This course focuses on the historical and philosophical underpinnings of modern educational theory and practice including the study of: ancient Greek literature; early Jewish, Christian, and Muslim writings; and philosophical developments in the Renaissance, Reformation, and revolution­ary periods. It also examines the social, cultural, and ideological forces that have shaped educational policies in the United States as well as the current national de­bates on ways to meet the wide range of educational and social-emotional needs of students from diverse communities. Fifteen hours of fieldwork are required.

This course prepares pre-service and in-service mathematics teachers to under­stand and respond to the needs of students with disabilities. The course considers the historical context for special education and the institutional approach to disabilities, and utilizes that context to critically exam­ine and discuss current educational prac­tices, laws, and regulations for students with diverse learning abilities. The inclu­sion/standards debate, as well as the diag­nosis, classification, and assessment of students are addressed. Instructional ap­proaches and strategies for teaching math­ematics to students with diverse learning abilities in the typical classroom are intro­duced. Fifteen hours of fieldwork are re­quired.

This course examines the nature of adoles­cent cognitive, emotional, social, and moral development with implications for classroom teaching. It also addresses inte­gration of theory and research findings from the fields of developmental and edu­cational psychology and explores multi­cultural contexts for growth, development, and learning. Fifteen hours of fieldwork are required.

This course focuses on current approaches to assessing and promoting reading com­prehension and critical reading and writing skills of middle and secondary school stu­dents. It also examines how to: enhance oral and written communication skills; tap into motivational factors in literacy devel­opment during the middle and high school years; and use specific approaches to work with English language learners, gifted stu­dents, and students with disabilities during adolescence. Fifteen hours of fieldwork are required for this course.

This course focuses on principles and prac­tices for teaching high school mathemat­ics, including the study of algebra, geometry, probability, trigonometry, and statistics; curriculum development and in­structional approaches in developmental context, with attention to needs of typical adolescent learners and identification and remediation of major obstacles to student learning in mathematics. Students examine application of mathematical and scientific concepts and skills to real-life settings. Fif­teen hours of fieldwork are required.

This course examines the most commonly used curriculum materials, including text­books and supportive video and technol­ogy materials, and also at the development of new curriculum materials for special student populations or the enhancement of already available materials for such popu­lations. The course also identifies the learning theories and instructional method­ologies embodied in each curriculum and compares those theories and methodolo­gies for their effectiveness with various student populations and student character­istics. Students examine means, methods, and materials for assessing student under­standing and performance as well as ways to use this information to inform and improve instruction as an ongoing practice in the classroom. Techniques investigated in­clude quizzes, writing assignments, tests, authentic and performance assessment and rubrics. Fifteen hours of fieldwork are re­quired.

This course focuses on the major concepts and skills students should learn and be able to apply in the areas of algebra and trigonometry. The course identifies what students should have learned informally in grades 5 and 6 that can be used to transition to a more formal understanding of these topics. It also examines: the learning theories related to development of understanding from a concrete level using ma¬nipulative materials to model algebraic and trigonometric problems and methods; how to help students move step by step to a more conceptual understanding of the concepts and skills, including the use of symbolic representation and manipulation; and the use of various technologies to enhance understanding and application. As a part of the course, either individually or in small groups, students develop and present appropriate mini-lessons embodying the principles and methods of effective mathematics teaching.

This course focuses on the major concepts and skills students should learn and be able to apply in the areas of geometry, probability, and statistics. The course examines what students should have learned informally in grades 5 and 6 that can be used to transition to a more formal understanding of these topics. The course also examines how to use relevant learning theories to help students transition from a concrete level of understanding of these topics using physical manipulative materials to a conceptual level of understanding using symbolic representation and manipulation. The use of various technologies to enhance understanding is also employed. As a part of the course, either individually or in small groups, students develop and present appropriate mini-lessons embodying the principles and methods of effective mathematics teaching.

This course addresses a selection of topic areas usually taught at the secondary level – including but not limited to algebra, geometry, and probability and statistics – and looks at them from an advanced perspective illuminating their uses, interconnections and the mathematical theory or theories underlying them. This is a capstone content mathematics course helping to unify and enhance the prior college level mathematics courses the students in the program will already have taken as a prerequisite for entrance into the program. 

A continuation of MTHN 654.

Students complete a minimum of 20 days, or 100 hours, teaching students in a mid­dle school (grades 7 through 9) mathemat­ics classroom under the daily supervision and mentorship of an experienced and cer­tified cooperating mathematics teacher. During this practicum experience the stu­dent teacher progresses from watching and helping the regular classroom teacher to taking on full responsibility for the class him- or herself. The practicum, under the supervision and guidance of the cooperat­ing teacher, includes experience in: de­signing, developing and implementing daily lesson plans; creating quizzes and exams; designing and grading homework assignments; implementing classroom dis­cipline; continuously evaluating student understanding and using daily evaluations to modify future teaching practices; em­ploying effective ways to carry out routine administrative practices including the tak­ing of attendance and assigning student grades.

The cooperating teacher meets with the student teacher on a regular basis to help the student teacher develop his/her skills and practices; helps answer or find answers to questions the student teacher might have; and remains in the classroom to monitor all activities and to provide super­vision whenever the student teacher takes over the class. A full time faculty supervi­sor from Touro’s Graduate School of Edu­cation meets with both the student teacher and the cooperating teacher on a regular basis, observes the student teacher’s per­formance in the classroom, and discusses the student teacher’s development with both the student teacher and cooperating teacher.

At the end of the semester the cooper­ating teacher submits to the Touro College faculty supervisor an evaluation form for the student teacher indicating areas of strength and weakness and where the stu­dent teacher should concentrate on im­proving his or her teaching skills. Using this evaluation and the Touro College fac­ulty supervisor’s own observations, the fac­ulty supervisor then submits a grade for the student teacher’s performance in this course. Prerequisite: MTHE 601. (Pleasenote: This course must be taken during thefinal two semesters of the program.)

Students complete a minimum of 20 days, or 100 hours, teaching students in a high school (grades 10 through 12) mathematics classroom under the daily supervision and mentorship of an experienced and certified cooperating mathematics teacher. During this practicum experience the student teacher progresses from watching and helping the regular classroom teacher to taking on full responsibility for the class him- or herself. The practicum, under the supervision and guidance of the cooperat­ing teacher, includes experience in: de­signing, developing and implementing daily lesson plans; creating quizzes and exams; designing and grading homework assignments; implementing classroom dis­cipline; continuously evaluating student understanding and using daily evaluations to modify future teaching practices; em­ploying effective ways to carry out routine administrative practices including the tak­ing of attendance and assigning student grades.

The cooperating teacher meets with the student teacher on a regular basis to help the student teacher develop his or her skills and practices; helps answer or find answers to questions the student teacher might have; and remains in the classroom to monitor all activities and to provide super­vision whenever the student teacher takes over the class. A full time faculty supervi­sor from Touro’s Graduate School of Edu­cation School meets with both the student teacher and the cooperating teacher on a

regular basis, observes the student teacher’s performance in the classroom, and discusses the student teacher’s devel­opment with both the student teacher and cooperating teacher.

At the end of the semester the cooper­ating teacher submits to the Touro College faculty supervisor an evaluation form for the student teacher indicating areas of strength and weakness and where the stu­dent teacher should concentrate on im­proving his or her teaching skills. Using this evaluation and the Touro College fac­ulty supervisor’s own observations, the fac­ulty supervisor then submits a grade for the student teacher’s performance in this course. Prerequisite: MTHE 605. (PleaseNote: This course must be taken during the  final two semesters of the program.)

This course examines the nature of adoles­cent cognitive, emotional, social, and moral development with implications for classroom teaching. It also addresses inte­gration of theory and research findings from the fields of developmental and edu­cational psychology and explores multi­cultural contexts for growth, development, and learning. Fifteen hours of fieldwork are required.

This course focuses on current approaches to assessing and promoting reading com­prehension and critical reading and writing skills of middle and secondary school stu­dents. It also examines how to: enhance oral and written communication skills; tap into motivational factors in literacy devel­opment during the middle and high school years; and use specific approaches to work with English language learners, gifted stu­dents, and students with disabilities during adolescence. Fifteen hours of fieldwork are required for this course.

This course focuses on principles and prac­tices for teaching middle school mathe­matics, including the study of rational numbers, algebra, geometry, probability, and statistics. Students also examine curriculum development and instructional ap­proaches in developmental context, with attention to the needs of typical adolescent learners and identification and remediation of major obstacles to student learning in mathematics. The course reviews applica­tion of mathematical and scientific con­cepts and skills to real-life settings. Students have an option to design, develop, and hand in an online portfolio for this course. Fifteen hours of fieldwork are re­quired.

Seminar on the identification and reporting of child abuse and neglect; signs and symptoms to look for; ways to approach children; understanding the variety of ways children may convey that they are being abused or neglected; teacher concerns regarding reporting abuse or neglect; rationalizations for not reporting; working with systems; and the aftermath of reporting abuse or neglect.

Seminar on statutes, regulations and policies relating to a safe, nonviolent school climate; effective classroom management techniques and academic supports that promote a nonviolent school climate and enhance learning; social and problem-solving skill development for students within the regular school curriculum; warning signs within a developmental and social context that relate to violence and other troubling behaviors in children; intervention techniques to address school violence situations, and how to participate in an effective school/community referral process for students exhibiting violent behavior. 

6-hour Bullying and Harassment Workshop (required for NYSED certification)

This 12-session course focuses on enhancing the writing and reading comprehension skills students need to successfully complete graduate-level coursework in degree-bearing programs in the Division of Graduate Studies. The philosophy of the course is that good writing requires good thinking; good writing requires good reading, and students will become better writers and readers through practice, practice, and more practice. With this in mind, an aim of the course is to help students refine their writing and reading at the graduate level through guided instruction, hands-on exercises, many chances to interact with course instructors and peers, and opportunities to practice a variety of approaches to writing and reading. Attention is also paid to the communication skills and strategies students can use when taking required New York State teacher certification and other professional certification tests. Course learning topics and practice exercises and assignments are sequential. The course also provides students with materials on how to research topics for coursework and how to correctly apply APA style to research papers and reflection papers. Attendance at all 12 sessions is mandatory.

This course is offered in a friendly and supportive atmosphere. Classes meet weekly for two-and-a-half hours. Course instructors provide expert writing and reading help and are experienced in helping students write and read with greater ability and confidence.

Students are required to maintain a portfolio of their writing and reading assignments and exercises. Portfolios are established authentic assessment tools used to measure students’ progress in writing skills development and critical reading and to indicate where extra help may be needed in these areas. Weekly written feedback from course instructors will be included in each student’s portfolio. Summary progress reports will be provided to the students at the midpoint and final session of the course.

Graduate-level writing should be error free. With this in mind, students will be provided with materials on standard American English grammar, usage, capitalization, punctuation and spelling.

This course is graded on a Pass/Fail basis. Students must complete all writing and reading assignments and bring their portfolios to all sessions. All assignments must be completed on time. One late assignment is permitted as long as it is completed and submitted the next scheduled session. Students who fail to comply with these requirements will be dropped from the course.