Adolescent Education, M.A.T.

Examines the teaching/learning processes of individuals. Focuses on learning theory, developmental theory, information processing, motivation, and intelligence. Particular attention to child and adolescent development.

A survey of the philosophical and historical antecedents of American education and their relationships to current educational debates. Considers the influence of culture, heritage, and language on experience and education. Students analyze the role of education, consider the responsibilities of teachers, and develop an initial statement of their personal philosophy of education.

Examines the historical and legal contexts for providing services to diverse learners with a range of special educational considerations. Explores the scope of exceptionalities and the processes used to identify and address special needs. Emphasis on the evidence-based practices and collaborative role of the general educator in meeting the needs of exceptional learners in inclusive settings.

Pass/fail course designed to enable all Education majors to meet New York State regulations for training in special topics (Identification and Reporting of Suspected Child Abuse or Maltreatment; School Violence Prevention and Intervention; Prevention of Child Abduction; Prevention of Alcohol, Tobacco, and Other Drug Abuse; Safety Education; Instruction in Fire and Arson Prevention; and the Dignity for All Students Act). Provides information about certification, State testing requirements, and student teaching. Required before practicum experiences.

EDUC 203/MEDU 503; EDUC 204/MEDU 504; EDUC 205/MEDU 505 on transcripts

Examines the nature of students’ diverse language and literacy learning and the assessment and instruction of English language arts in inclusive classrooms. Considers the means of developing a learning environment that nurtures the language learning of all students with emphasis on students from diverse cultures as well as those with learning differences and/or learning English as a new language. Teachers are expected to establish a research-focused lens as they engage in reviewing current literacy research and complete a case study on an exceptional learner.

Explores development of adolescent curriculum and assessment and creation of learning environments that support diverse learners in inclusive settings. Includes an examination of New York State Learning Standards, differentiated instruction and assessment practices, lesson and unit planning, and responsive approaches to classroom management with purposeful attention to instructional technology.

Immerses B–12 teachers in reading, writing, listening, and speaking across the content areas using multiple literacies. Grounded in multimodality, semiotics, and new literacy theories, teachers wrestle with purposeful uses of technology that empowers motivating and creative literacy teaching and learning across the content areas (B–12). Discusses the concept of text broadly with attention to multimodal texts, multicultural literature, and popular media. Explores planning for literacy integration across content areas for B–12 inclusive learning contexts. Attends to developmentally appropriate instructional methods, standards, assessments, and reflection.

Master of Arts in Teaching candidates from various content areas will take the methods course in their subject area. These courses should be taken the semester prior to student teaching. Each course addresses content-specific pedagogy and planning, New York State Learning Standards, and curricular issues. Students analyze classroom management, assessment strategies, and technology platforms and discuss ways to improve collaboration with school community members. MEDU 520 Internship 1 with Seminar in which a placement with a secondary teacher certified in the target content area is taken simultaneously.

MEDU 532: Methods of Teaching English
MEDU 533: Methods of Teaching Foreign Language
MEDU 534: Methods of Teaching Math
MEDU 535: Methods of Teaching Science
MEDU 536: Methods of Teaching Science