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2012-2013 Graduate Studies Bulletin [ARCHIVED BULLETIN]
Teaching, Literacy and Leadership Courses
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Teaching, Literacy, and Leadership (TLL)
Elementary Education (ELED)
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ELED 249 - Practicum for Teachers of Bilingual Children
Semester Hours: 3
Once a Year
Extended teaching practice with close clinical supervision. Admission by interview and application to the Office of Field Placement by May 1 for the succeeding spring semester and February 15 for the succeeding fall semester. Seminars meet weekly with supervisory personnel from the Teaching, Literacy, and Leadership department and public school districts to work intensively with specific student problems. Demonstration classes and observations of innovative programs in bilingual settings in local school districts are arranged.
Prerequisite(s)/Course Notes:
Pass/Fail grade only.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 250A - Techniques of Classroom Research
Semester Hours: 3
Fall, Spring
This course explores elementary school classroom research through the development of assessment techniques that demonstrate students’ understanding of mathematics, science, and technology processes and concepts. The use of a wide range of assessment devices are explored, including performance based assessment, use of teaching and student journals, interviews and observation scales, portfolio design and construction, and criterion referenced standards.
Prerequisite(s)/Course Notes:
ELED 231 , 232 , 234 , 235 ; CT 200 , 239 .
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 250B - The Master’s Thesis
Semester Hours: 4
Fall, Spring
This thesis represents the completion, implementation and evaluation of a capstone MST action research project.
Prerequisite(s)/Course Notes:
ELED 231 , 232 , 234 , 235 ; 250A ; CT 200 , 239 . Must be taken concurrently with ELED 253 .
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View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 250C - Teacher Action Research: Culminating Experience for the M.A. in Elementary Education
Semester Hours: 4
Fall, Spring
This course requires that students develop and implement an action research project that emerges out of and is embedded in their course work and experiences in the M.A. in Elementary Education : Special Programs in Curriculum Studies. This project represents the implementation, completion, and evaluation of a capstone thesis.
Prerequisite(s)/Course Notes:
This course must be taken in the last semester of the program, concurrently with ELED 253C .
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 251 - Special Readings Seminar
Semester Hours: 1-3
Fall, Spring, Summer
Investigations and reports on advanced educational topics adapted to the program
of the student.
Prerequisite(s)/Course Notes:
Permission of instructor.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 252 - Special Readings Seminar
Semester Hours: 1-3
Fall, Spring, Summer
Investigations and reports on advanced educational topics adapted to the program
of the student.
Prerequisite(s)/Course Notes:
Permission of instructor.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 253 - MST Field Consultation
Semester Hours: 1
Fall
Students implement an integrated MST unit in the elementary school. They work with the course professor in the field to integrate design activities into the teaching of science and/or mathematics.
Prerequisite(s)/Course Notes:
Must be taken concurrently with ELED 250B . Pass/Fail grade only.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 253C - Field Consultation
Semester Hours: 1
Fall, Spring
Students carry out research in a school/community setting. They work with the course professor to design a project that reflects the needs of the particular community and cultural settings of the classroom and school.
Prerequisite(s)/Course Notes:
Must be taken concurrently with ELED 250C . Pass/Fail grade only.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 254 - History and Geography in the Early Childhood and Elementary Curriculum
Semester Hours: 3
Summer
This course studies history and geography in the context of early childhood and childhood education classrooms. It combines in-depth content knowledge with pedagogic practice and allows practitioners to gain experiences in disciplinary studies while designing curriculum appropriate to the needs of their students in particular classroom settings.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 256 - The Newspaper as a Teaching Tool
Semester Hours: 3
Summer
This course introduces students to the newspaper as an educational tool of children of all grade levels, K-12, and in every subject area. The newspapers on Long Island and the metropolitan area contribute editors, Newspaper in Education coordinators, and NIE managers as speakers in the workshop. Students tour Newsday and see the newspaper in production. The history and background of Newspapers in Education are presented. Students receive a comprehensive overview of NIE and the practical means to implement it in their classrooms. Curriculum materials and teaching strategies relating to the newspaper are employed.
Prerequisite(s)/Course Notes:
Same as CT 256 /SED 256 .
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 258 - Introduction to Information Technology in Education
Semester Hours: 1
Fall, Spring, Summer
The classroom teacher is called upon to use new technologies to facilitate the teaching and learning process. This course focuses on the integration of information technologies across the early childhood/elementary curriculum. A variety of information technologies including computers, scanners, digital cameras, and video capture devices. The Internet and communication tools are explored with a view toward enhancing classroom instruction. Students initiate the development of their professional electronic portfolios which continue to evolve throughout the M.S. in Education program.
Prerequisite(s)/Course Notes:
Students who took ELED 104A on the undergraduate level will not get additional credit for this course, and should consult their adviser for a substitute course.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 260 - Space Science for the Teacher
Semester Hours: 3
Periodically
Depth in the background subject matter as well as the necessary mathematics and
physical sciences inherent in a successful comprehension of the subject. Demonstration
and discussion of techniques for teaching in the area.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 261 - Student Teaching: Early Childhood
Semester Hours: 6
Fall, Spring
Full-time student teaching in cooperating schools with direct supervision from University supervisors. Students have two placements during the semester: one in kindergarten and one in grades 1-2. Weekly seminars are provided. In order to receive a passing grade, students must attend four New York state-mandated seminars: prevention of child abuse and abduction, prevention of substance abuse, safety education/fire and arson prevention, and school violence prevention. Admission by interview and application to the Office of Field Placement by May 1 for the succeeding spring semester and February 15 for the succeeding fall semester.
Prerequisite(s)/Course Notes:
Completion of Phase 2 course work. Must be taken concurrently with ELED 262 . Pass/Fail grade only.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 261A - Student Teaching: Early Childhood and Childhood Education
Semester Hours: 8
Full-time student teaching in cooperating schools with direct supervision from University supervisors.
Prerequisite(s)/Course Notes:
Completion of Phase 1 and Phase 2 course work of the M.S.Ed. Dual Certification Program with no Incompletes or grades lower than C-, with a departmental grade point average of 3.0. Students must earn a grade C- or higher in each graduate course. Admission by interview and application to the Office of Field Placement. Pass/Fail grade only. Students have three placements during the 19 week period: 7 weeks in Kindergarten; 7 weeks in grades 1-2; 5 weeks in grades 4-6. Weekly seminars are provided. Admission by interview and application to the Office of Field Placement by May 1 for the succeeding January semester and February 15 for the succeeding Fall-January semester. Must be taken concurrently with ELED 262A. Pass/Fail grade only. Note: January-Spring student teaching begins in December, the day after fall semester student teaching ends.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 262 - Classroom Perspectives and Issues: Early Childhood
Semester Hours: 3
Spring
Systems of early childhood curriculum development, classroom interaction and environmental design are studied. Students engage in reflective self-study of their own teaching behavior. This course integrates early education curriculum inquiry and development, environmental design, and assessment. Issues of classroom structures, equity, diversity, and the inclusion of children with disabilities are also considered. This course includes development of classroom governance, provision for aesthetic education, play as a condition for learning, health nutrition, safety, development of student cognitive abilities, home-school relationships, and the integration of computer technology. Educational research findings and field experiences are studied and evaluated in order to develop insights that can inform classroom teaching.
Prerequisite(s)/Course Notes:
Must be taken concurrently with ELED 222A or ELED 261 .
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 262A - Dual Certification Program Classroom Perspectives and Issues: Early Childhood and Childhood Education
Semester Hours: 4
Fall, January, Spring
Systems of early childhood and childhood education curriculum development, classroom interaction and environmental design are studied. Students engage in reflective self-study of their own teaching behavior. This course integrates curriculum inquiry and development, environmental design, and assessment. Issues of classroom structures, equity, diversity, and the inclusion of children with disabilities are also considered. This course includes development of classroom governance, provision for aesthetic education, play as a condition for learning, health nutrition, safety, development of student cognitive abilities, home-school relationships, and the integration of computer technology. Educational research findings and field experiences are studied and evaluated in order to develop insights that can inform classroom teaching.
Prerequisite(s)/Course Notes:
Corequisite: ELED 261A. Completion of Phases 1 and 2 of the M.S.Ed. Dual Certification Program with no Incompletes or grades lower than C-, with a departmental grade point average of 3.0. Students must earn a grade C- or higher in each graduate course. Admission by interview and application to the Office of Field Placement.Note: January-Spring student teaching begins in December, the day after fall semester student teaching ends.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 264 - Dual Certification Program Student Teaching: Grades 4-6
Semester Hours: 2
January
Candidates for the Dual Certification Program student teach for a minimum of 20 days in January in grades 4-6 with direct supervision by University supervisor. Weekly seminar required.
Prerequisite(s)/Course Notes:
Must be taken concurrently with ELED 266 . Completion of Phase 2 and Phase 3 of the M.S.Ed. Dual Certification Program with no Incompletes or grades lower than C-, with a departmental grade point average of 3.0. Students must earn a grade C- or higher in each graduate course. Admission by interview and application to the Office of Field Placement. Pass/Fail grade only. Note: Winter student teaching begins in December, the day after fall semester student teaching ends.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 265 - Children’s Literature for Early Childhood Educators
Semester Hours: 3
Once a Year
This course considers children’s literature for young children and its role in both early literacy development and the early childhood classroom, including classrooms with diverse, English language learners, and special- needs children. The focus is on the development of reflective practitioners who can respond critically to research and political trends in literacy education that may engender good teaching. The relationships between literature and children’s development as readers, writers, and thinkers within a cultural context, including issues of social justice. Classroom contexts, the use of technology, the role of play, and social interaction around children’s literature are studied.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 266 - Dual Certification Program Classroom Perspectives and Issues (Grades 4-6)
Semester Hours: 1
January
Systems of intermediate grade (4-6) classroom interaction are studied. Includes integration of curriculum, assessment, classroom management techniques, provision for aesthetic education, development of cognitive abilities and home-school relationships.
Prerequisite(s)/Course Notes:
Must be taken concurrently with ELED 264 . Completion of Phase 2 and Phase 3 of the M.S.Ed. Dual Certification Program with no Incompletes or grades lower than C-, with a departmental grade point average of 3.0. Students must earn a grade C- or higher in each graduate course. Admission by interview and application to the Office of Field Placement. Pass/Fail grade only. Note: Winter student teaching begins in December, the day after fall semester student teaching ends.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 267 - Promoting Algebraic Ideas in K-8 Classrooms
Semester Hours: 3
Spring, Summer
This course is designed to explore how algebraic thinking does fit into the elementary school mathematics curriculum. Both content and pedagogy will be explored simultaneously. Algebra in this context is treated as way of thinking about number and mathematical relationships and as a powerful tool for deepening students’ understanding of mathematics lessons and investigate a variety of problems that can be used with students to foster their algebraic reasoning. Participants will read and discuss relevant research on the importance of promoting algebraic thinking and organize algebraic activities using the Principles and Standards for School Mathematics and the New York State Mathematics Learning Standards as guides.
Prerequisite(s)/Course Notes:
Same as CT 267 .
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 270 - Methods for Study of and Research With Young Children
Semester Hours: 3
Fall
Methods for the particular study of early education. Child development theory and child study and assessment/evaluation methods are explored and used in various settings.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 271 - Early Childhood Curriculum
Semester Hours: 3
Fall
Development of early childhood programs. Explore, contrast, analyze, and develop models and designs for integrated programs.
Prerequisite(s)/Course Notes:
Admission to program in Early Childhood Education or permission of instructor. Pass/Fail grade only.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 272 - Curriculum Innovations in Early Childhood Programs
Semester Hours: 3
Spring
Content-based program and material innovations for young children in school organizations. Research design and evaluation are part of each contract.
Prerequisite(s)/Course Notes:
ELED 271 . Corequisite with ELED 272L for majors in the Teaching, Literacy and Leadership Courses Department; Pass/Fail grade only.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 272L - Early Childhood Field Consultation
Semester Hours: 1
Spring
Professional self-study and assessment of curriculum and environmental design. Implementation with young children in a group setting for a minimum of 50 clock hours. Candidates provide their own transportation. Hofstra faculty will provide field-based consultation.
Prerequisite(s)/Course Notes:
Corequisite: ELED 272 . Open only to majors in the Teaching, Literacy and Leadership Courses Department or permission of the instructor.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 273 - Early Childhood Professional Portfolio
Semester Hours: 3
Spring
Professional self-study and in-service consultation in curricular innovations. Action research with young children in school settings. Hofstra faculty individually supervise study site with attendant conferring.
Prerequisite(s)/Course Notes:
Prerequisite or corequisite: ELED 272 , 272L . Pass/Fail grade only.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 273L - Early Childhood Field Consultation
Semester Hours: 1
Fall, Spring
Curriculum design and implementation in an early childhood group setting. Professional self-study and assessment of children’s learning. Minimum 20 days teaching in an early childhood group setting is required. Candidates provide their own transportation. Hofstra faculty will provide field-based consultation.
Prerequisite(s)/Course Notes:
ELED 270 , 271 , 272 , 272L . Corequisite: ELED 273 . Pass/Fail grade only.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 274 - Curriculum Supervision of Early Childhood Centers
Semester Hours: 3
Every Other Year
Studying, simulating, and testing curriculum policy-making with faculty, community,
and family involvement. Issues that relate to public policy and advocacy of early
childhood education are also studied. Participants engage in advocacy project
development and study.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 275 - Literacy in Early Childhood Education
Semester Hours: 3
Fall, Spring
Deals with early literacy development and instructional practices based upon theory and research. Emphasis on the use of relevant instructional approaches and materials. Participants consider sound awareness. creative language development, early reading and writing, special language learning needs, and thinking-reading-and-writing connections. Participants engage in the study of integrated teaching practices.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 276 - Early Childhood Education: Mainstreaming the Young Child with Special Learning Needs
Semester Hours: 3
Every Other Year
The study of issues of organization that facilitate the socialization and integration
of young children who have a range of learning needs. Materials and methods are
reviewed, developed and refined.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 277 - Classroom Strategies in Teaching Writing
Semester Hours: 3
Periodically
Course helps teachers develop instructional strategies and classroom procedures
based on current research on the composing process. Emphasis placed on the stages
of the writing process, methods of response, the role of the teacher, and includes
experiences in writing and in using peer groups.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 278 - Writing and Children’s Literature
Semester Hours: 3
Periodically
Provides an in-depth investigation of literature for children as a literary experience
which promotes language and writing development. Emphasis on developing strategies
to use experience with various genres and styles to help children become critical
readers and writers.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 280-289 A-Z - Special Topics
Semester Hours: 1-3
Fall, Spring, Summer
Specific courses designed to explore emerging topics in education. As individual subjects are selected, each is assigned a letter (A-Z) and added to the course number. Specific titles and course descriptions for these special topics courses will be available each semester in the Semester Planning Guide. Any course may be taken a number of times so long as there is a different letter designation each time it is taken.
Prerequisite(s)/Course Notes:
(Formerly Advanced Workshops.)
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 300 - Departmental Seminar
Semester Hours: 3
Fall, Spring
Serves as an integrative and culminating function with respect to the student’s
studies and experiences in the School of Education. The student is required to
prepare and present a paper or project of “publishable” quality. The paper or
project should demonstrate a synthesis of the student’s comprehensive knowledge
in the fields of child development, curriculum theory and at least one specific
curriculum area.
Prerequisite(s)/Course Notes:
Matriculation in the department and completion of all required course work in
professional education. Successful completion of ELED 300 may be offered in place
of the departmental comprehensive examination. This course may not be used to
satisfy any part of the basic semester hour requirements for a master’s degree
in elementary education. Pass/Fail grade only.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 301 - Master’s Thesis
Semester Hours: 3
Fall, Spring
Supervision and instruction leading to the completion of master’s thesis.
Prerequisite(s)/Course Notes:
Admission by permission of adviser. Competence in statistics (through analysis
of variance).
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 302 - Master’s Thesis
Semester Hours: 3
Fall, Spring
Supervision and instruction leading to the completion of master’s thesis.
Prerequisite(s)/Course Notes:
ELED 301 . Binding fee payable upon registration in 302. Admission by permission of adviser. Competence in statistics (through analysis of variance).
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
ELED 303-309 A-Z - Special Topics
Semester Hours: 1-3
Periodically
Advanced courses for experienced teachers, designed to explore emerging topics in education. As individual subjects are selected, each is assigned a letter (A-Z) and added to the course number. Specific titles and course descriptions for these special topics courses will be available each semester in the Semester Planning Guide. Any course may be taken a number of times so long as there is a different letter designation each time it is taken. Not applicable to the master of science in education or master of arts degrees.
Prerequisite(s)/Course Notes:
(Formerly Advanced Workshops.)
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 310 - Issues in Infant, Toddler, Preschool, Parent and Family Involvement Programs
Semester Hours: 3
Once a Year
A study of educational needs, methods, and materials for use with infants, toddlers and preschoolers in group settings including related parent and family involvement programs and alternatives. Particular attention is devoted to sociocultural and linguistic issues.
Prerequisite(s)/Course Notes:
Same as SPED 310 .
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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ELED 330 - Techniques of Mentor Teaching
Semester Hours: 3
Once a Year
Prepares experienced teachers to serve as mentor teachers to new teachers, student
teachers, teachers, and others needing assistance in developing new skills and
content. Study emphasizes coaching and demonstration techniques as well as knowledge
concerning adult learning within professional work settings.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
Foundations of Education (FDED)
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FDED 200 - Philosophy of Education
Semester Hours: 3
Fall, Spring
Consideration of selected issues involving morals and values, knowledge claims
and assertions, the uniqueness of being human, and how these issues are all related
to schooling and education. Emphasis is on contemporary problems confronting educational
personnel. FDED 200 is an introductory course in philosophy of education. Students
with more than an introductory course in philosophy should consult a Foundation
of Education adviser about substitutions.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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FDED 210 - Contemporary Educational Movements
Semester Hours: 3
Fall, Spring
Examination of the most influential sets of proposals currently influencing American
education. The ideas guiding progressive schools, humanistic education and the
deschooling movement are among those explored. Emphasis throughout is on analysis
and appraisal of these proposals for guiding educational practices and arrangements.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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FDED 211 - The School and Society
Semester Hours: 3
Fall, Spring
The school is a societal institution created specifically for the purpose of
education. The school is both shaped by societal factors and, in turn, has impact
upon the society. Contemporary schools for children and adolescents, as well as
institutions of higher education for adults in the United States, are impacted
by the political and governmental system of the country; the economy; patterns
of social stratification; the multicultural diversity within the population. The
school also interacts with other societal institutions concerned with education:
museums, libraries, religious institutions, health care institutions, the work
place in the community, as well as the family.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 220 - Aesthetic Education
Semester Hours: 3
Fall, Spring
Interdisciplinary analysis of selected theories of the educational significance
of aesthetic perception, artistic creativity and art criticism. Materials are
drawn from philosophy, social sciences, the arts and educational theory.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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FDED 221 - Celebrating Humanity: Aesthetic Experience and Education in Global Perspective
Semester Hours: 3
Once a Year
This course examines the role of the several arts and aesthetics experience in
the lives and learning of children and adults across the globe. Opportunities
are provided for students to focus an in-depth exploration of cultures drawn from
two areas of the world: North Africa, Sub-Sahara Africa, South-East Asia, the
Indian sub-continent, Asia and the Pacific Rim, the Middle East, Eastern Europe,
Central Europe, Western Europe, Mexico and Latin America, the Caribbean Islands,
or Canada and Alaska. Materials are drawn from educational theory, aesthetic theory,
and the history of the arts, culinary history, cultural anthropology, and social
psychology. Students are required to visit museums and galleries and attend musical,
theatrical, and dance performances. Participation does not presume either prior
study in the history of the arts or in cross-cultural anthropology, although both
are desirable.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 222 - Qualitative Research Methods
Semester Hours: 3
Periodically
Research methodology for examining the social forces which influence the ways
in which participants experience and interpret school settings. Techniques for
gathering data through field observations, interviews and documents are emphasized.
Open only to doctoral students. May not be taken as a foundations of education
elective.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 223 - Analysis of Qualitative Data
Semester Hours: 3
Once a Year
Principles, methods, and techniques in the analysis and reporting of such qualitative data as are obtained through field methods including observations, interviews and examination of documents. Upon completion of this course, students are expected to be able to plan, carry out and report the results of systematic analysis of qualitative data that have been collected in field settings. Emphasis on deriving thick description, grounded theory and preparing a case study from the data.
Prerequisite(s)/Course Notes:
FDED 222 . Open only to doctoral students. May not be taken as a foundations of education elective.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 225 - The Museum as Educator
Semester Hours: 3
Once a Year
Exploration of the evolution of educational functions and multiplicity of roles
served by diverse kinds of museums, as those devoted to art, history, natural
science, ethnography, technology and popular culture. Materials and educational
theory are drawn from the fine arts, history, philosophy, and the several social
and behavioral sciences. On-site field investigations of New York City and Long
Island museums are required.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 230 - History of Education in the United States
Semester Hours: 3
Periodically
The development of American education from colonial times to the present in relation
to social and intellectual history. Emphasis is on understanding the cultural
forces, institutions and ideas that have shaped American education.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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FDED 231 - Childhood and Adolescence in Historical Perspective
Semester Hours: 3
Spring
Students explore aspects of childhood and adolescence drawn from
a variety of cultures and historical eras. Attention is focused on the socialization
of the young into acquiring the behaviors, norms, knowledge, and systems of belief
traditionally held dear by the adult members of society. The crucial role of the
family is underscored. Play, toys, and games are examined as preparation for societal
participation. Where appropriate, the role of schooling and other educational
institutions are examined, as well as educational thought. Museum visitations,
cooperative team inquiry, and hands-on learning are required in addition to the
usual methods of graduate study.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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FDED 232 - Cross-Cultural Education: Comparative Perspectives
Semester Hours: 3
Once a Year
This course will center upon the ways in which diverse cultural orientations
relate to education and schooling. Selected Eastern and Western patterns of behavior
and thought will be featured, though not exclusively. The dominant paradigms shaping
institutions in the East and West will be explored through a comparative analysis
of educational networks in cultural context. Relationships and connections among
institutions, beliefs and behavior, and cultural orientation will be examined.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 233 - Children of Color: The Social Construction of Race in America’s Schools
Semester Hours: 3
Periodically
Grounded in sociological literature and discussions, this course will
examine how racial categorizations of children affect and are affected
by their school experiences. Particular attention will be paid to both
the theoretical and practical implications of race as a socially
constructed feature influencing academic and social development in the
United States.
Prerequisite(s)/Course Notes:
May not be taken on a Pass/Fail basis.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 234 - Race, Ethnicity, and Gender in American Education
Semester Hours: 3
Periodically
This course explores historical and contemporary educational practices and policies related to various ethnic and racial groups, as well as women in the United States. We will identify the social, cultural, political, and intellectual forces that shape educational policy in the teaching and learning process. We address a fundamental question: “What should America’s public schools do to provide an educational experience that emphasizes both quality and equity for all students in a democratic, pluralistic society?”
Prerequisite(s)/Course Notes:
Same as EADM 236 . Students seeking certification in educational leadership should not enroll in this course.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 240 - Urban Education
Semester Hours: 3
Periodically
Selected issues confronting urban education today including a multifactored analysis
of the city itself as the context of urban education. Aesthetic, political, racial,
and sociological dimensions of city life and urban schools are probed. Limited
small group field investigation in New York City will be required.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 241 - Education and Revolutionary Ideology
Semester Hours: 3
Periodically
Critical examination and appraisal of selected contemporary works urging systematic
reform of present day society and the ramifications of such thought for education.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 242 - Foundational Perspectives in Multicultural Education
Semester Hours: 3
Spring
This course introduces educators to the four foundational perspectives in multicultural
education: Antiracism, Critical Theory/Postmodernism, Ethnic Studies, Liberal
Democratic theory. Through an analysis of each foundational perspective, students
will develop an understanding of how educational institutions can respond to the
distinct challenges emerging with the multicultural condition.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 244 - Seminar: Alternative Education
Semester Hours: 3
Fall, Spring
An introduction to alternative education with emphasis on the qualities and organizational
features which identify and distinguish it from conventional schooling. Descriptive
accounts and visits from Long Island alternative school personnel provide first
hand acquaintance with such educational arrangements; analytic materials and class
discussion explore the qualities which alternative education reflects.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 247 - The Family as Educator: Multicultural Dimensions
Semester Hours: 3
Spring
Within America’s multiculturally diverse society, families are the first educators
not only for infants, children, and adolescents, but for adults. Within the context
of the family, important values, attitudes, and skills are first shaped and continue
to be reinforced. Gender roles, religious identity, social class status, and ethnic
group membership are conveyed within families and further reinforced by community
institutions. Educators seeking to understand learners (be they infants, children,
adolescents, or adults) must attend to familial patterns and variations as well
as to community-based institutions. Education is, in the final analysis, much
more than schooling.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 248 - Multicultural Education in the Metropolitan Area
Semester Hours: 3
Fall
Interdisciplinary examination of the educative influences of ethnicity as this
impinges upon the school, the community’s agencies, the family and the learner
within the metropolitan New York area. Students are required to engage in limited
small group field investigation of agencies and institutions designed to provide
services to ethnic group members.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 249 - Workshop: Career Education
Semester Hours: 3
Spring
Interdisciplinary study designed to provide both a theoretical understanding and practical application of several major career education emphases, namely: (1) self-image, self-awareness, self-concept; (2) values clarification and decision making; (3) career awareness; (4) career information; (5) career choice and guidance; and (6) career training.
Prerequisite(s)/Course Notes:
Same as SED 249 .
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 251 - Theory of Knowledge and Education
Semester Hours: 3
Periodically
Philosophical study of teaching, learning and knowing in relation to the work
of the schools.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 252 - Ethics for Educators
Semester Hours: 3
Periodically
Introduction to the study of the place of values in education. Attention given
both to ethical theory and its sociocultural roots and to the application of ethics
to educational decisions.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 254 - Contrasting Theories in Education
Semester Hours: 3
Every Other Year
An examination and analysis of humanism and behaviorism, with attention to their
philosophic assumptions and their specific implications for educational programs
and practice.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 255 - Seminar: Social Foundations of Education
Semester Hours: 3
Periodically
Content varies and students should obtain information about the area of focus
for a given semester before registering for the seminar. These seminars are designed
to take advantage of the special competence of visiting professors and to facilitate
special attention to particularly timely problems and issues, or issues of special
concern to a specific group of students or faculty.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 256 - Seminar: Social Foundations of Education
Semester Hours: 3
Periodically
Content varies and students should obtain information about the area of focus
for a given semester before registering for the seminar. These seminars are designed
to take advantage of the special competence of visiting professors and to facilitate
special attention to particularly timely problems and issues, or issues of special
concern to a specific group of students or faculty.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 257 - Seminar: Philosophy of Education
Semester Hours: 3
Periodically
Content varies and students should obtain information about the area of focus
for a given semester before registering for the seminar. These seminars are designed
to take advantage of the special competence of visiting professors and to facilitate
special attention to particularly timely problems and issues, or issues of special
concern to a specific group of students or faculty.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 258 - Seminar: Philosophy of Education
Semester Hours: 3
Periodically
Content varies and students should obtain information about the area of focus
for a given semester before registering for the seminar. These seminars are designed
to take advantage of the special competence of visiting professors and to facilitate
special attention to particularly timely problems and issues, or issues of special
concern to a specific group of students or faculty.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 260 - Human Nature and Education
Semester Hours: 3
Periodically
Critical study of selected philosophic conceptions of human nature and their
significance for educational theory and practice. Special attention is given the
relation between human cognitive and affective dimensions.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 261 - Readings
Semester Hours: 1-3
Spring
Individual oral and written reports on a mutually determined reading or research
program.
Prerequisite(s)/Course Notes:
Permission of instructor.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 262 - Readings
Semester Hours: 1-3
Spring
Individual oral and written reports on a mutually determined reading or research
program.
Prerequisite(s)/Course Notes:
Permission of instructor.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 270 - Gender and Schooling: Implications for the Study and Administration of Schools
Semester Hours: 3
Fall
Goal of this course is to look at both the theoretical and practical implications of gender, providing a framework for thinking about issues as well as for acting on them.
Prerequisite(s)/Course Notes:
Same as EADM 258 .
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 280 - Logical Foundations of Teaching and Method
Semester Hours: 3
Periodically
Logical and linguistic foundations of teaching and classroom method. Elements
of logic and philosophical semantics as applied to classroom teaching for critical
thinking and inquiry: types of definition and meaning, conceptions of inference
and reasoning, types of statements and modes of discourse-all as related to teaching
operations.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 282 - Methodology for Educational Inquiry
Semester Hours: 3
Periodically
Study of comparative, analytic, descriptive, causal-explanatory and evaluative
method as used in philosophic and historical inquiry into education.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 285-289 A-Z - Special Topics
Semester Hours: 1-3
Fall, January, Spring, Summer
Specific courses designed to explore emerging topics in foundations of education. As individual subjects are selected, each is assigned a letter (A-Z) and added to the course number. Specific titles and course descriptions for these special topics courses will be available each semester in the Semester Planning Guide. Any course may be taken a number of times so long as there is a different letter designation each time it is taken.
Prerequisite(s)/Course Notes:
(Formerly Advanced Workshops.)
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 301 - Master’s Essay
Semester Hours: 3
Periodically
Supervision and instruction leading to the completion of the master’s essay.
Degree credit granted for only one of these courses.
Prerequisite(s)/Course Notes:
Pass/Fail grade only. Admission by the permission of adviser.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 302 - Master’s Essay
Semester Hours: 3
Periodically
Supervision and instruction leading to the completion of the master’s essay.
Degree credit granted for only one of these courses.
Prerequisite(s)/Course Notes:
Pass/Fail grade only. Admission by the permission of adviser.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 303 - Special Post-Master’s Topics
Semester Hours: 1-3
Periodically
Specific courses designed to explore special issues and problems in foundations of education. Specific courses designed to explore emerging topics in foundations of education. Specific titles and course descriptions for these special topics courses will be available each semester in the Semester Planning Guide.
Prerequisite(s)/Course Notes:
(Formerly Post-Master’s Workshops.)
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 304 - Special Post-Master’s Topics
Semester Hours: 1-3
Periodically
Specific courses designed to explore special issues and problems in foundations of education. Specific courses designed to explore emerging topics in foundations of education. Specific titles and course descriptions for these special topics courses will be available each semester in the Semester Planning Guide.
Prerequisite(s)/Course Notes:
(Formerly Post-Master’s Workshops.)
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 305 - Special Post-Master’s Topics
Semester Hours: 1-3
Periodically
Specific courses designed to explore special issues and problems in foundations of education. Specific courses designed to explore emerging topics in foundations of education. Specific titles and course descriptions for these special topics courses will be available each semester in the Semester Planning Guide.
Prerequisite(s)/Course Notes:
(Formerly Post-Master’s Workshops.)
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 306 - Special Post-Master’s Topics
Semester Hours: 1-3
Periodically
Specific courses designed to explore special issues and problems in foundations of education. Specific courses designed to explore emerging topics in foundations of education. Specific titles and course descriptions for these special topics courses will be available each semester in the Semester Planning Guide.
Prerequisite(s)/Course Notes:
(Formerly Post-Master’s Workshops.)
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 307 - Special Post-Master’s Topics
Semester Hours: 1-3
Periodically
Specific courses designed to explore special issues and problems in foundations of education. Specific courses designed to explore emerging topics in foundations of education. Specific titles and course descriptions for these special topics courses will be available each semester in the Semester Planning Guide.
Prerequisite(s)/Course Notes:
(Formerly Post-Master’s Workshops.)
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 308 - Special Post-Master’s Topics
Semester Hours: 1-3
Periodically
Specific courses designed to explore special issues and problems in foundations of education. Specific courses designed to explore emerging topics in foundations of education. Specific titles and course descriptions for these special topics courses will be available each semester in the Semester Planning Guide.
Prerequisite(s)/Course Notes:
(Formerly Post-Master’s Workshops.)
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
FDED 309 - Special Post-Master’s Topics
Semester Hours: 1-3
Periodically
Specific courses designed to explore special issues and problems in foundations of education. Specific courses designed to explore emerging topics in foundations of education. Specific titles and course descriptions for these special topics courses will be available each semester in the Semester Planning Guide.
Prerequisite(s)/Course Notes:
(Formerly Post-Master’s Workshops.)
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
Literacy Studies (LYST)
-
LYST 200A - Introduction to Literacy Studies
Semester Hours: 3
Fall, Spring, Summer
This course seeks to unravel some of the meanings we give to “literacy,” through an investigation of key assumptions, including socio-cultural, historical, and political learning theories. Reading selections and reflective writing focus on personal literacies, the interrelationships of language, culture, and schooling, and major thinkers.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
LYST 201 - Long Island Writing Project Invitational Summer Institute
Semester Hours: 3/6
Summer
The Long Island Writing Project Summer Institute is an intensive summer program
designed to assist practicing K-12 teachers from all subject areas in deepening
their theoretical understandings of writing processes and writing as a cross-disciplinary
tool of inquiry, within the context of exploring their own writing and by developing
suitable instructional approaches/activities for the students they teach. Conducted
as an experiential workshop and professional seminar.
Prerequisite(s)/Course Notes:
Permission of instructor. Students taking the course for 6 s.h. of credit are
required to complete additional course work.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
LYST 202 - Literacy for Special Subjects Teachers
Semester Hours: 1
Fall, Spring, Summer
This course addresses current issues in literacy studies of concern to teachers
of art, music, health or physical education. The course addresses: reading and
writing as constructive language processes; language and literacy learning; and
the relationship between literacy and other sign systems (such as art, music,
or movement). Pre-service and in-service special subjects teachers will explore
how they can collaborate with classroom teachers to provide opportunities for
students to construct meaning in a variety of expressive systems.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
LYST 208 - Language, Culture and Identity: Literacy Issues for Teachers and Children
Semester Hours: 3
Spring, Summer
This course focuses on how people use language and learn language in the communities where we live and teach. Sociolinguistic perspectives on language variation among diverse populations are examined to expose common myths and to understand the language experiences of students from multilingual and multidialectical urban settings. Course topics include language systems (phonological, orthographic, syntactic, semantic, pragmatic), language variation, language learning/language acquisition, and discourse in and outside of classrooms. Attention is given to the construction of pedagogies that promote access to language and literacy in schools. A ten hour field experience is required.
Prerequisite(s)/Course Notes:
May not be taken on a Pass/Fail basis.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
LYST 209 - Language, Culture and Identity: Literacy Issues for Adolescents and Young Adults
Semester Hours: 3
Fall, Spring, Summer
Course examines the ways in which writing, as well as reading and other language processes, can become tools with which adolescents and young adults negotiate socially imposed linguistic borders based on class, race, ethnicity, previous educational attainment and/or expectation, peer regard, gender, country of origin, etc. Course explores the roles of writing, reading, and related language processes, in identity formation, values clarification, and critical consciousness. Topics include discourse theory, oral and written language variation, as well as close examination of the language strengths and needs of learners who are biliterate, bilingual, and/or bidialectical. A ten hour field experience is required.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
LYST 212 - Family, Community, and School Literacies: Cultural Perspectives
Semester Hours: 3
Fall, Spring, Summer
Participants in this course consider the research on family literacy and explore pedagogical practices that are sensitive to the local and vernacular literacies of families and their children. Emphasis is placed on the importance of culturally responsive literacy instruction and on the importance of encouraging families to participate in the education of their children who are attending public schools. Field experiences are intended to provide participants with theoretically grounded pedagogical practices, which lead to more people working together, celebrating their own literacies while at the same time using the many forms of literacy available to them to support the literacy learning of all children in school. A ten-hour field experience is required.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
LYST 213 - Introduction to Bilingual and Biliteracy Instruction for Children and Adolescents
Semester Hours: 3
Fall, Spring, Summer
This course explores the cultural, linguistic, political and pedagogical aspects involved in the process of developing school literacies in bi/multicultural classrooms. Literacy development is discussed in the perspective of supporting learners to use biliteracy as a tool to understand, to extend, and to act upon their worlds. Topics include the relationship between oral and written language processes in bilingual/biliterate students, and the interaction between languages during literacy and language learning. The course examines the literate pedagogical needs and assessment procedures of bilingual and biliterate learners within special and general education contexts. All theoretical explorations are nested in the learning processes of individuals with bicultural literacy experiences, including students who are considered to have special education needs. A ten hour field experience is required.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
LYST 213A - Introduction to Bilingual and Biliteracy Instruction for ESL Teachers
Semester Hours: 3
Fall, Spring, Summer
This course explores the cultural, linguistic, political and pedagogical aspects involved in the process of developing school literacies in bi/multilingual and multicultural classrooms. Literacy development is discussed within the perspective of supporting learners to use biliteracy as a tool to understand, to extend, and to act upon their worlds. Topics include the relationships between oral and written language processes in bilingual/biliterate students and the interaction between languages during literacy and language learning. This course examines the literate pedagogical needs and assessment procedures of bilingual/biliterate learners within general and special education contexts. All theoretical explorations are nested in the learning processes of individuals with bicultural literacy experiences, including students who are considered to have special education needs.
Prerequisite(s)/Course Notes:
This course involves a 30-hour field experience.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
LYST 214 - Language and Literacy in Early Childhood and Childhood
Semester Hours: 3
Fall, Spring, Summer
This course investigates issues in language and literacy for children from birth to grade six. Readings and discussions of the language processes (listening, speaking, reading, and writing) are grounded in theoretical perspectives in the areas of psychosociolinguistics, social/cultural literacies, the transactional nature of literature, and critical literacy. Teaching methodologies that support language and literacy development of early childhood and elementary students are studied through readings and field experiences. There is an emphasis on the role of cultural and linguistic diversity in literacy learning and teaching and how teachers can serve as advocates by working in both schools and communities.
Prerequisite(s)/Course Notes:
A 10-hour field experience is required.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
LYST 215A - Language and Literacy in Middle Childhood and Adolescence
Semester Hours: 3
Fall, Spring, Summer
This course investigates issues in language and literacy, focusing on grades 5-12. Readings and discussion of the language processes (listening, speaking, reading, and writing) are grounded in the theoretical perspectives in the areas of psycho-sociolinguistics, social/cultural literacies, the transactional nature of literature and critical literacy. Teaching methodologies that support language and literacy development of middle school and high school students are studied through readings and field experiences. There is an emphasis on the role of cultural and linguistic diversity in literacy learning and teaching. Students are expected to develop their own theories of literacy learning in school and communities.
Prerequisite(s)/Course Notes:
A ten-hour field experience is required.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
LYST 216 - Literacy Learning at Home and in School: Social Contexts of Young Children Learning to Read and Write
Semester Hours: 3
Fall, Spring
This course explores how the many literacies that occur in family settings can inform the ways in which we create literacy environments for children in school. Focuses on the social processes and ways of knowing through which parents and children create personal and shared literacy configurations. Explores the complexities of young children’s uses of print and the functions and forms of their early symbolic representations. The interrelationships between children’s early writing development and the emergence of phonemic awareness are examined. Particular attention is given to the literacy learning at home and in school of children of special needs. A ten hour field experience is required.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
LYST 217A - Reading and Writing With Adolescents
Semester Hours: 3
Fall, Spring, Summer
Focuses on current theory about the nature of the reading and writing processes, and ways in which reading, writing, and literacy theory can be developed into effective reading, writing, and/or English education instruction for adolescents and children in middle childhood. Includes critical perspectives on canonical and academic literacies, language variation, standardized testing, censorship, assessment and “remediation,” student reading/writing choice, avid reading/writing, disenfranchised readers/writers, and personal literacies. A ten hour field experience is required.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
LYST 218 - Reading and Writing Practices in Early Childhood and Childhood
Semester Hours: 3
Fall, Spring, Summer
This course investigates reading and writing practices in the early and childhood years. The focus is on developing teaching strategies and learning experiences for engaging children in reading and writing a wide variety of meaningful texts, including media and technology across the curriculum. Students explore the connections among oral language, reading, writing, and children’s literature in a theoretically grounded literacy framework. Teaching strategies and learning practices focus on recognizing learners’ linguistic understandings and reading and writing strategies, and developing opportunities for all readers to interrogate their world, explore their questions, and use language to act upon their learning. A ten hour field experience is required.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
LYST 219 - Creating a Reading and Writing Workshop for Teachers
Semester Hours: 3
Summer
This experiential course allows pre- and in-service teachers to become participants in a socio-psycholinguistic literacy classroom in which reading and writing instruction are integrated. The pedagogical approach modeled, a “reading and writing workshop,” is grounded in socio-psycholinguistic understandings of reading and writing and provides students with an opportunity: 1) to experience the learning benefits of theoretically grounded, purpose-driven, student-centered, engaging, and authentic reading and writing instruction, and 2) to adapt/adopt the underling theoretical and/or philosophical elements of this pedagogical approach into their own literacy teaching or content-area applications of reading and writing.
Prerequisite(s)/Course Notes:
(Formerly Reading and Writing Workshop for Teachers.)
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
LYST 220 - Literature in the Lives of Young Children
Semester Hours: 3
Fall, Spring, Summer
This course engages readers in meaningful response through reading, talking, and writing about literature for children. Understandings of identity, social justice, and equity are investigated through discussions of what counts as literature, whose stories are told, and who gets to tell them. Objectives for this course include read critically and aesthetically reading from a wide variety of texts, while also participating in intensive reading with others in literature groups. This course focuses on children from birth to sixth grade.
Prerequisite(s)/Course Notes:
May not be taken on a Pass/Fail basis.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
LYST 221 - Literature for Adolescents and Young Adults
Semester Hours: 3
Fall, Spring, Summer
This course is designed to help teachers combine a knowledge of a reader’s interests, as well as awareness of the reader’s strengths and needs, with a transactive, socio-psycholinguistic understanding of the reading process, in order to pair readers with books that will foster successful, engaging, and willing reading practice, as well as lifelong literacy. Course explores pre-reading, during-reading, and post-reading strategies that generate, sustain, and extend readers’ interest and understanding. Students will read from a wide variety of traditional texts, as well as popular alternatives to print media, including e-books, interactive texts, and digital media. Students will also create and participate in digital reader response activities, such as social networking and blogging.
Prerequisite(s)/Course Notes:
This course is recommended for students interested in working with readers from fifth grade to young adult.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
LYST 223 - Introduction to Critical Literacy and Critical Media Studies
Semester Hours: 3
January
Exploration of literacy instruction in relation to larger social purposes of
teaching, and in relations to the forces of acculturation in society. Information
received from print and electronic media sources is critiqued and ways in which
the words we hear and read, and the images we view, shape our subjectivities and
our understanding of the world around us are explored. Participants engage the
possibilities of teaching in ways that open up a more conscious and liberating
approaches to literacy instruction in schools and society.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
LYST 240 - Assessment and Evaluation of Reading and Writing
Semester Hours: 3
Fall, Spring, Summer
This course provides participants with an overview of ethnographic literacy assessment theory and practice. Topics for study include ethnography, authentic classroom assessment, transactional view of language, and a critical examination of standardized tests and testing practices. Participants consider teaching, learning, and schooling from the perspective of the learner as they develop and put into practice a student advocacy model of instructional assessment which values ethnic and linguistic diversity.
Prerequisite(s)/Course Notes:
M.S.Ed. students must complete all of Phase I literacy studies courses before taking this course; M.A. students must complete 18 s.h. of course work before taking this course.
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
-
LYST 241 - Miscue Analysis and Retrospective Miscue Analysis
Semester Hours: 3
Fall, Spring
This course takes a sociopsycholinguistic perspective on the reading process and recognizes that the meanings that readers construct are both personal and social. By engaging in several closegrained observations of oral reading events, participants use miscue analysis techniques to document readers’ uses of cognitive strategies and language cue systems. Additionally, participants select and teach strategy lessons and conduct retrospective miscue analysis sessions with one student.
Prerequisite(s)/Course Notes:
Completion of Phase I courses. LYST 214 or 215A .
View Course Offering(s):
Fall 2025
January 2026
Spring 2026
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