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ECI 510 Research in Education
This course affords the graduate student an overview of the methods used in educational research. Students will study and apply different methods of quantitative and qualitative research. The course will further increase a student's understanding of research methodology and design. The central focus will be on Action Research which will lead to the culminating project within the Master's Program. At the completion of this course, students will have identified their thematic concerns and will have begun the cycle of action research. Three credit hours.ECI 520 Seminar: Reflections on a Climate for Learning
This course defines curriculum as a planned educational response to the needs of society and the individual. It requires that the learner construct knowledge, attitudes, values, and skills through a complex interplay of mind, materials, and social interactions. Upon examining current theories and trends in curriculum and assessment design, students will reflect upon climates for acquiring knowledge by transforming curriculum into active and meaningful learning experiences. Three credit hours.ECI 530 Educational Explorations in Diversity
This course is designed to provide theoretical and applied knowledge of practical methods, strategies, and techniques used to successfully meet the diverse needs of today's inclusive classroom. Three credit hours.ECI 540 Learning, Thinking and the Curriculum
This course is designed to examine theories of learning and thinking as they interact with the elementary classroom disciplines. Curriculum will be reviewed to determine if skill development correlates with the theorists' contribution regarding the learning process. Three credit hours.
ECI/HUM 550 Narrative Practicum and Workshop
This course teaches advanced skills for taking research experiences and turning them into effective narratives, appropriate to be incorporated into thesis projects. The course begins with exercises on building style. Thereafter, the course will examine what narrative (or, as it is sometimes known, storytelling) is and how, when used effectively, it can serve as an impressive vehicle for successfully braid personal experience, research, fieldwork, and other components into complex, interconnected narratives. Short preliminary essay assignments willl prepare the student to begin to use narrative form to convey their research findings. The second half of the semester will be structured as a workshop, with students presenting rough and then final drafts of their own extended, braided narratives for in-class critique, in an ongoing processs of revision toward a final product. At semester's end, students will hand in a portfolio of revised writings, including all draft stages of all assignments and final revisions. Three credit hours.
ECI/HUM 560 The Essay Tradition: Classic and Contemporary Essays on Learning and Language
The course surveys non-fiction prose from Ancient Culture to Postmodernity with particular emphasis on the development of the essay traidtion in English. Special attention is paid to essays within the humanities that address issues of learning and language. In the first half of the term, students read and respond to representative pieces of non-fiction prose from the Ancients to the Victorians, and in the second half, they read and respond to representative pieces of non-fiction prose from writers of the modern and postmodern periods. Throughout the term, students study the rhetorical and formal characteristics of essays, examine the historical, social, and political conditions that shape the production and receptioon of essays, and investigate the importance of the essay form to the production and communication of knowledge and meaning. Three credit hours.
ECI/APY 570 Socio-Cultural Anthropology
A graduate level introduction to the social science discipline of anthropology. Utilizing the discipline's cross-cultural perspective, the course focuses on the interplay between biological and socio-cultural elements in human behavior, issues regarding human nature and development, and the importance of social and cultural factors in human adaptation. Students will explore the principles of ethnographic research and the potential for applying anthropology's insights to other fields of endeavor. Three credit hours.
ECI/SSC 580 Leadership: A Social Perspective
This course is designed to provide students with a survey of patterns of human interaction and leadership in different cultural and social settings. It also exposes students to leadership development models in contemporary society. Attributes of both past and contemporary leaders and followers will be examined while students develop a model of their personal philosophy or approach to leadership as well as skills needed to analyze organizational dynamics. Three credit hours.
This course provides a bridge from the works of past theorists and practitioners to current ideas and innovative teaching procedures of present day educators. A core of influential thinkers, such as Dewey, Skinner, Rogers, Piaget, and Gardner, etc., will be used. Three credit hours.
ECI 624 Theory and Practice of Curriculum Development
The focus of this course is the application of curriculum theory to classroom practice. The students will experience the spectrum of curriculum design and explore the historical roots of current curriculum issues and practices. Students will critique the changing concepts of curriculum, conflicting curriculum and educational rationales and influences for and against change. The students will be able to discuss major crosscurrents in reform and reconstruction and will focus on curriculum research and improvement. Through a critically reflective orientation to curriculum work, students will begin to develop their own theories that will influence their development and implementation of curriculum. Three credit hours. Prerequisite: ECI 540.
ECI
634 Evaluation of Curriculum
This course is designed to investigate the
background and current status of assessment. Principles,
purposes, and procedures used to evaluate curriculum and
pupil progress will be reviewed. An emphasis will be placed
on the effective interpretation of evaluative data, methods
of recording and reporting progress. Three credit
hours. Prerequisite: ECI 624.
ECI 695 Seminar: Teacher as Researcher
This directed project requires student cohorts
to become involved in the internal workings of an educational
institution. In light of action research and using appropriate
technology, the student cohorts will not only identify
an educational problem or concern within the arena of
education, but they will also reflect upon and research
some of the solutions to that problem. The problem/concern
will be identified early in the graduate program and carried
to its required completion in this culminating activity
as it is researched appropriately in lieu of the knowledge
gained within the various required/selected courses throughout
this graduate program. Three credit hours. Prerequisites:
Completion of all course requirements.
EDL
550 Developmental Literacy: Emergence to Fluency
This course will explore the concept of a balanced reading
program form the emergent reader to a fluent reader. The
students will study the elements of balanced reading which
include read alouds, shared reading, guided reading, independent
reading, phonemic awareness, word recognition strategies,
and comprehension strategies. Students will develop reading
experiences for children based on the New York State English
Language Arts Standards. After learning these strategies
and developing materials the student will have an opporrunity
to engage children in literacy experiences. Three
credit hours.
EDL
555 Language/Literacy Development for the Young Child
Student will explore research on and current understandings
of language development and how young children learn literacy.
Infant and toddler pre-reading skills will be studied.
Classroom/instructional implications of an emergent literacy
paradigm are outlined and studied as well as applied in
designing projects and presentations. Personal learning
styles, family involvement and cultural contexts are considered
as influences on literacy development of the young child.
Three credit hours.
EDL
560 Literature for Children
This course explores the role of children's literature
in the elementary literacy program. Students will explore
the various genre of literature both in the areas of fiction
and nonfiction, narrative and expository. Students will
read and develop activities using various types of trade
books, to assist student in meeting the New York State
English Language Arts Standards. Three credit hours.
EDL
565 Content Area Literacy/Elementary
Students will explore methods and strategies for teaching
and improving content area literacy. Using the New York
State English Language Arts Standards, students will have
an oppotunity to develop materials that can be used to
enable them to use various strategies for developing reading,
writing, listening and speaking. The student will also
demonstrate the ability to design materials to enhance
vocabulary, comprehension, and study skills in the content
areas. Three credit hours. Prerequisite: EDL
550.
EDL
575 Literacy Development for English Lanaguage Learners
Students will explore various concepts such as second
langugage development and literacy development for English
language learner in the classroom. Students will focus
on specific instructional strategies that promote language
and literacy development. Three credit hours. Prerequisites:
EDL 565.
EDL
610 Teacher/Leader in Literacy
Students will explore the characteristics of leadership
through reflective study. They will examine the role of
the teacher/leader in the area of professional development
for their own practice as well as other professsionals
in their educational setting. Through the development
of in service workshops, students will further demonstrate
the ability to communicate to various groups, including
parents, caregivers, and school personnel, relevant information
regarding literacy as it affects curriculum and assessment.
Three credit hours. Prerequisites: EDL
555 and 575.
EDL
650 Assessment and Evaluation of Literacy
This course is designed to investigate current practices
and procedures in the evaluation of New York State English
Language Arts Standards (reading, writing, listening,
and speaking). The course will include instruction in
the administration and analysis of running records, assessment
of listening and speaking, concepts of print, word recognition,
spelling development, phonemic awareness, comprehension,
writing development, modes of responding to literature.
Students will also investigate the role of standardized
test and testing programs in the assessment of reading
aand the other language arts areas. Three credit
hours. Prerequisite: EDL 550.
EDL
660 Early Intervention Strategies
In this course the students will investigate the history,
philosophy and research basis of early intervention reading
programs. Students will demonstrate an understanding of
the pedagogy of early intervention programs, the assessment
strategies for instructing children who exhibit reading
difficulties. Three credit hours.
EDL
670 Early Intervention Practicum
In this course the students will have an opportunity to
apply their knowledge of the history of philosophy and
pedagogy of early intervention reading programs. A review
of the researach on early intervention and specific programs
will provide a framework for instructional practices.
Students will have an opportunity to apply their knowledge
of an early intervention format and instructional strategies
with an individual child in a lab practicum. Three
credit hours. Prerequisite: EDL 660.
EDL
675 Elementary Reading Practicum
The students will demonstrate the ability to assess children
at the elementary level. By using these assessments, literacy
instruction will be provided. During the seminars, cases
will be discussed in light of appropriate materials and
strategies. Through their research and teaching, the students
will experience the importance of networking with other
school professionals. Three credit hours. Prerequisite:
EDL 650.
EDU
500 The Core of Education
This course provides study and application of methods
and materials appropriate for the understanding and implementation
of a variety of "generic" situations as they
apply to the various disciplines of teaching in the early
childhood/childhood and middle childhood classrooms. New
scholarship as well as classic philosophies will be implemented
into the pragmatic aspects of the classroom as they apply
to these various levels of learning. Three credit
hours.
EDU
502 Education Methods of Teaching: Math, Science, Technology
This course is designed to examine theories of learning
and thinking as they interact with the elementary classroom
disciplines of science, mathematics, and technology. A
practical application of these theories will be explored
and incorporated for the teaching of these disciplines
in the early childhood, childhood, and middle childhoood
classroom setting. Three credit hours.
EDU
503 Education Methods of Teachign: The Arts, English,
Language Arts and Social Studies
This course is designed to examine theories of learning
and thinking as they interact with the elementary classroom
disciplines of the arts, language arts and social studies.
A practical application of these theories will be explored
and incorporated for the teachign of the aforementioned
in the early childhood, childhood, and middle chilldhood
classroom. Three credit hours.
EDU
504 Early Field Experience/Seminar: Physical Education,
Family/Consumer Sciences
This course defines family/consumer sciences as well as
physical education in light of daily living and societal
expectations. It requires that the learner combine knowledge,
attitudes, values and skills through a complex interplay
of mind, materials, and social interactions. Through seminar
training, early field/classroom participation, and the
use of action reserach, students will reflect upon that
which they have learned and transform their knowledge
into active and meaningful learning experiences. Three
credit hours.
EDU
505 Child Abuse Identification, Substance Awareness, Health
Issues and School Violence
This course provides New York State certification in the
identification and reporting of child abuse and teaching
the awareness of substance prevention, health issues and
school violence. It provides the student with opportunities
to review literature for discussion or presentation and
debate issues. Three credit hours.
EDU
577 Student Teaching/Seminar: Career and Occupational
Studies
This course provides students with on-site experience.
The student will be assigned two situations, one at each
level of their certification. Childhood (primary/intermediate
levels) or Middle Childhood (intermediate/middle school
levels). A professional portfolio and seminars, become
familiar with the New York State Learning Standards for
Career Development and Occupational Studies. Twelve
credit hours. Prerequisites: ECI 510,
EDU 500, 502,
503, 504,
and a 3.0 cumulative GPA.
Office
of Academic Affairs; page updated 6/3/02 (lak)
Medaille
College, 18 Agassiz Circle, Buffalo, New York 14214 USA
Phone: (716) 884-3281; Fax: (716) 884-0291
email: Academic Affairs Office