Teaching Mathematics in Elementary 2: Fractions, Geometry, and Data  

15:251:562:01 Index 10678 – Credits: 2 

In-person – Scott Hall Room 102 (College Ave) – Monday 10:20am – 1:20pm 

Instructor: Daniela Tirnova 

Focuses on the details of children’s mathematics thinking, as well as how to use student thinking to ground learning about the teaching of mathematics. As we address student thinking and instructional practices, we will also discuss ways to accommodate various learners and critical aspects of the teaching and learning of mathematics and equity (racial, ethnicity, SES, gender, language, [dis]ability), the use of mathematical tools, and pedagogically meeting the needs of all students. We will use the state content standards, readings, student work, classroom video, curricula, students’ practicum placements, instructional scenarios, as well as design and implement lessons to examine these issues.  The course will help students think about implementing mathematics instruction that is conceptually focused.
Prerequisite: Admission to special education or elementary education initial licensure program. 

Teaching Mathematics in Elementary 2: Fractions, Geometry, and Data 

15:251:562:03 Index 10680 – Credits: 2 

In-person – Scott Hall Room 105 (College Ave) – Monday 5:40pm – 8:40pm 

Instructor: Tim Hart 

Focuses on the details of children’s mathematics thinking, as well as how to use student thinking to ground learning about the teaching of mathematics. As we address student thinking and instructional practices, we will also discuss ways to accommodate various learners and critical aspects of the teaching and learning of mathematics and equity (racial, ethnicity, SES, gender, language, [dis]ability), the use of mathematical tools, and pedagogically meeting the needs of all students. We will use the state content standards, readings, student work, classroom video, curricula, students’ practicum placements, instructional scenarios, as well as design and implement lessons to examine these issues.  The course will help students think about implementing mathematics instruction that is conceptually focused.
Prerequisite: Admission to special education or elementary education initial licensure program. 

Multimodal and Digital Literacies  

15:252:522:90 Index 18994 – Credits: 3 

Hybrid – in-person and synchronous – Campbell Hall-A2 (College Ave) – Thursday 5:40pm – 8:40pm 

Instructor: Cheryl McLean 

Candidates will learn how to read and analyze, design, compose, and assess multimodal and digital texts. The course (1) defines and frames terms, concepts, and design principles inherent to digital literacies, and profiles contemporary studies in digital and multimodal literacies and what they can tell use about approaching teaching from a digital and multimodal perspective; (2) addresses strands of digital and design literacies; (3) provides hands-on activities for candidates to use and think through the optic of each dimension of digital literacies; and (4) addresses issues of assessments and ways of evaluating student learning from multimodal and digital perspectives. 

Grammar for Educators  

15:252:524:01 Index 10684 – Credit: 3 

In-person – Scott Hall Room 106 (College Ave) – Monday 5:40pm – 8:40pm 

Instructor: Nicole Mirra 

This course focuses on foundational concepts of grammar and practical strategies for teaching grammar. Targeted review of grammar concepts, usage, and rules within the context of disciplinary and technical language, and sociocultural learning theories. Instructional strategies for identifying and addressing patterns of grammatical and mechanical “correctness” are applied through content area writing, reading, viewing, and speaking and listening. 

Prerequisite: Admission to English education initial licensure program. 

Academic English in Content Areas 

15:253:510:91 Index 10687 – Credits: 3 

Online – Asynchronous  

Instructor: Christelle Palpacuer 

This survey course provides pre-service teachers and current practitioners with a working understanding of the concept of “academic English” and how it can be taught across the grade levels and content areas. It provides students with the foundation for analyzing the language and content demands of academic English in the mainstream and English as a second language (ESL) classroom and the current research on the ways ESL students can best be taught academic English. 

Bilingual-Bicultural Education  

15:253:522:01 Index 10688 – Credit: 3 

In-person – Scott Hall Room 104 (College Ave) – Thursday 5:40pm – 8:40pm 

Instructor: Sarah Gallo 

Bilingual education in the United States and abroad; basic assumptions underlying bilingualism-biculturalism in a multiethnic society. 

Language and Culture  

15:253:523:01 Index 07852 – Credit: 3  

In-person – Scott Hall Room 115 (College Ave) – Wednesday 5:40pm – 8:40pm 

Instructor: Mary Curran 

The relationship of linguistic, cognitive, attitudinal, and behavioral patterns within each culture and how they affect cross-cultural communication and language education. 

Prerequisite: 15:253:520. 

 Methods for Teaching and Assessing World Language Learners 

15:253:538:01 Index 07856 – Credit: 3 

In-person – Scott Hall Room 104 (College Ave) – Monday 5:40pm – 8:40pm 

Instructor: Christelle Palpacuer  

An introduction to methods of teaching and assessing world language learners. Through course readings, seminar discussions, clinical experiences, and in-class presentations, students will develop expertise in two main areas: 1) methods for teaching students of world languages and 2) research-based best practices and policies for working in a variety of programs. The class includes a clinical experience with observations in a school in New Jersey.  

Prerequisite: Admission to language education initial teacher licensure program. 

Methods for Teaching and Assessing English Language Learners 

15:253:539:01 Index 07858 – Credits: 3 

In-person – Scott Hall Room 104 (College Ave) – Wednesday 5:40pm – 8:40pm 

Instructor: Chloe Bellow 

An introduction to methods of teaching and assessing English language learners. Through course readings, seminar discussions, clinical experiences, and in-class presentations, students will develop expertise in two main areas: 1) methods for teaching emergent bilinguals and 2) research-based best practices and policies for working in a variety of programs. The class includes a clinical experience with observations in a school in New Jersey.  

Prerequisite: Admission to language education initial teacher licensure program. 

Critical Thinking and Reasoning in Mathematics  

15:254:551:90 Index 10695 – Credits: 3 

Online – Asynchronous 

Instructor: Carolyn Maher 

The purpose of this online course is to learn how children reason about fraction ideas. How some students build understanding of fundamental fraction concepts and operations will be examined through studying videos from classroom-based research and related literature on both the obstacles to fraction learning and the development of mathematical reasoning about fractions. Also to be explored is the relationship between learning fractions and other math topics. 

Web-Based Multimedia Design for Educators 

15:255:503:90 Index 13387 – Credits: 3  

Online – Asynchronous 

Instructor: Erica Lucci 

Introduces individuals to various online, multimedia tools while exploring how new technologies are changing the educational landscape. The course informs individuals on how to use design principles to analyze, design, develop, implement, and evaluate multimedia projects. Additionally, it introduces ways to integrate current and developing web-based technologies into various educational environments. 

Developing Digital E-Learning Environments  

15:255:506:90 Index 13388 – Credits: 3  

Online – Asynchronous 

Instructor: Shiyue Song 

“Provides an in-depth overview of both theory and practice related to online distance education. The principles identified and the issues studied in the course are applicable across a variety of settings, including but not limited to: K-12 classrooms, universities, community colleges, business/industry, and health care. Also examines the theoretical framework, historical development, pedagogical issues, and practical applications of both online and hybrid e-learning education.” 

Students, Communities, and Social Justice: Youth Participatory Action Research Focus

15:255:539:01 Index 10709 – Credits: 3 

Instructor: Brandi Gustafson 

This course is intended to encourage teacher certification students to understand and apply key concepts associated with the transition from educational novice to educational professional. The multiple sections of this course specifically ask students to focus on ways that they can collaborate with and learn from other stakeholders in education in order to improve the educational outcomes for P-12 students. Through various community-based projects, students will be required to engage with professional organizations, community groups, P-12 students, colleagues, families, and legislators. The course engages questions of school law and governance, as well as the roles of teacher associations, unions, and local stakeholders in education. 

Course requires field-work. 

Students, Communities, and Social Justice: School-Family-Community Partnership in Diverse Educational Settings 

15:255:539:02 Index 10689 – Credits: 3 

Instructor: Sara Gallo 

This course is intended to encourage teacher certification students to understand and apply key concepts associated with the transition from educational novice to educational professional. The multiple sections of this course specifically ask students to focus on ways that they can collaborate with and learn from other stakeholders in education in order to improve the educational outcomes for P-12 students. Through various community-based projects, students will be required to engage with professional organizations, community groups, P-12 students, colleagues, families, and legislators. The course engages questions of school law and governance, as well as the roles of teacher associations, unions, and local stakeholders in education. 

Course requires field-work. 

Students, Communities, and Social Justice: Community-Bases Language Learning in Yucatan

15:255:539:09 Index 10715 – Credits: 3 

Instructor: Mary Curran 

This course is intended to encourage teacher certification students to understand and apply key concepts associated with the transition from educational novice to educational professional. The multiple sections of this course specifically ask students to focus on ways that they can collaborate with and learn from other stakeholders in education in order to improve the educational outcomes for P-12 students. Through various community-based projects, students will be required to engage with professional organizations, community groups, P-12 students, colleagues, families, and legislators. The course engages questions of school law and governance, as well as the roles of teacher associations, unions, and local stakeholders in education. 

Course meets Spring semester with trip to Yucatan, Mexico during Spring Break. 

Adult and Continuing Education

Foundations of Human Resources Development  

15:233:560:90 Index 10645 – Credits: 3 

Online – Asynchronous 

Instructor: Regina Riccioni  

Focus on skills, concepts, and strategies regarding the adult teaching/learning component of human resource development in organizations. The principles and practices related to training and development of individuals in an organization as an area of professional practice are included areas of study. 

ESL, Low Literacy, and the Adult Learner: Mapping the Field  

15:233:563:90 Index 17810 – Credits: 3  

Online – Asynchronous 

Instructor: Alisa Belzer 

Examines how research, policy, statute, and funding have shaped the field in terms of educational opportunities for adult learners. Key influences at the national, state, and local levels on service provision for adult basic education students who are striving to improve language and literacy skills and learn about resources that can support instruction. This course is considered foundational for practitioners. 

Fundamentals of College Teaching  

15:233:566:90 Index 10647 – Credit: 3  

Online – Asynchronous 

Instructor: Christine Harrington 

Exploration of different perspectives on college teaching through an examination of both traditional and innovative approaches to facilitating learning in a college setting, taking into consideration the characteristics of the adult learner. This course gives students the opportunity to investigate a variety of perspectives on the topic and to reflect upon the implications of utilizing a number of approaches to teaching in their own setting. 

Designing Training for Adults 

15:233:569:90 Index 13323 – Credits 3 

Online – Asynchronous 

Instructor: Regina Riccioni  

“This course is designed as one-half of a capstone learning experience in which students will acquire skills of research habitually applied to the design and implementation of educational programming. Students will engage with each other discovering the importance of data-driven decision-making in the facilitation of learning. Key elements include the identification of goals and outcomes, the assessment of learning needs and of learning itself, and the final evaluation of program quality.”

Prerequisites: For matriculated students in the Ed.M. in adult and continuing education with a minimum of 18 credits applied in the program.

Must take 15:233:569 prior to or concurrent with this course.

Applied Research in Adult Education: Planning, Assessing, and Evaluating Programs for Adults  

15:233:570:90 Index 10694 – Credits: 3 

Online – Asynchronous 

This course is designed as one-half of a capstone learning experience in which students will acquire skills of research habitually applied to the design and implementation of educational programming. Students will engage with each other discovering the importance of data-driven decision-making in the facilitation of learning. Key elements include the identification of goals and outcomes, the assessment of learning needs and of learning itself, and the final evaluation of program quality.
Prerequisites: For matriculated students in the Ed.M. in adult and continuing education with a minimum of 18 credits applied in the program.

Must take 15:233:569 prior to or concurrent with this course. 

Reading Education

Literacy Development in the Elementary and Middle School 

15:299:516:01 Index 10855 – Credits: 3  

In-person – Scott Hall Room 204 (College Ave) – Wednesday 5:40pm – 8:40pm 

Instructor: Lauren Opiela 

Focus on literacy skills for grades 3-8. Emphasis on higher-order comprehension skills, vocabulary development, content area reading, writing, and struggling readers. Upper-elementary and adolescent literature is explored.

Current Topics in Reading Education  

15:299:518:90 Index 10860 – Credits: 3 

Online – Synchronous – Monday 5:40pm – 8:40pm 

Instructor: Lesley Morrow 

Topics may differ each time the course is offered. Topics include current issues or problems related to literacy, as well as practical teaching methods and theoretical issues. 

Clinical Practicum (Laboratory in Remedial Reading) 

15:299:565:90 Index 18503 – Credits: 3 

Online – Asynchronous 

Instructor: Rachel Lella 

Clinical experience with struggling readers. Each student is assigned a caseload of pupil(s), completes a comprehensive case study, administers appropriate screening and evaluative instruments, and develops strategies for literacy improvement. Includes weekly orientation sessions and discussions of clinical problems. 

Science Education

Climate Change: Course for Educators 

15:256:536:01 Index 10759 – Credits: 3 

Online 

Instructors: Amy Lewis 

Explores the science of climate change. Students will learn how the climate system works; what factors cause climate to change across different time scales and how those factors interact; how climate has changed in the past; how scientists use models, observations, and theory to make predictions about future climate; and the possible consequences of climate change for our planet. The course explores evidence for changes in ocean temperature, sea level, and acidity due to global warming. Students will learn how climate change today is different from past climate cycles and how satellites and other technologies are revealing the global signals of a changing climate. Finally, the course looks at the connection between human activity and the current warming trend and considers some of the potential social, economic, and environmental consequences of climate change. It is intended for educators and those who are interested in learning and teaching in this area. 

Earth Systems: Course for Educators  

15:256:539:01 Index 10760 – Credits: 3 

Online 

Instructor: Amy Lewis 

Though the geologic record is incredibly ancient, it has only been studied intensely since the end of the 19th century. Since then, research in fields such as plate tectonics and climate change and exploration of the deep sea floor and the inner Earth, have vastly increased our understanding of geological processes. This course delves into the five questions listed below in order to understand how our dynamic planet evolved and what processes continue to shape it. In the process, learners will get to know the Museum of Natural History’s Hall of Planet Earth, explore geologic time, and gain an understanding of how scientists study vast Earth systems. It is intended for educators and those who are interested in learning and teaching in this area. 1. How do geologists “read” the rocks? 2. How has the Earth evolved? 3. What causes climate and climate change? 4. Why are there ocean basins, mountains, and continents? 5. Why is the Earth habitable? 

Science in PK and Elementary School: Learning and Assessment  

15:256:554:01 Index 10763 – Credits: 3  

In-person – Murray Hall Room 113 (College Ave) – Tuesday 5:40pm – 8:40pm 

Instructor: Carol Wenk 

Impact on the elementary school of new developments in science and new refinements in the teaching of science; emphasis on content, method, material, and general curricular implications 

Multiple Representations in Physical Science  

15:256:557:01 Index 10765 – Credits: 3 

In-person – Graduate School of Education Room 030 (College Ave) – Monday 5:40pm – 8:40pm 

Instructor: Robert Zisk 

Acquaints prospective and in-service high school physics/chemistry teachers with the multiple representations method used in constructing concepts and teaching the concepts in physical science. Multiple representations are a powerful tool that aids the brain during concept acquisition and problem solving. Multiple representations enhance metacognition and epistemic cognition. Being familiar with the multiple representations used in a discipline is crucial for mastering and teaching it. Focus is on such representations as pictorial representations, motion and force diagrams, graphs, energy bar charts, and applications of these representations to problem solving.

Prerequisite: Non-matriculated students, permission of instructor. 

Using Results of Physics Education Research in Your Classroom 

15:256:560:01 Index 10766 – Credits: 3  

Instructor: Robert Zisk 

Intended for practicing teachers of physics or physical science who want to learn more about current physics education research and its implications for instruction and improve their knowledge of physics content for teaching and the pedagogical content knowledge. Another goal of the course is to maintain a professional learning community of the graduates of the Rutgers physics teacher preparation program. The course spans two semesters with a total of 3 credits. 

Prerequisite: High school or middle school physics teacher. 

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Counseling Psychology and School Counseling

Introduction to Counseling and Interview Skills  

15:297:501:01 Index 10845 – Credits: 3 

In-person – Graduate School of Education Room 030 (College Ave) – Monday 2:00pm – 5:00pm 

Instructor: Fannie Gordon 

Readings, activities, and discussion cover issues in counseling that are basic to a professional counseling relationship. Emphasis is on improving interviewing, listening, and responding skills. 

Group Counseling: Theory and Practice  

15:297:505:01 Index 10846 – Credits: 3 

In-person – Scott Hall Room 121 (College Ave) – Wednesday 3:50pm – 6:50pm 

Instructor: Clewiston Challenger  

Provides opportunity to develop theoretical and practical insights into the life and functions of basic groups, including definition of group parameters, social power, leadership, norms, and problem-solving that serve as a means of achieving optimal blending of personal and group boundaries. 

Resources for School Counselors: Program Planning  

15:297:512 Index 10847 – Credits: 3 

In-person – Murray Hall Room 208 (College Ave) – Tuesday 5:40pm – 8:40pm 

Instructor: Chonita Spencer  

Provides an understanding of the educational and reform process in school counseling. The course is focused on training students to become professional school counselors as well as general counselors. This training involves providing a framework based on counseling standards to address counseling needs, explore intervention efforts, and learn about the referral process. A capstone experience will include students developing and conceptualizing a counseling program. 

School Mental Health Services for Children and Adolescents 

15:297:514:91 Index 10848 – Credits: 3   

Online – Asynchronous 

Instructor: Judy Harrison 

Prepares teachers and school counselors to collaboratively implement school-based mental services. This course provides a foundation for school mental health services by exploring the history and future of best practices. Best practice interventions and strategies to: (a) increase child and adolescent school engagement, attention and organization, and self-regulation; (b) respond to school crises, disruptive behavior, chronic health concerns, and autism spectrum disorders; and (c) screen and monitor student progress, consult and collaborate with other professionals, and provide services in classrooms will be taught. Barriers and facilitators will be explored and methods of overcoming those barriers will be taught.

Open only to counseling and special education students. 

Special Education

Emotional and Behavioral Disorders   

15:293:509:90 Index 10797 – Credits: 3    

Online – Asynchronous 

Instructor: Caitlin Beltran 

Provides an overview of the field of emotional and behavior disorders (EBD). The causes, characteristics, assessment, and research-based interventions for students with EBD will be the focus of the class.  

School Mental Health Services for Children and Adolescents  

15:293:514:91 Index 10800 – Credits: 3   

Online – Asynchronous 

Instructor: Judith Harrison 

Prepares teachers and school counselors to collaboratively implement school-based mental services. This course provides a foundation for school mental health services by exploring the history and future of best practices. Best practice interventions and strategies to: (a) increase child and adolescent school engagement, attention and organization, and self-regulation; (b) respond to school crises, disruptive behavior, chronic health concerns, and autism spectrum disorders; and (c) screen and monitor student progress, consult and collaborate with other professionals, and provide services in classrooms will be taught. Barriers and facilitators will be explored and methods of overcoming those barriers will be taught. 

Open only to counseling and special education students. 

Psychology of the Exceptional Child 

15:293:525:90 Index 10815 – Credits: 3  

Online – Asynchronous 

Instructor: Evan Jaffe 

The course develops foundational knowledge in the characteristics, identification, educational needs, and development of students with disabilities, as well as other youth and adults with exceptionalities. Examines multiple factors linked to and influences on the cognitive, educational, communication, motor, and social development of individuals with disabilities and other exceptionalities. The legal, research, and ethical bases for comprehensive programs for exceptional children and adults will be examined.  

Remediation of Learning Disabilities  

15:293:527:01 Index 10817 – Credit: 3 

In-person – Scott Hall Room 119 (College Ave) – Thursday 5:40pm – 8:40pm 

Instructor: David Antunes 

Approaches to treating and managing learning disabilities; intervention approaches in special and regular educational settings; emphasis on developmental approaches. 

Prerequisite: 15:293:526. 

Instruction for Autism and Intellectual Disabilities  

15:293:530:02 Index 10820 – Credits: 3  

In-person – Hickman Hall Room 115 (Cook/Douglas) – Thursday 5:40pm – 8:40pm 

Instructor: Jenna Budge 

Provides a practical overview of the field of autism spectrum disorders (ASD) and intellectual disabilities (ID) for in-service and future educators planning on working with these populations of students. The course will emphasize learners with mild/moderate disabilities on the spectrum and mild intellectual disabilities. It serves a dual purpose in familiarizing students with the common characteristics of ASD and ID while also placing a particular emphasis on the importance of adopting empirically validated instructional strategies for these learners. Issues of equity and fairness in the classification and instruction of students with these disabilities will also be addressed. 

Prerequisite: 05:300:383 or 15:295:525. 

Assessment and Measurement for Special Education  

15:293:533:90 Index 10821 – Credits 3  

Online – Asynchronous 

Instructor: Colleen Belmonte  

This course provides students with knowledge, skills, and understanding of assessment issues related to students in general and special education settings. Topical coverage includes the types and characteristics of assessments; an introduction to formal and informal (functional) assessment in special education; and the use of assessment information to determine special education eligibility, identify current academic and nonacademic performance, set instructional goals, monitor progress, and determine the effectiveness of instruction. Current legal and ethical issues in assessment are discussed including participation in state and local assessment programs, appropriate grading and testing.

Gifted Education

Curriculum and Instruction for the Gifted  

15:294:533:90 Index 10833 – Credits: 3  

Online – Asynchronous 

Instructor: Elissa Brown 

Provides educators with the basic frameworks for developing curriculum for gifted learners K-12. The course features a design model that engages participants in articulating goals, outcomes, task and product demands, strategies, and assessments for gifted learners, based on their characteristics and needs.  Strategies for adapting, remodeling, and aligning the school curriculum in each core content area will be shared.  Major strategies that have proven effective with the gifted will also be presented, including inquiry models, independent and collaborative group work, and question-asking. The course will enable participants to develop a scope and sequence, an IEP, and connected lesson plans for gifted students at relevant stages of development. 

Note: This course addresses NCATE Gifted Teacher Education Standards 4, 5, 6, 7, and 8.   

Gifted Program Development  

15:294:534:90 Index 10834 – Credits: 3 

Online – Asynchronous 

Instructor: Alicia Cotabish 

This course is designed to provide educators with the basic tools to design and develop research-based programs and services for the gifted. It focuses on the development of systems necessary to start gifted programs and keep them operating over time in school contexts including an identification system, curriculum and instructional management systems, guidance and counseling, and an assessment and evaluation system. The role of grouping and acceleration as supportive aspects of gifted programming will also be featured.  Participants in collaborative groups of three will develop a gifted plan for their school district as a part of the course, using a problem-based learning scenario as the basis for their work. Note: This course addresses the NCATE Gifted Teacher Education Standards 5, 6, 8, 9, and 10. 

Learning, Cognition and Development

Cognitive Development  

15:295:503:90 Index 10835 – Credits: 3 

Online – Asynchronous 

Instructor: Nick Fargione 

Theory and research in the development of intellectual functioning from infancy through later adulthood will be examined. Contrasting approaches to intellectual development over the life course are illustrated through topics in memory development, social cognition, theory of mind, and moral development. Implications for schooling and well-being are considered.  

Introduction to Child Psychology: Infancy through Adolescence 

15:295:512:90 Index 10836 – Credits: 3    

Online – Asynchronous 

Instructor: Lorraine Mccune 

Growth and development from prenatal period through adolescence; topics include social-emotional development, language, cognition, learning, and perception. 

Motivation in the Classroom  

15:295:518:90 Index 10837 – Credits: 3 

Online – Asynchronous 

Instructor: Anna Lee 

Examines the development of achievement motivation in educational settings from a psychological perspective. Explores how major theories of achievement motivation–like expectancy-value theory and attribution theory–explain why students work. This course will also examine internal and external factors affecting student motivation. 

Problem-Based Learning  

15:295:620:01 Index 10844 – Credits: 3 

Hybrid – In person – Rutgers Academic Building Room 3450 (College Ave) – Thursday 5:40pm – 8:40pm 

Instructor: Clark Chinn 

Introduces students to problem-based learning (PBL) and related constructivist approaches to learning and teaching. These approaches emphasize student-centered instruction situated in complex, meaningful tasks. Students will consider the ways problem-based activities help students learn, the criteria for a good problem for learning, the role of the facilitator, and ways to assess learning and understanding in PBL. Students will examine the relevant literature, review suggested frameworks for PBL unit design, and look at some examples of problem-based learning. Course activities will provide the basis for considering the factors that contribute to the success and failures of these approaches as well as the research issues inherent in these learning environments. In addition, the course will offer opportunities for students to design a PBL unit in their own area of professional practice or personal interest. 

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Educational Administration and Supervision

Foundations of Educational Administration and Supervision  

15:230:500:01 Index 1062 – Credits: 3 

Online – Synchronous – Tuesday 5:40pm – 8:40pm 

Instructor: Gail Verona 

Analysis of conceptual, technical, and human resource skills associated with administrative and supervisory behavior in schools. Emphasizes the foundations of leadership, communication, decision-making, and human resource management. 

School-Community Relations: The Politics of Education  

15:230:505:01 Index 10627 – Credits: 3  

Online –Synchronous – Wednesday 5:40pm – 8:40pm 

Instructor: Jamel Adkins-Sharif 

Analysis of the political basis for community support to schools and the influence of community groups on the role of the school administrator. 

Education Law 

15:230:507:01 Index 10628 – Credits: 3  

In-person – Scott Hall Room 204 (College Ave) – Thursday 5:40pm – 8:40pm 

Instructor: Mark Weber 

Impact of the legal system on education; emphasizes issues arising from conflicts between public policy and individual rights; study of federal and state constitutions, statutes, regulations, and court decisions.

 Educational Policy Implementation: U.S. and International  

15:230:508:90 Index 10629 – Credits: 3  

Online – Synchronous – Thursday 5:40pm – 8:40pm 

Instructor: Steve Barnett 

This course is an overview of education policy implementation from the international level in the world’s “leading” education systems to the local level. The course examines the challenge of education policy implementation and how and to what extent research can guide policy and produce changes that lead to desired improvements in practice and, ultimately, student learning. Key questions addressed are why implementation failure is so common, and what can be done to prevent it? Students develop projects related to their individual interests in education policy including critiquing systems change efforts and designing change projects.

Personnel Administration  

15:230:514:90 Index 10632 – Credits: 3 

Online – Synchronous- Monday 5:40pm – 8:40pm 

Instructor: Gail Verona 

Administration of personnel policies, methods, and techniques employed in the public sector, including environmental influences, relevance to organizational structure, collective bargaining, tenure, affirmative action, recruitment, selection, induction, development, appraisal, termination, and legal parameters. 

Prerequisite: 15:230:500.

 Supervision of Instruction  

15:230:521:91 Index 10633 – Credits: 3  

Online – Asynchronous 

Instructor: Scott Taylor  

Aspects of supervision, such as definition and scope; philosophy, issues, principles, and techniques; understanding and improving the learning situation; and evaluation of supervision. 

Basic course; prerequisite to advanced study in supervision. 

Internship in Educational Administration II 

15:230:531:01 Index 10634 – Credits: 3  

Online – Asynchronous 

Instructor: Gail Verona 

Provides students with the opportunity to synthesize and apply knowledge gained in their graduate studies with the goal of developing insight into actual administrative practice. Emphasis will be upon application of the New Jersey Standards for Administrators. Students must arrange an internship experience with a cooperating administrator within their home school district. A faculty supervisor provides guidance and technical support. Prerequisites: Students must have completed 15 or more credits in program 230 master of education (Ed.M.) courses and completed 15:230:530. 

Internship in Educational Administration III  

15:230:532:01 Index 10635 – Credits: 3  

Online – Asynchronous 

Instructor: Gail Verona 

Provides students with the opportunity to synthesize and apply knowledge gained in their graduate studies with the goal of developing insight into actual administrative (superintendent, assistant superintendent) practice. Emphasis will be upon application of the New Jersey Standards for Administrators. Students must arrange an internship experience with a cooperating administrator (superintendent, assistant superintendent) within their home school district. A faculty supervisor provides guidance and technical support.  

Prerequisite: Successful completion of 300 hours of 15:230:530 Internship in Educational Administration I and 15:230:531 Internship in Educational Administration II or an academic equivalent from a New Jersey accredited college or university. 

Organization and Administration of Higher Education 

15:230:620:01 Index 10638 – Credits: 3  

In-person – Hardenbergh Hall-B2 (College Ave) – Monday 5:40pm – 8:40pm 

Instructor: Jude Paul Dizon 

Problems related to the governance of institutions of higher learning, including the aspects of general organization and administration, legal structure, business and finance, agencies for policymaking, academic administration, student personnel policy, plant planning and maintenance, and relations with the various publics of the institution. 

Social and Philosophical Foundations of Education                                                                                

Curriculum Development in the Secondary School  

15:310:505:90 Index 10865 – Credits: 3  

Online – Asynchronous 

Instructor: Kathleen Regan 

Augments through practical application various curriculum theories, determinants, principles, and trends. Each student has the opportunity to design a comprehensive curriculum with reference to an actual secondary school situation.  Recommended: Secondary school teaching experience.  

Curriculum of Middle and Junior High School  

15:310:510:90 Index 10866 – Credits: 3 

Online – Asynchronous 

Instructor: John Hannum 

Analysis and evaluation of significant curriculum practices of the middle and junior high school with suggestions for new lines of development; consideration given to organizational patterns. 

Migration, Globalization, and U.S. Education 

15:310:568:01 Index 10868 – Credits: 3 

In-Person – Frelinghuysen Hall-A3 (College Ave) – Wednesday 5:40pm – 8:40pm 

Instructor: Beth Rubin  

Globalization and mass migration are reconfiguring the modern world and reshaping the contours of nation-states. This course focuses on the experiences of the youngest members of these global migration patterns–children and youth–and asks: What do these global flows mean for educating young people to be members of the multiple communities to which they belong? What is globalization and why is it leading to new patterns of migration? How do children and youth experience ruptures and continuities across contexts of migration? How do language policies affect young people’s capacity to be educated in a new land? What does it mean to forge a sense of belonging and citizenship in a “glocalized” world, and how does this challenge our models of national citizenship? How are the processes by which young people are incorporated into their new country entwined with structures of race, class, and gender? Drawing on fiction, autobiography, and anthropological and sociological research, this class will explore these questions from a variety of disciplinary perspectives. 

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Introduction to Education (3) 

05:300:200 

This course focuses on critical issues in U.S. education and  aims to inspire students to enter into the teaching profession with the goal of promoting social justice, human dignity and global awareness. The course introduces students to issues in educational equity and explores the ways in which globalization,  race, ethnicity, immigration status, disability, religious identity, and gender and sexuality  impact school settings.  Students will become familiar with important concepts and approaches that will start them on their journey of acquiring the many skills and attitudes that an excellent teacher possesses.  Prerequisite for admission to the five-year teacher education program. Corequisite: 05:300:201.  

 Educational Psychology: Principles of Classroom Learning (3) 

05:300:306    

Surveys areas of psychology most relevant to education. How children think, learn, and remember; influence of motivation; and principles of measurement. Prerequisite for admission to the teacher education program.  

Human Development: Birth through the Transition to Adulthood (3) 

05:300:307  

Introductory course in human development providing an overview of learning and developmental processes from birth through the transition to adulthood. Development during infancy, early childhood, middle childhood, adolescence, and early adulthood is considered. Changes in physical, neurological, social, cognitive, and emotional functioning during these periods are examined through the lenses of sociocultural, developmental, and learning sciences.  

The Teacher (and Other Professionals) as Performer: The Presentation of Self (3) 

05:300:318   

Focuses on the techniques and skills used in the theater by actors, directors, dancers, playwrights, and designers, all modified and transformed by each student to create a personal approach for dealing with various educational interactive settings. The course is broken into three segments. The first is primarily a skill-based segment during which the student participates in technical and improvisational work. The second section focuses on the lecture and discussion of key theoretical ideas. The third focuses on each student’s personal presentation of self within an educational setting. 

 Supervised Undergraduate Tutoring in Mathematics (3) 

05:300:342  

Develops teaching strategies, an interactive style, and an approach to high school mathematics content in a one-on-one tutorial or small group setting. Students work with other undergraduates in lower-level, E-credit mathematics courses. Prerequisites: 01:640:250,251. 

Education and Computers (3) 

05:300:350  

“Establishes a foundation for using the computer and technology in a variety of educational settings across all subject areas. The course is hands-on in nature, with focus on current trends. Additionally, learners can expect to discuss theory, practice, and social/philosophical issues related to the use of computers in education. Some familiarity with computers is recommended; no prior computer skills are required. “ 

Introduction to Special Education (3) 

05:300:383  

Overview of the diverse physical, psychological, and social disabilities of special education children.  

Individual and Cultural Diversity in the Classroom (3) 

05:300:401  

“Focuses on the range of student diversity in contemporary classrooms, including cultural, linguistic, and academic differences. Emphasizes strategies to enhance academic success, promote interaction, and facilitate the inclusion of diverse students in the regular school setting. “ 

Special Topics in Education: Critical Global Citizenship for Educators: A Virtual Exchange Course (3) 

05:300:402  

Through course readings, seminars, local research and global interaction and exchange, challenge your ideas about what it means to be a global citizen and develop the skills to connect others to the world!  In this course, students will interact with undergraduate peers in Kenya Nigeria, Liberia, Libya, China and Mexico in meaningful exchanges where they will research and learn about local diversity on a global scale, analyze teaching practices across multiple contexts in each participating county; and design and share lessons in global citizenship.  The student exchange has been collaboratively designed by university faculty in each of the participating countries. 

Community-Based Language Learning (3) 

05:300:406  

The Community-Based English Language Learning course is required for students who are new participants in the Conversation Tree: Community-Based Language Partnerships (formerly the SALSA Program). The course provides a curriculum-based service-learning experience built upon a community-identified need for English language instruction and aligns with the university’s mission of contributing to the cultural and social well-being of the community. Topics include demographic trends in the United States and New Jersey; an introduction to second-language learning theory and practice; and the meanings of civic engagement, community, and citizenship in a multicultural society. The course provides opportunities to work with adult English language learners at a community center and to discuss these experiences, connecting practice to scholarly research.  Students must be admitted via an application process. 

Community-Based Language Learning Internship (1-3) 

05:300:408  

The Community-Based Language Learning Internship is for language education students or students returning to the Conversation Tree: Community-Based Language Partnerships (formerly the SALSA program). The course provides a curriculum-based service-learning experience built upon a community-identified need for English language instruction and aligns with the university’s mission of contributing to the cultural and social well-being of the community. In this internship, students continue to serve as an English conversation facilitator or team leader at community partner sites alongside students enrolled in the Community-Based Language Learning (CBLL) and CBLL leadership courses. Students will continue to develop knowledge and skills to foster the language development of adult English language learners, as well as skills related to working together as a team (collaboration, communication, flexibility, etc.).

Prerequisite: Students must have taken CBLL (05:300:406) or Principles of Second and Foreign Language Acquisition (05:300:430 or 15:253:520:80). 

Teaching Writing: Social and Cognitive Dimensions (3) 

05:300:423  

Examines a variety of perspectives on the nature of the writing process. Considers research and theory on how teachers should teach and respond to writing. Field experience required.

Prerequisite: 05:300:421. 

Language and Culture (3)
05:300:433  

Relationship of linguistic, cognitive, attitudinal, and behavioral patterns within each culture and how they affect cross-cultural communication and language education. 

Prerequisites: 05:300:200, admission to the teacher education program. 

Race and Ethnicity in American Schools (3) 

05:300:464  

This course focuses on race and ethnicity in American schools. Beginning with a historical exploration of the social construction of race/ethnicity in the United States, the course aims to help students think about the meaning of race/ethnicity and its significance in U.S. society. Drawing on multiple disciplinary frameworks, the course examines schools as sites where racial/ethnic inequality is both produced and resisted. 

Literacy for Students with Disabilities (3) 

05:300:480  

Focuses on instructional practices in special education. Explores special education approaches to teaching literacy to students with disabilities and/or at-risk learners. Procedures covered are applicable to inclusive, as well as more restrictive settings, and address the needs of students from a broad array of cultural, linguistic, and economic backgrounds. This course is taken in conjunction with a field placement, where students apply specific procedures and strategies from class.
Prerequisite: Admission to the special education teacher education program.