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 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.

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 explores the role of the ad­ministrator in developing leadership strate­gies that promote high quality teaching in mathematics grades K-12. The course ex­amines methods and materials as well the scope and sequence of mathematics across the grades. Students examine the most up to date methods of teaching mathematics as well as ways in which administrators can motivate and assist teachers in increasing student achievement while simultaneously assuring that the school meets state man­dates regarding adequate yearly progress.

This course introduces students to a selec­tion of current issues of concern and inter­est in adolescent mathematics education; provides a sampling of the research that has been conducted relating to these issues; and addresses ways in which the results of such research can be employed by class­room teachers to improve their classroom practice.

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 introduces students to the mathematical properties of the set of rational numbers as well as instructional approaches for teaching students to use and manipulate rational numbers. The course also provides instructional strategies for helping students make the transition from the use of rational numbers in middle school to the use of rational algebraic expressions in high school.

This course introduces students to the top­ics covered in the Advanced Placement Calculus and Statistics courses and pro­vides guidance on how to teach the ad­vanced courses effectively.

This course explores the role of the administrator in developing leadership strategies that promote high quality teaching in mathematics grades K-12.  The course examines methods and materials as well the scope and sequence of mathematics across the grades. Students examine the most up to date methods of teaching mathematics as well as ways in which administrators can motivate and assist teachers in increasing student achievement while simultaneously assuring that the school meets state mandates regarding adequate yearly progress.

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.

This course introduces students to several important topics in the history of mathe­matics, such as: how mathematical discov­eries and developments that occur hundreds or even thousands of years apart can be connected in important ways; and how teachers of mathematics can use inci­dents and stories from the history of math­ematics to make their teaching more interesting and effective.

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.\nThe 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.\nAt 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.\nThe 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\nregular 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.\nAt 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.)

Communications

LAST

ATS-W

CST

Accent Reduction