Online Master of Science in Teaching (M.S.T.) Course Descriptions
Students in the Master of Science in Teaching in Childhood Education program will complete 36 credit hours.
Students in the Master of Science in Teaching in Childhood Special Education, Master of Science in Teaching in Early Childhood Special Education, and Master of Science in Teaching in Childhood and Early Childhood Education programs will complete 45 credit hours.
Courses for All Master of Science in Teaching Tracks
Special Education Foundations: Past, Present, Future: 3 credits
Trace the principles, policies, practices, and perspectives of special education over time in the United States and other countries. Students shall complete eight hours of fieldwork focused on students with disabilities. Prerequisite for all special education courses.
Historical, Philosophical, and Multicultural Foundations of American Education: 3 credits
This introductory course examines the historical and philosophical roots of public education and discusses how this system is related to the social, multicultural, political, and economic life of the nation. As a course in educational foundations, this course examines the concept of cultural pluralism—the values, traditions, and aspirations of various immigrant and ethnic groups and the ways in which those differences influenced schooling cultures and processes.
Psychology Of Child Development and Learning: 3 Credits
This course will review current thinking in the study of child development as reflected in prevailing developmental theory and research. Course readings and assignments will address developmental issues throughout childhood within the physical, cognitive, and socioemotional domains. Special emphasis will be placed on the changes in learning that occur during infancy and childhood.
Teaching Linguistically and Culturally Diverse Children: 3 Credits
Theory and practical approaches and strategies to make content relevant and understandable to students in mainstream classrooms who may lack English language proficiency, experience, and background.
Beginning Reading and Writing In Inclusive Classrooms: 3 Credits
This course focuses on the development of linguistic and cognitive processes in emergent literacy and beginning reading and writing, as well as application in models for the instruction and assessment of reading and writing in young children. The course includes contemporary and historical approaches to the relationship between meaning-based literacy activities and word-level reading and spelling. It also includes material on classroom-based interventions for young children at risk of reading failure because of learning differences.
Courses for M.S.T. in Childhood Education, M.S.T. in Childhood Special Education, and M.S.T. in Early Childhood Special Education
Children’s Literature In A Multicultural Society: 3 Credits
Issues of equity and justice are explored through literature. Adult and children’s literature are used to examine the concept of cultural pluralism—the values, traditions, and aspirations of various immigrant and ethnic groups. Introduction to various genres and uses of literature in the early childhood and childhood language arts program.
Courses for M.S.T. in Childhood Education, M.S.T. in Childhood Special Education, and M.S.T. in Childhood and Early Childhood Education
Teaching Mathematics To Children: 3 Credits
This basic course in mathematics education provides a conceptual and operational framework for reflective, pre-service teachers, systematically reflecting on the influence research, theory, and practice has on teacher decision-making for enhancing student learning in mathematics.
Teaching Social Studies to Children: 3 Credits
This basic course in social studies education provides a conceptual and operational framework for reflective, pre-service teachers, systematically reflecting on the influence research, theory, and practice has on teacher decision-making for enhancing student learning in social studies.
Teaching Science and Technology To Children: 3 Credits
This course will provide opportunities to critically analyze recent concepts, theories, and practices in developing a science curriculum. Current trends, technologies, and technological issues and their impact on society will be explored. Emphasis will be placed upon gaining knowledge bases for the life, physical, and earth sciences. Opportunities will be provided to develop an understanding of instructional technologies as tools for reflective practitioners and to evaluate their use and effectiveness.
Teaching The Arts In Childhood Education: 1 Credit
This course is an introduction to creative and expressive development in children. It covers the theory and practice of appreciating and producing drama, movement, music, and the visual arts, as well as the integration of the arts into interdisciplinary curricula.
Literacy Across The Curriculum In Inclusive Classrooms: 3 Credits
This course has a threefold focus: an in-depth study of strategies for comprehending and creating text; integration of previous coursework in a comprehensive literature-based interdisciplinary theme unit; and an expectation that teachers or teacher candidates will teach, evaluate, and reflect upon this curriculum in their roles as teacher-researchers. Topics include background knowledge, questions, and queries; reader response theory; cognitive and metacognitive strategies; interconnections between text structure in reading and text structure in writing; study and research strategies; and multiple print sources, including technology. The course promotes the individualization of curriculum for all children.
Integrating Technology Into Elementary Education: 1 Credit
This course assumes introductory knowledge, skills, and understanding of concepts related to technology, including the ability to access, generate, process, and transfer information using appropriate technologies as well as familiarity with various software programs. This course will assist students in planning, designing, implementing, and assessing learning environments and experiences supported by technology. This course will emphasize computer capabilities for teaching, classroom management, the use of assistive technology, and communicating electronically from a K–6 perspective.
Reflective Practice and Field Experience (I) In An Inclusive Childhood Classroom: 1 Credit
This course provides an introduction to schools and schooling practices. The reflective seminar is intended as a vehicle for critical reflection through which theory can be integrated with practical experiences. It focuses on several interconnected teaching strands: curriculum design, lesson planning, classroom organization, classroom management, assessment, reflective practice, collaboration, and professionalism. Students in this seminar are viewed as reflective practitioners who draw from multiple models in planning for learning and teaching. This planning will build an inclusive community of learners, minimize behavior problems, and provide a welcoming, supportive environment for all children. The course meetings are designed to meet the varying needs of our students in either the traditional or alternative programs. The seminar also provides a structure for organizing workshops in child abuse prevention, drug and alcohol abuse prevention, and violence prevention. Field experiences progress from observation to guided practice with small and large groups of students.
Reflective Practice and Field Experience (II) In An Inclusive Childhood Classroom: 1 Credit
This course provides an introduction to schools and schooling practices. The reflective seminar is intended as a vehicle for critical reflection through which theory can be integrated with practical experiences. It focuses on several interconnected teaching strands: curriculum design, lesson planning, classroom organization, classroom management, assessment, reflective practice, collaboration, and professionalism. Students in this seminar are viewed as reflective practitioners who draw from multiple models in planning for learning and teaching. This planning will build an inclusive community of learners, minimize behavior problems, and provide a welcoming, supportive environment for all children. The course meetings are designed to meet the varying needs of our students in either the traditional or alternative programs.
Reflective Practice and Student Teaching (I) In An Inclusive Childhood Classroom: 1 Credit
This course provides an introduction to schools and schooling practices. The reflective seminar is intended as a vehicle for critical reflection through which theory can be integrated with practical experiences. It focuses on several interconnected teaching strands: curriculum design, lesson planning, classroom organization, classroom management, assessment, reflective practice, collaboration, and professionalism. Students in this seminar are viewed as reflective practitioners who draw from multiple models of planning for learning and teaching. This planning will build an inclusive community of learners, minimize behavior problems, and provide a welcoming, supportive environment for all children. The course meetings are designed to meet the varying needs of our students in either the traditional or alternative programs.
Reflective Practice and Student Teaching (II) In An Inclusive Childhood Classroom: 1 Credit
This course provides an introduction to schools and schooling practices. The reflective seminar is intended as a vehicle for critical reflection through which theory can be integrated with practical experience. It focuses on several interconnected teaching strands: curriculum design, lesson planning, classroom organization, classroom management, assessment, reflective practice, collaboration, and professionalism. Students in this seminar are viewed as reflective practitioners who draw from multiple models in planning for learning and teaching. This planning will build an inclusive community of learners, minimize behavior problems, and provide a welcoming, supportive environment for all children. The course meetings are designed to meet the varying needs of our students in either the traditional or alternative programs.
Courses for M.S.T. in Early Childhood Special Education and M.S.T. in Childhood and Early Childhood Education
Early Childhood Curriculum and Assessment: 3 Credits
Conceptual analysis and evaluation of existing early childhood curricula, including emerging trends and issues, educational assessment of the young child, strategies and issues, formulation and implementation of educational goals and objectives, and instructional and behavioral.
Early Learning Through Play: 3 Credits
This course focuses on creating, implementing, and assessing appropriate play experiences in diverse early childhood classrooms. The development of play and its potential for learning across the curriculum will be addressed, with emphasis on the preschool, kindergarten, and early primary grades. Helping families understand the value of play in early learning also will be included.
Framework for Education for All Young: 3 Credits
A critical analysis of the theoretical and empirical bases for working in early childhood settings developed for young children with and without disabilities. Overview of legislation, program models, and program review.
Family, Community, and All Young Children: 3 Credits
This course critically examines the ecology of early childhood; the young child as a reactive and proactive agent in dynamic interaction with forces in the physical and social environment (family, home, neighborhood, media, legislation, child advocacy, etc.); the reciprocal relationship between early childhood education, family, and community.
Courses for M.S.T. in Early Childhood Special Education
Observing and Documenting Children’s Learning: Reflective and Effective Early Childhood Practices: 3 Credits
This course will introduce major child-development and learning theories, and different assessment tools for observing and documenting child development and learning. Implications for programming and instruction for young children will be discussed.
Early Childhood Education Portfolio: 0 Credits
Development and review of professional portfolio for early childhood education teacher candidates in MST certification programs. Candidates must demonstrate that they have met early childhood education program goals as well as program goals of specific certification areas.
Courses for M.S.T. in Childhood Education and M.S.T. in Childhood and Early Childhood Education
Childhood Education Portfolio: 0 Credits
Development and review of professional portfolio for childhood education teacher candidates in M.S.T. certification programs. Candidates must demonstrate that they have met childhood education program goals, as well as program goals of specific certification areas.
Courses for M.S.T. in Early Childhood Special Education
Planning Instruction for Young Children with Disabilities: 3 Credits
M.S.T. in Early Childhood Special Education Only
This course shall enable students to structure physical and social environments, and to develop and implement instructional and intervention plans and procedures that are developmentally appropriate and respectful of family, cultural, language, and social diversity.
Assessment Strategies for Young Children with Disabilities: 3 Credits
M.S.T. in Early Childhood Special Education Only
This course provides an overview of assessment approaches and practices in early intervention and early childhood special education programs. Students will obtain skills in administering formal and informal assessments, implementing culturally unbiased instruments and procedures, and interpreting and communicating assessment results for planning intervention and evaluating instruction and programs. The role of the family in the assessment process is emphasized.
Perspectives and Issues in Early Childhood Special Education: 3 Credits
M.S.T. in Early Childhood Special Education Only
Courses for M.S.T. in Childhood Special Education
Assessment of All Children With Disabilities: 3 Credits
M.S.T. Childhood Special Education Only
This course prepares students to use formal and informal educational diagnostic methods for assessment, analysis, and evaluation of children with disabilities. Issues of non-biased assessment and instructional implications are included.
Environments for Managing Challenging Behaviors: 3 Credits
M.S.T. Childhood Special Education Only
Focus on planning and managing instructional environments for at-risk students and students with disabilities. Students will learn to establish secure learning environments that are structured to facilitate the academic and behavioral success of learners. Contemporary approaches to modifying behavior will be studied.
Differentiating Instruction For All Students: 3 Credits
M.S.T. Childhood Special Education Only
This course focuses on the development of curricula that are provided in a variety of educational settings. This course assumes that a classroom includes students of different physical and cognitive abilities; students of different racial, ethnic, religious, and socio-economic origin; and students who demonstrate individual learning styles. The emphasis of this course is on the teaching-learning process via a decision-making model for differentiating instruction. This process considers the materials, presentation style, organization of classroom instruction (small group, individual, etc.), and the use of technology in differentiating curricula. Recognizing instruction as a collaborative process, this course will examine ways to build collaborative skills needed to establish positive professional relationships with parents, psychologists, social workers, administrators, community agencies, and paraprofessionals.
Childhood Special Education Portfolio:0 Credits
M.S.T. Childhood Special Education Only
Development and revision of professional portfolio for Childhood Special Education teacher candidates in the M.S.T. program.
Graduation Requirements
In addition to completing all the coursework and field requirements above, students in the Master of Science in Teaching programs will have to meet the following graduation requirements.
- Completion of all prerequisite undergraduate liberal arts courses. Applicants will be notified of which requirements they have remaining to take upon receipt of their admissions letter.
- Completion of seven (7) New York State mandatory child safety workshops. These workshops are required for both in-state students and out-of-state students who are seeking certification in their home state.
- School Violence Intervention and Prevention Workshop (2 hours with online options)
- Child Abuse Identification and Reporting Workshop (2 hours with online options)
- Autism Workshop (4 hours with online options)
- Dignity for All Students Act (6 hours) Students can complete 3 hours online but must complete the other 3 hours in-person at an approved site within the state of New York.
- Drug Abuse Prevention Workshop (2 hours with online options)
- Physical Education/Health Workshop (1.5 hours with online options)
- edTPA Preparation Workshop (4 hours with online options)