CURR 700 Educational Foundations for Inclusive Practices 3 Credits

This course provides psychological and interdisciplinary perspectives on teaching and learning. Within the theme of optimal development of creative intelligence, and in concordance with important NJ and national professional standards, candidates will use these perspectives to begin their career-long processes of reflective professional development. More specifically, the course develops knowledge, skills, and dispositions pertinent to (a) child and adolescent development, (b) learning theories, (c) learner diversity, (d) classroom management, (e) career readiness skills, (f) philosophical and historical perspectives on education, (g) sociocontextual and interdisciplinary influences on education, and (h) higher-order, creative and critical thinking. The emphases on student development and learner diversity entail in-depth investigation of the following subtopics: the philosophical, legal, and historical foundations of special education; the characteristics of students with disabilities and learning strengths; inclusive practices; professional partnerships for support of diverse learners; and strategies for modification of curriculum content and materials aligned to NJ Student Learning Standards, learning environments and processes.

CURR 702 Early Literacy Development for Diverse Learners 3 Credits

This course addresses current strategies for teaching beginning learners’ vocabulary, comprehension, composition, and language study. It addresses strategies for the development of literacy for all learners ranging from the gifted and talented to those with learning disabilities or other special needs. The course develops proficiency with the management of literacy instruction for content areas in general education in preschool and primary grades and planning aligns with NJ Student Learning Standards. It provides candidates with the pedagogical literacy proficiency necessary for the development of their students’ career readiness skills (employability skills, employment readiness through enhanced literacy capacities). Field experiences include observation and interaction in classes focusing on literacy instruction in inclusive classrooms.

Prerequisite(s): CURR 700 with a minimum grade of C+.

CURR 722 Advanced Studies in Literacy Development and Assessment 3 Credits

This course emphasizes evidence-based approaches to literacy instruction, including differentiated strategies for diverse learners, with particular attention to students who experience reading difficulties or are at risk for reading disabilities. The course emphasizes the importance of culturally responsive pedagogy and the role of diverse literature in the literacy development process. Teacher candidates will engage with multicultural and multilingual children's literature, exploring its potential to foster inclusivity and enhance literacy and language learning for all students. The course also explores formative and summative assessment techniques for evaluating literacy skills and using assessment to inform instruction. Through case studies, research reviews, and field observations, beginning teachers will develop skills to design and implement effective literacy instruction and assessment practices in early childhood and elementary classrooms.

Prerequisite(s): CURR 700 with a minimum grade of C+.

LITR 508 Literacy and the Bilingual/Bicultural Child 3 Credits

Presents multidisciplinary and interdisciplinary perspectives on bilingual/bicultural children and their reading process. Strategies and materials for second language reading instruction are suggested and discussed.

CURR 710 Math Methods for the Inclusive Elementary Classroom 3 Credits

This course introduces teacher candidates to effective mathematics instruction based on learning trajectories of diverse learners in preschool and elementary classrooms. The course will guide candidates as they consider how to create inclusive, equitable, supportive yet challenging mathematics learning environments for their students. In alignment with the NJ Student Learning Standards and NAEYC and NCTM professional standards, emphasis is placed on planning and implementing an inquiry-based approach with hands-on experiences, use of technology, and traditional and non-traditional assessment strategies. The course provides candidates with the pedagogical proficiency necessary to foster mathematical understanding, engagement, and enjoyment. Field experiences consist of classroom observations with instructional analysis and assessment of children’s mathematical thinking.

Prerequisite(s): CURR 702 with a minimum grade of C+.

CURR 719 Math Applications and Connections in the Elementary Classroom 3 Credits

This course explores innovative strategies for integrating mathematics into various content areas within preschool and elementary classrooms. This course emphasizes the importance of making math engaging, relevant, and accessible for preschool and elementary students. Teacher candidates will explore a variety of interdisciplinary approaches that connect math with art, science, language arts, social studies, STEM, music, technology, and everyday life skills. Through a blend of theoretical knowledge and practical application, candidates will learn to design and implement lessons that foster a positive attitude towards math and enhance students' critical thinking and problem-solving abilities across the elementary curriculum.

Prerequisite(s): CURR 702 with a minimum grade of C+.

CURR 715 Inclusive Elementary Science, Arts, & Social Studies Teaching 3 Credits

This course provides aspiring elementary school teachers with a variety of developmentally appropriate options for designing, implementing, and evaluating curriculum and instruction in science, social studies, and the arts. Using NJ Student Learning Standards, emphasis is placed on inclusive practices and differentiation of instruction (e.g., modifying curriculum planning, learning environments, and instructional materials, content, processes, and products), curriculum integration, thematic unit and lesson planning, various teaching strategies, hands-on learning experiences, inquiry learning, career readiness skills, higher-order thinking, reflective practice, and various assessment strategies. Other facets of teaching also are addressed or reviewed in the course. These include the characteristics and needs of students with disabilities motivation, classroom management, and becoming a team member of a school faculty. Candidates also refine their pedagogical knowledge and skills by participating in the modification of instruction to meet the needs of diverse learners in nearby school settings.

Prerequisite(s): CURR 702.

CURR 770 Clinical Experience and Seminar in Teaching 9 Credits

This course, designed for those seeking teacher initial certification, requires full-time supervised daily participation in a school setting with diverse students including students with disabilities. These experiences test and strengthen the translation of educational theory and research into meaningful teaching practice. On-campus or site-based seminar accompany the clinical experience and emphasize the reflective development toward professionalism through sharing and analyses of how to support the learning needs of diverse students and connecting clinical experiences with content knowledge and pedagogical knowledge from prior course work. The clinical experience is augmented with a series of additional seminars that include the following: introductory/orientation seminars prior to the beginning of the semester; strategies for designing inclusive education practices and positive behavioral supports, assistive technology for diverse learners, transition planning; classroom management strategies; awareness of methods for strengthening student achievement and career readiness.

CURR 771 Supervised Clinical Experience in Teaching 9 Credits

The Supervised Clinical Experience in Teaching is available only to candidates seeking initial teacher certification and who currently work full-time teaching. Candidates may apply to the program for Supervised Clinical Experience in Teaching by providing evidence of successful, full-time teaching experience, planning, and evaluation. Once approved, candidates continue teaching within the appropriate certification area and under university supervision for a semester. On-campus or site-based seminar accompany the clinical experience and emphasize the reflective development toward professionalism through sharing and analyses of how to support the learning needs of diverse students and connecting clinical experiences with content knowledge and pedagogical knowledge from prior course work. The clinical experience is augmented with a series of additional seminars that include the following: introductory/orientation seminars prior to the beginning of the semester; strategies for designing inclusive education practices and positive behavioral supports, assistive technology for diverse learners, transition planning; classroom management strategies; awareness of methods for strengthening student achievement and career readiness.