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.

CURR505: Teaching, Democracy, and Schooling (3 hours lecture)

This course brings together differing viewpoints regarding the purposes of teaching in the United States and the teacher's role in fostering democracy. It provides future teachers with the habits of mind, skills, tools and resources to analyze and evaluate the relationship between the history of public education, the evolution of teacher identity, and the roles teachers and teaching have played in shaping the United States as a society and vice versa. Using Montclair State's Portrait of a Teacher as an organizing framework, this course places particular emphasis on the idea that all students can learn regardless of their gender, ability, race, ethnicity, or economic background. Students in the course study the history, philosophy, and politics that shape differing views about the roles and responsibilities of teachers, especially as these views relate to integration and inclusion in the classroom. Cross listed with EDFD 505. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR509: Sociocultural Perspectives on Teaching and Learning (3 hours lecture)

This course examines how teachers, teaching, & schooling can foster the learning of pupils from diverse socio-economic, linguistic & cultural backgrounds. Students explore the ways socialization shapes perceptions of oneself & others; reflect on their own beliefs & assumptions about their sociocultural identities & how those have been shaped through experience; examine the nature & impact of the increasing social, cultural, & linguistic diversity in K-12 schools; & reflect on their capacity to bring about educational change that promotes equity & affirms diversity. They investigate ways of teaching all children successfully, particularly through a culturally responsive curriculum, & of developing positive relationships among teachers, parents, & children across diversity. Through a community study of an urban area with a predominantly poor & diverse population, students develop a framework for understanding the relationship between schools, communities, & society; cultivate skills needed to familiarize themselves with diverse communities & their residents; & envision ways they can help future students see connections between their in-school & out-of-school experiences. They also develop their ability to work collaboratively with colleagues. May be repeated once for a maximum of 6.0 credits. Cross listed with EDFD 509. 3 sh.

Prerequisites: CURR 505 or EDFD 505; CURR 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

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.

CURR516: Meeting the Needs of English Language Learners (1 hour lecture)

This course examines the best practices in educating English language learners. Students gain a greater understanding of the linguistic difficulties and resources of English language learners as well as the importance of a multicultural curriculum. Students learn how to make content comprehensible and differentiate instruction based on the language levels of individual English language learners. Students develop an understanding of the academic and affective needs of English language learners, and of strategies for meeting these needs. May be repeated once for a maximum of 2.0 credits. Cross listed with EDFD 516. 1 sh.

Prerequisites: CURR 505 or EDFD 505; CURR 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR517: Inclusive Classrooms in Middle and Secondary Schools (1 hour lecture)

This course presents the central issues in the inclusion of students with disabilities in United States middle and secondary schools. It focuses on best practices for providing access to the general education curriculum for students with disabilities in inclusive settings. In addition, students explore the legal, professional, and contextual influences on the implementation of inclusion. May be repeated once for a maximum of 2.0 credits. 1 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR518: Technology Integration in the Classroom (1 hour lecture)

This one-credit course introduces pre-service teachers to the dimensions of educational technology for teaching and learning. Students also explore the history of educational technology with a focus on the pedagogical and practical implementation of educational technologies, youth technology culture, and emerging technologies. It enables the students to drawn upon field-based experiences in READ 501 to plan instructional technology environments that are student-centered, collaborative, and inquiry-based; that emphasize critical thinking; and that support specific curricular goals - as stated in institutional, state and national standards for technology in education. May be repeated once for a maximum of 2.0 credits. 1 sh.

Prerequisites: Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR519: Assessment for Authentic Learning (3 hours lecture)

This course provides prospective teachers with knowledge and skills for evaluating and understanding student growth and learning across diverse educational settings. Students consider assessment practices from the point of view of learners and how they experience learning opportunities. Teacher candidates also analyze assessment policies and practices, both local and national, in order to maximize both student and teacher performance. They draw on aspects of assessment policy and practice to evaluate their own understandings of assessment and its development. May be repeated once for a maximum of 6.0 credits. Cross listed with EDFD 519. 3 sh.

Prerequisites: CURR 505 or EDFD 505, CURR 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR526: Teaching for Learning I (3 hours lecture)

This is the first course in a two-semester sequence (CURR 526, CURR 543). This course focuses on developing classroom practices necessary for student teaching and the beginning of a professional career in teaching, building from the knowledge and skills developed in previous courses in the professional sequence. In conjunction with CURR 527-Fieldwork, students have the opportunity to observe in classrooms and to do individual, small group, and whole class teaching. Students investigate democratic classroom practice by focusing on curriculum development; creating a positive, well-structured climate for learning in their classrooms; learning and practicing techniques for effective classroom management; and choosing appropriate teaching strategies and assessments to create successful learning experiences for their students. 3 sh.

Prerequisites: CURR 505 or EDFD 505; CURR 509 or EDFD 509; CURR 516 or EDFD 516; CURR 517; CURR 518; READ 501. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR527: Fieldwork (3 hours lecture)

Students spend 60 hours, or approximately one day per week, in a selected public school. Activities include, but are not limited to, observing classroom teachers, facilitating small group and individual instruction, participating in after-school activities, tutoring, attending department meetings, shadowing and interviewing students and teachers, lesson planning and teaching, and assessing student work. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and EDFD 519 or CURR 519; and READ 501. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR529: Student Teaching (6 hours lab)

Full time student teaching in the public schools of New Jersey for the duration of a semester is required of all students who complete the regular program of certification requirements. 6 hour lab requirements. May be repeated once for a maximum of 12.0 credits. 6 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and CURR 519 or EDFD 519; and CURR 526; and CURR 527; and READ 501; and content area methods course(s). Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

CURR543: Teaching for Learning II (3 hours lecture)

This is the second course in a two-semester sequence (CURR 526, CURR 543). This course focuses on putting into practice all the knowledge and skills students have developed throughout their professional sequence in their full-time, supervised student teaching experience. A primary focus is on planning and implementing curriculum. In addition to curriculum planning and using appropriate instructional and assessment strategies, students learn about the impact of the school and classroom culture and climate on student learning and on relationships between and among students, teachers, and other professionals in school. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 509 or EDFD 509; and CURR 516 or EDFD 516; and CURR 517; and CURR 518; and CURR 526; and CURR 527; and READ 501; and content area methods course(s). Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

EDFD505: Teaching, Democracy, and Schooling (3 hours lecture)

This course brings together differing viewpoints regarding the purposes of teaching in the United States and the teacher's role in fostering democracy. It provides future teachers with the habits of mind, skills, tools and resources to analyze and evaluate the relationship between the history of public education, the evolution of teacher identity, and the roles teachers and teaching have played in shaping the United States as a society and vice versa. Using Montclair State's Portrait of a Teacher as an organizing framework, this course places particular emphasis on the idea that all students can learn regardless of their gender, ability, race, ethnicity, or economic background. Students in the course study the history, philosophy, and politics that shape differing views about the roles and responsibilities of teachers, especially as these views relate to integration and inclusion in the classroom. Cross listed with CURR 505. May be repeated once for a maximum of 6.0 credits. 3 sh.

Prerequisites: Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

EDFD509: Sociocultural Perspectives of Teaching (3 hours lecture)

This course examines how teachers, teaching, & schooling can foster the learning of pupils from diverse socio-economic, linguistic & cultural backgrounds. Students explore the ways socialization shapes perceptions of oneself & others; reflect on their own beliefs & assumptions about their sociocultural identities & how those have been shaped through experience; examine the nature & impact of the increasing social, cultural, & linguistic diversity in K-12 schools; & reflect on their capacity to bring about educational change that promotes equity & affirms diversity. They investigate ways of teaching all children successfully, particularly through a culturally responsive curriculum, & of developing positive relationships among teachers, parents, & children across diversity. Through a community study of an urban area with a predominantly poor & diverse population, students develop a framework for understanding the relationship between schools, communities, & society; cultivate skills needed to familiarize themselves with diverse communities & their residents; & envision ways they can help future students see connections between their in-school & out-of-school experiences. They also develop their ability to work collaboratively with colleagues. May be repeated once for a maximum of 6.0 credits. Cross listed with CURR 509. 3 sh.

Prerequisites: CURR 505 or EDFD 505, CURR 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

EDFD516: Meeting the Needs of English Language Learners (1 hour lecture)

This course examines the best practices in educating English language learners. Students gain a greater understanding of the linguistic difficulties and resources of English language learners as well as the importance of a multicultural curriculum. Students learn how to make content comprehensible and differentiate instruction based on the language levels of individual English language learners. Students develop an understanding of the academic and affective needs of English language learners, and of strategies for meeting these needs. May be repeated once for a maximum of 2.0 credits. Cross listed with CURR 516. 1 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

EDFD519: Assessment for Authentic Learning (3 hours lecture)

This course examines the best practices in educating English language learners. Students gain a greater understanding of the linguistic difficulties and resources of English language learners as well as the importance of a multicultural curriculum. Students learn how to make content comprehensible and differentiate instruction based on the language levels of individual English language learners. Students develop an understanding of the academic and affective needs of English language learners, and of strategies for meeting these needs. May be repeated once for a maximum of 2.0 credits. Cross listed with CURR 516. 3 sh.

Prerequisites: CURR 505 or EDFD 505; and CURR 518. Students must be enrolled in a Master of Arts in Teaching (MAT), Instructional Teaching Certificate (CRI), Educational Services Certificate (CRE) or Master of Education (MED).

ELRS580: Learning Theories (3 hours lecture)

Study of the learning process and its measurement as it applies in the classroom and non-school settings. 3 sh.

GNHU115: Troy and the Trojan War (3 hours lecture)

For more than 3,000 years the story of the Trojan War has fascinated and attracted people throughout the world. Is the war completely "mythical?" How can different disciplines such as archaeology, linguistics, and literature be combined to shed light on the historical reality that may lie behind the story as it first appears in Homer? How have the art and literature of other cultures, such as the Romans, the European Middle Ages, or the modern culture of television and movies interpreted and reused the story of Troy, and what can this adaptation tell us about these cultures. Meets Gen Ed 2002 - Humanities, World Literature or General Humanities. 3 sh.

GNHU181: Introduction to Classical Archaeology (3 hours lecture)

The science of evaluating Greco-Roman and closely related cultures through observation and analysis of their physical remains. Problems and methods of dating artifacts and sites. Building materials, types, and decorations. Field trip in addition to illustrated lectures and discussions. 3 sh.

GNHU211: Classicism and American Culture (3 hours lecture)

Through the critical analysis of texts ranging from translations of Greco-Roman authors to works on the nature of Western and non-Western culture, the course examines how politicians, novelists, critics, and educators from the 17th century to the present have interpreted the classical past and have viewed it as reflecting their own values or ideals. The course considers classicism both as it has been appropriated and elaborated by Americans specifically and as a phenomenon common to many cultures. 3 sh.

GNHU281: Greek Civilization (3 hours lecture)

The political, social, economic, and cultural history of the Greek world from the Bronze Age to the Roman conquest as seen through literary, documentary and archaeological sources. Meets Gen Ed 2002 - Social Science, American or European History. Meets the University Writing Requirement for majors in Classics. Cross listed with History, HIST 281. 3 sh.

Prerequisites: Not for History Majors/Minors.

GNHU282: Roman Civilization (3 hours lecture)

The political, social, economic, and cultural history of the Roman world from the Regal period to Justinian as seen through literary, documentary, and archaeological sources. Meets Gen Ed 2002 - Social Science, American or European History. Cross listed with History, HIST 282. 3 sh.

Prerequisites: Not for History Majors/Minors.

GNHU285: Mythology (3 hours lecture)

The nature and interpretation of mythology, primarily as seen through the myths of Greece and Rome. Selected comparative study of myths of the Near East, Iran, India and other cultures. Meets Gen Ed 2002 - Humanities, World Literature or General Humanities. 3 sh.

GNHU384: Introduction to Roman Law (3 hours lecture)

The role of law in Roman history and society. Social structure and family law. The law and slavery. Property, contracts, and delicts. Legal forms, legal fictions, and the response of law to new conditions. Roman law in the Medieval and Modern periods. 3 sh.

Prerequisites: ENWR 106 or HONP 101 or departmental approval.

LATN205: Intermediate Latin I (3 hours lecture)

Review of grammar. Selected readings from Latin prose and poetry. Meets the World Languages and Cultures Requirement - World Languages. 3 sh.

Prerequisites: LATN 102 or departmental approval.

LATN206: Intermediate Latin II (3 hours lecture)

Review of grammar. Selected readings from Latin prose and poetry. Meets the World Languages and Cultures Requirement - World Languages. 3 sh.

Prerequisites: LATN 205 or departmental approval.

LATN301: Latin Literature of the Republic (3 hour lecture)

A historical survey of the highlights of Latin literature from its beginnings to the death of Cicero. Selections from prose and poetry will be read with attention to style, form, outlook, and cultural context. Meets the University Writing Requirement for majors in Latin. 3 sh.

Prerequisites: LATN 206 or department approval.

LATN302: Latin Literature of the Golden Age (3 hours lecture)

A historical survey of the highlights of Latin literature from the second triumvirate through the early Julio-Claudian period. Selections from prose and poetry will be read with attention to style, form, outlook, and cultural context. Meets the University Writing Requirement for majors in Latin. 3 sh.

Prerequisites: LATN 206 or departmental approval.

LATN303: Latin Literature of the Silver Age (3 hours lecture)

A historical survey of the highlights of Latin literature from the Neronian period through the second century of the Christian era. Selections from prose and poetry will be read with attention to style, form, outlook, and cultural context. Meets the University Writing Requirement for majors in Latin. 3 sh.

Prerequisites: LATN 206 or departmental approval.

LATN304: Latin Literature of the Middle Ages (3 hours lecture)

The highlights of Latin literature from the disintegration of the Roman Empire in the West to the beginning of the Renaissance. Selections from poetry, history, philosophy, theology, and popular literature will be read with attention to style, development of the language, and historical context. Meets the University Writing Requirement for majors in Latin. 3 sh.

Prerequisites: LATN 206 or departmental approval.

LATN401: Latin Composition (3 hours lecture)

Practice in writing Latin prose in conjunction with review of grammar. Readings in selected Latin authors with a view toward acquiring familiarity with different prose styles. 3 sh.

Prerequisites: LATN 301, LATN 302, LATN 303, LATN 304 or departmental approval.

LATN410: Advanced Latin Grammar (3 hours lecture)

Linguistic analysis of Latin grammar based on examples from classical authors. Practice in writing Latin prose. 3 sh.

Prerequisites: LATN 205 or departmental approval.

LATN411: Roman Letter Writing (3 hours lecture)

The public figure and the private citizen seen through the letters of Cicero and Pliny. The letters as evidence for Roman political and social history. 3 sh.

Prerequisites: LATN 301, LATN 302, LATN 303, LATN 304 or departmental approval.

LATN412: Roman Drama (3 hours lecture)

Selected comedies of Plautus and Terence with attention to style, form, dramatic technique, and literary ancestry. The influence of Roman comedy on subsequent European drama. 3 sh.

Prerequisites: LATN 301, LATN 302, LATN 303, LATN 304 or departmental approval.

LATN414: Roman Lyric Poetry (3 hours lecture)

Readings from the lyrics of Catullus and Horace, with particular emphasis on style, themes, and metrics. 3 sh.

Prerequisites: LATN 301, LATN 302, LATN 303, LATN 304 or departmental approval.

LATN415: Roman Biography (3 hours lecture)

The biography as a genre: selected passages from Sallust, Tacitus, Suetonius; contrasting these works with autobiographical evidence from the letters and excerpts of other Latin authors. 3 sh.

Prerequisites: LATN 301, LATN 302, LATN 303, LATN 304 or departmental approval.

LATN419: Methods of Teaching Latin (3 hours lecture)

The history of methodology together with new approaches and techniques. The development of a Latin curriculum, including evaluation of textbooks and construction of lesson plans, reviews, and tests. 3 sh.

Prerequisites: LATN 205 or departmental approval.

LATN445: Linguistic History of the Latin Language (3 hours lecture)

Latin and its position in the Indo-European family; the evolution from the spoken to the literary, to the vulgar, to the Christian; characteristics of the periods exemplified in the language; transitional features in the phonology, morphology, and syntax. 3 sh.

Prerequisites: LATN 205 or departmental approval.

LATN451: Roman Historians (3 hours lecture)

Selected readings from Sallust, Livy, and Tacitus. The development of Roman historiography in the context of Roman history and the Greek historiographical background. 3 sh.

Prerequisites: LATN 301, LATN 302, LATN 303, LATN 304 or departmental approval.

LATN452: Augustine (3 hours lecture)

Selections from the Confessions, the City of God and the Letters; intellectual development and philosophical and theological speculations of Augustine in the framework of the late Roman empire. 3 sh.

Prerequisites: LATN 205 or departmental approval.

LATN453: The Epic and Vergil (3 hours lecture)

Readings primarily from the Aeneid but including selections from the Georgics and Eclogues. Vergil as a literary artist and his role in the development of the epic in Western literature. 3 sh.

Prerequisites: LATN 301, LATN 302, LATN 303, LATN 304 or departmental approval.

LATN454: Lucretius and Ancient Science (3 hours lecture)

Reading of De Rerum Natura with study and discussion of the relation of science and philosophy in antiquity; Greek schools of thought and Roman interpretation of Hellenistic ideas. 3 sh.

Prerequisites: LATN 205 or departmental approval.

LATN455: Ovid (3 hours lecture)

Selections from Ovid's works, principally the Metamorphoses, Ars Amatoria, Amores, and Heroides. Ovidian style, humor, and use of literary myth. Ovid's influence on literature and the arts. 3 sh.

Prerequisites: LATN 301, LATN 302, LATN 303, LATN 304 or departmental approval.

LATN461: Caesar: End of the Republic (3 hours lecture)

Selected readings from the De Bello Gallico and De Bello Civili. Caesar as a politician, general, man of letters, and historical source on his own conquests. 3 sh.

Prerequisites: LATN 301, LATN 302, LATN 303, LATN 304 or departmental approval.

LATN462: Roman Satire (3 hours lecture)

Readings from Horace, Juvenal, Petronius, and others. Different forms and definitions of satire. The Latin contribution to satire in Western literature. 3 sh.

Prerequisites: LATN 301, LATN 302, LATN 303, LATN 304 or departmental approval.

LATN464: The Elegy (3 hours lecture)

The Roman elegiac poets, Tibullus and Propertius; the elegy as a form of poetic expression. Comparison of the elegy in Latin and English literature. 3 sh.

Prerequisites: LATN 301, LATN 302, LATN 303, LATN 304 or departmental approval.

LATN470: Senior Seminar (3 hours seminar)

Independent study pursued on a theme in depth by contractual arrangement. 3 sh.

Prerequisites: LATN 205 or departmental approval.

LATN475: Study Abroad (3 hours lecture)

Approved study-travel program at selected universities, classical sites, museums. Credit by evaluation. 3 sh.

Prerequisites: LATN 301, LATN 302, LATN 303, LATN 304 or departmental approval.

LATN478: Advanced Latin Readings: Selected Topics (3 hours lecture)

Intensive reading and critical study of a selected author, genre, period, or theme in Latin literature. Topic to be announced each semester. May be repeated for twice for a maximum of 9.0 credits as long as the topic is different. 3 sh.

Prerequisites: LATN 205 or departmental approval.

LATN484: Cicero: Ancient Philosophy (3 hours lecture)

Cicero's philosophical essays with special attention to his role as a transmitter of Greek philosophy to the Roman and later Western world. 3 sh.

Prerequisites: LATN 301, LATN 302, LATN 303, LATN 304 or departmental approval.

LATN511: The Comedy of Plautus (3 hours lecture)

Intensive reading and study of selected plays of Plautus with attention to language, characterization, style, structure, and metre. The literary and historical milieu of Plautine drama, including the apparatus of play production and the relationship of the comedies to contemporary social and economic history. The place of Plautus in theatre history, with special reference to Greek new comedy, to other ancient Italic comedy, and to later European drama. 3 sh.

LATN519: Teaching Latin in Secondary and Middle Schools (3 hours lecture)

This course focuses on the teaching of Latin at the secondary and the middle school level. Topics covered include recent developments in Latin teaching methodology; evaluating and choosing teaching materials; teaching reading and comprehension; strategies for addressing the needs of different types of learners; planning and delivering lessons; classroom dynamics and management; recent developments in technology to assist in the teaching of Latin and classical humanities; state and national standards for the teaching of Latin; teaching and testnig vocabulary, reading, grammar, and culture. 3 sh.

Prerequisites: Enrollment in Latin Post-B.A. Certification Program or Latin MAT Program, or permission of the instructor.

LATN541: Selected Topics in Latin Literature (3 hours lecture)

Intensive reading and critical study of a selected author, genre, period, or theme in Latin literature that is not covered by a regular course. Topics will be chosen to complement other graduate course offerings in Latin and classical studies. May be repeated twice for a maximum of 9.0 credits as long as the topic is different. 3 sh.

LATN584: Law in Roman Society (3 hours lecture)

An introduction to Roman law and an examination of the interrelatedness of law and Roman society during the late Republic and the Empire. Survey of the main areas of private law: law of persons, law of things, law of obligations. Sources of law and their response to new conditions. Law as an instrument of social change. Law and daily life. Roman law in the Medieval and modern periods. 3 sh.

PSYC560: Advanced Educational Psychology (3 hours lecture)

A comprehensive treatment of the cognitive and affective characteristics of the learner and the processes of learning and teaching provide the framework for this course. Behavioral, cognitive and information-processing theory are presented and their applicability to instructional strategies and classroom dynamics is discussed. Other areas included are the origins of individual differences including heredity and environment, early childhood education, cultural differences, student motivation, classroom management, measurement and evaluation, exceptional children and other topics. 3 sh.

READ501: Techniques of Reading Improvement in the Secondary School (3 hours lecture)

Techniques of Reading Improvement in the Secondary School introduces pre-service and in-service teachers to an array of cross-content literacy strategies for the improvement of nonclinical reading difficulties. Students learn how to ground literacy strategies in purposeful and meaningful curricular and pedagogical projects. 3 sh.