2012: This course focuses on observation, screening and assessment of young children with disabilities from birth to age eight. Students explore commonly used techniques and assessment instruments, examine administration procedures, and learn to interpret findings related to children's development. An emphasis is placed on family partnerships, using observation as a tool in natural settings, and creating appropriate assessment plans for young children. 3 sh.

ECSE508: Strengthening Partnerships with Families of Children with Disabilities (3 hours lecture)

Addresses family-professional partnerships in early childhood special education. Students gain knowledge, skills and dispositions to work collaboratively with diverse families to support the development and education of young children with special needs. Various models including family-focused practice and family systems theory are discussed. Starting Summer 2012: This course is designed to enhance students' understanding of the importance of meaningful family-professional partnerships. Students gain knowledge, skills, and dispositions to work collaboratively with diverse families to support the education of children with disabilities. The influence of historical, social, cultural, and community influences are deeply embedded in course content. Various approaches including family-focused practice and family systems theory are explored. Students draw from course readings, presentations by guest speakers, and personal and professional experiences to participate in class discussions, complete assignments and expand their understanding of issues vital to families of children with disabilities. 3 sh.

ECSE509: Principles and Practices in Inclusive Early Childhood Education (3 hours lecture)

Provides an overview of curricular approaches in Early Childhood Education (birth to 8), specific intervention strategies, and curriculum planning issues. Emphasis is placed upon the development of knowledge, skills and dispositions needed to address outcomes identified in individual IFSPs or IEPs within the context of activity-based programs for young children in naturalistic environments. Starting Summer 2012: Students engage in an in-depth investigation to learn how to provide services and supports in inclusive early childhood environments by critically examining guiding principles, current research and exemplary practices. Topics explored include the historical, political, philosophical and legal foundations that shape early childhood practices and how to provide culturally responsive and individualized early education for diverse learners and their families 3 sh.

Prerequisites: ECSE 506.

ECSE519: Language and Early Literacy Development (3 hours lecture)

Explores the development of language, communication and early literacy in children birth to age five, focusing on both typical and atypical development pathways. Considers how children acquire language in social context and the relationships between communicative skills and literacy. Within a theory to practice framework, the course covers topics that include the family's role in early language development, language socialization across cultures, bilingualism and second language acquisition, speech and language impairments, and the emergence of literacy in both home and preschool settings. The role of early childhood teachers in fostering language and literacy development in children with diverse needs and backgrounds is highlighted. 3 sh.

ECSE523: Communication, Collaboration and Consultation in Inclusive Early Childhood Contexts (3 hours lecture)

Provides students with a theoretical framework to guide the interactions of early childhood professionals with educational systems, communities, and with each other to insure appropriate educational practices for young children with special needs. Effective strategies to support communication, collaboration, conflict resolution, consultation, mentoring, and collaborative research skills will be addressed. Students will explore various methods for developing professional partnerships that facilitate interagency collaboration in early intervention, transdisciplinary team practices, and team teaching in inclusive early care and education. Students will reflect upon the various ways in which communication, collaboration, and consultation support curriculum, programs, and professional development. 3 sh.

Prerequisites: ECSE 509 and ECSE 502.

ELRS503: Methods of Research (3 hours lecture)

The course offers an overview of key methodological principles and approaches to quantitative and qualitative research. Research literacy and developing the ability to access, read, and critique professional research literature in education is a central focus of the course. The course also provides an opportunity for students to evaluate current research relevant to their professional interests. Starting Summer 2012: This course offers an overview of key methodological principles and approaches to quantitative, qualitative, and mixed methods research. Research literacy and developing the ability to access, read, and critique professional research literature in education, counseling, and related fields is a central focus on the course. The course also provides an opportunity for students to evaluate current research relevant to their professional interests. 3 sh.

FCST214: Child Development I (3 hours lecture, 1 hour other)

This course takes a developmental approach to the study of young children from conception to age 10. For each developmental stage, physical, socio-emotional, cognitive, and language domains are discussed. Developmental theories are woven into each part of the course. Observational and research methodologies are emphasized. Out-of-class observations/interviews required. Starting Summer 2012: This course takes a developmental approach to the study of young children from conception to age 10. For each developmental stage, students explore physical, socio-emotional, cognitive, and language domains. Developmental theories are woven into each part of the course and an emphasis is placed upon observational and research methodologies. 3 sh.

Prerequisites: PSYC 101.

FCST314: Child Development II: Adolescence (3 hours lecture)

This course uses a developmental approach to study adolescents (11-18 years). Physical, cognitive and social development throughout this age period are studied. Family, peer, race, ethnicity, socio-cultural, and environmental influences on adolescents are examined. Starting Summer 2012: In this course students utilize a developmental approach to study adolescents (11-18 years) focusing on physical, cognitive and social development throughout this age period. Students examine the impact of family, peers, race, ethnicity, socio-cultural, and environmental influences on adolescents. 3 sh.

Prerequisites: FCST 214 and PSYC 101. Out-of-class interviews and/or observations are required.

FCST512: Child Development I: Theories of Child Development (3 hours lecture)

This course both examines and critiques the standard theories of so-called "normative" child development along with newer contextual models that consider the role of oppressive structures in the lives of children. Starting Summer 2012: In this course students examine and critique the standard theories of so-called "normative" child development along with newer contextual models that consider the role of oppressive structures in the lives of children. 3 sh.

FCST515: Child Development II: Adolescence (3 hours lecture)

This course uses a developmental and ecological approach to study adolescents (11-18 years). Physical, cognitive, and social development throughout this age period are studied in terms of change within and differences between individuals. Family, peer, neighborhood, sociocultural, and political influences on adolescents are examined. The roles of race/ethnicity, gender, sexual orientation, and socioeconimic status in adolescent development are like wise examined. Out-of-class observations and/or interview projects as well as an APA style research literature review or proposal paper are required. Starting Summer 2012: Students utilize developmental and ecological approaches to study physical, cognitive, and social development of adolescents (11-18 years) in terms of change within and differences between individuals. Students also examine how family, peer, neighborhood, sociocultural factors, and politics can have an influence on adolescents. The roles of race/ethnicity, gender, sexual orientation, and socioeconomic status in adolescent development are likewise examined. Students also engage in out-of-class observations and/or interview projects as well as develop an APA style research literature review or proposal paper. 3 sh.

READ500: The Nature of Reading. Starting Summer 2012: Literacy Foundations (3 hours lecture)

Examines the foundations of reading: the nature of the reading process, readiness, beginning instruction, current practices in the teaching of reading in early childhood and elementary education, a reappraisal of the role of reading in a technological society. Starting Summer 2012: Students examine the theoretical and pedagogical foundations of literacy and literacy teaching. This involves learning about reading development, early years and elementary literacy instruction, assessment processes and policies, and practical strategies for ensuring literacy success for all school students. 3 sh.

SPED579: Special Education for Students with Disabilities (3 hours lecture)

An overview of instruction for students with special needs; characteristics of special populations, federal and state legislation, educational implications of disabling conditions, principles for instruction and planning for inclusion are presented; community resources and special issues related to the education of students with disabilities are discussed. 3 sh.