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.

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.

ECEL514: In-Service Supervised Graduate Student Teaching

Replaces student teaching for students who are employed as full-time teachers with primary responsibility for a classroom. Students are supervised by university faculty during one semester. Students must obtain permission of the school district and department and complete a COP application. Specific qualifications are required. 5 sh.

Prerequisites: ECEL 522 or ECEL 528.

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.

ECEL517: Integrating Science and Technology in Early Childhood and Elementary Classrooms (3 hours lecture)

Starting Summer 2012: Inquiry based science, technology, engineering and math (STEM) experiences for elementary instruction serve as a framework for this course. In this course, students examine the process of discovery through individual and group activities in STEM grounded in critical thinking and problem solving activities, effective pedagogical strategies that engage children in the wonder of STEM, a survey of dominant STEM curricula, and analysis of the impact policy documents have on the work of elementary educators. Opportunities for fieldwork. 3 sh.

ECEL518: Families, Communities, and Schools: Diversity, Culture and Democracy (3 hours lecture)

Provides students with an understanding of how social and cultural influences shape children's development and learning. The relationships among teacher, parent, child, and community as they affect learning will be explored. Methods for developing school/family partnerships will be discussed. Students will learn to take into account issues of child diversity and culturally responsive teaching as they create learning experiences. Crosslisted with Family and Child Studies, FCST 518. Starting Summer 2012: In this course, students explore how social and cultural influences shape children's development and learning. They examine the relationships among teacher, parent, child, and community as they affect learning and learn about methods for developing school/family partnerships. Students learn to take into account issues of child diversity and culturally responsive teaching as they create learning experiences. 3 sh.

ECEL522: Curriculum Development and Assessment in Diverse Elementary Classrooms (3 hours lecture)

Provides students with the opportunities to explore and experience research-based learning theories, teaching practices, curriculum, classroom management models, instructional strategies, and assessment used in upper elementary/middle level classrooms. Critical reviews of research, case study methods, planning and implementation of an integrated curriculum unit, and reflection on one's teaching beliefs will be investigated through journal writing, classroom observations, curricular development, assessment techniques, and group discussion. Starting Summer 2012: This course introduces students to reflective curriculum planning. Students plan a long-term integrated unit that integrates state standards, differentiated instructional strategies, and appropriate adaptations for students with diverse learning styles and interests, students with disabilities, and English Language Learners. They critically examine the issues related to their teaching and learning experiences focusing on inclusion practices, assessment, classroom management, equity and culturally responsive teaching. Students critically examine their teaching beliefs, ethics and teacher professionalism in the field of elementary education. 3 sh.

Prerequisites: ECEL 501.

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.

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.

MATH577: Mathematics Education in the Elementary School (3 hours lecture)

The contemporary mathematics curriculum of the elementary and middle school. The role of behavioral objectives and learning theory in curriculum development/teacher training. Related research findings. 3 sh.

Prerequisites: Permission of graduate program coordinator.

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.