The School of Education

David Bell, Ed. D Mission: 4. To foster basic and applied research in Dean education and human services involving The School of Education prepares professionals students and faculty. and scholars who advocate for equitable, Michael Downton, Ph.D. 5. To serve as a resource center to the ethical education. We embrace culturally Associate Dean of Undergraduate Education educational community by: providing responsive, evidence-based practices that and Student Engagement leadership and supportive services for local, challenge students to be vanguards of Aliya Holmes, Ph.D. state and national associations; sponsoring powerful and positive changes in the world. Associate Dean of Graduate Education and professional meetings and seminars; and Faculty Development offering consultative services for schools and Gina Cicco, Ed.D. Vision: community agencies. Associate Dean for the School of Education, We envision excellence and innovation in Staten Island Campus socially responsible education that fosters intellectual curiosity, advocacy, and leadership Organization and Patrick J. Dunphy, B.S., M.B.A. in the local and global communities we serve. Assistant Dean for Planning Administration and Fiscal Affairs Core Values: The School of Education consists of Steven M. Neier, B.A., M.A., M.S.Ed. four departments. The Department of Ethical Leadership Assistant Dean for Mission, Media, Administrative and Instructional Leadership Global Perspectives and Diversity and Outreach offers programs in gifted education, Integrity Edwin Tjoe, Ed.D. instructional leadership and educational Innovation Assistant Dean for Data Management and administration. E-Learning Social Responsibility The Department of Education Specialties offers programs in bilingual/multicultural Anthony Annunziato, Ed.D. Objectives education, literacy, special education, and Director of the Long Island Graduate Center TESOL (Teaching English to Speakers of Other Rosalba Del Vecchio, Ed.D. The School of Education has four major goals Languages). The Department of Counselor Director of Non-Public School Leaders Program consistent with the mission and distinctive Education offers programs in clinical mental Linda Miller, B.A. purposes of the University. The goals focus health and school counseling. Director of Clinical Field Experiences on a global view of our profession as the The Department of Curriculum and Mirella Avalos-Louis, Ed.D. world changes. The programs of The School Instruction offers certification programs Director of Alternative Certification of Education will prepare you to deal with in teacher education covering all the Lily Scarabino, B.A. the urgency of knowing how technology developmental areas. Certification Officer affects both the learning of students and the assessment of their work and your own. These purposes include: (1) to prepare you Accreditation to be competent in your subject area; (2) to St. John’s University Teacher Education provide you with the pedagogical knowledge, and Educational Leadership programs are understanding and skills necessary, as currently accredited by the Teacher Education caring and qualified professionals, to meet Accreditation Council (TEAC), moving towards the rising academic standards expected of The Association for Advancing Quality in children and teachers; (3) to enable you Educator Preparation (AAQEP). to acquire professional knowledge of the

rights and responsibilities of teachers and their implications for productive relationships Student Responsibilities with other professional staff, students, and In addition to the general policies of the community members; and (4) to introduce you University set forth in this bulletin, students are to essential concepts of leadership in K–12 responsible for becoming knowledgeable about schools or as faculty and administrators in New York State Certification requirements and higher education, projected into the future. regulations for teachers, school administrators, The School of Education’s objectives are: and school counselors, New York State license 1. To provide a vibrant learning environment requirements and regulations for mental health for the intellectual, professional and moral counselors, adhering to the academic calendar, development of students. and for meeting all of the requirements of their 2. To provide programs to meet students’ and respective academic programs. societal needs in order to function effectively as professionals in a dynamic multicultural, Classification of Students multi-ethnic University as a prototype of our society, that can lead to greater world-wide partnerships. Matriculated Students 3. To encourage students to develop a personal A matriculated student is one who has been philosophy of education consistent with the accepted for and is actively engaged in a University’s mission. degree or diploma program in The School of Education at St. John’s University.

106 Maintaining Matriculation Our Campuses electronic resources of the University library, academic and student services including Master’s Degree and Advanced Students have great flexibility to choose the student advising, counseling and career Certificate campus where they will take their courses to services. St. John’s now makes it possible for students to earn their degrees without leaving Continuous enrollment from date of complete their degree program. Students may their home or work. Several of our graduate ­matriculation until the degree is awarded is take courses online, at the Queens or Staten degrees are available entirely online and mandatory for students enrolled in degree Island campuses, or at the Manhattan or Long designed for busy professionals balancing both programs. Island Graduate Center locations. Students may work and family, and need the flexibility of Students not enrolled in course work must complete an entire degree online as an Online non-campus based programs. Log-on to www. maintain their active status each semester by Learning student depending on appropriate stjohns.edu/academics/schools-and-colleges/ enrolling in MAINTAINING MATRICULATION at program registration (see Programs of Study on online-learning for more details, or contact: the scheduled registration period. Those who next page) and course availability. have not satisfied the continuous enrollment Queens Edwin Tjoe, Ed.D. requirement for two or more semesters must: Assistant Dean for Data Management and 1) apply for readmission; 2) be readmitted; The park-like Queens campus is readily E-Learning 3) meet the program requirements in effect accessible by car, bus, subway, or air. Located St. John’s University at that time; 4) pay appropriate maintaining between JFK and LaGuardia Airports, the 8000 Utopia Parkway matriculation fees for two semesters. campus is just off the Grand Central Parkway, Queens, NY 11439 See program listings: Master’s level (EDU which connects Nassau and Suffolk Counties to (718) 990-2440 3925, 5925, 6925, 7925, or 9925) Advanced Queens, Manhattan and upstate New York. [email protected] Certificate (EDU 5935, 6935, or 7935). Log-on to stjohns.edu/campuses/queens- Additional Locations Doctoral Degrees the sch oo l of E d u cat io n The School of Education currently offers campus/directions four doctoral degree programs: the Ed.D. in for more details, or contact: Long Island Graduate Center Educational Administration and Supervision, Sandra Altman (LIGC) the Ed.D. in Instructional Leadership; both Associate Director of Graduate Admission- Centrally located in Hauppauge, NY, the Long in the Department of Administrative and School of Education Island Graduate Center offers quality programs Instructional Leadership, the Ph.D. in Literacy St. John’s University to graduate students. in the Department of Education Specialties; 8000 Utopia Parkway and the Ph.D. in Curriculum and Instruction. Sullivan Hall, Room 521 Anthony Annunziato, Ed.D. All programs require a course of study up to Queens, NY 11439 Associate Professor 60 credits, and successful completion of a 718-990-3125 Director of the Long Island Graduate Center comprehensive examination. [email protected] St. John’s University After successful completion of the Staten Island (SI) Long Island Graduate Center comprehensive examination, students must 120 Commerce Drive enroll in Doctoral Research, either EDU 5990, The wooded Staten Island campus is located Hauppauge, NY 11788 EDU 7990, EDU 3292, EDU 3293, EDU 8011 in the residential Grymes Hill section, 718-990-7781 or EDU 8012 until the degree is awarded. overlooking New York Bay. The campus is just [email protected] Students who have not satisfied the continuous off the Staten Island Expressway, and is easily enrollment requirement for two or more accessible by car, bus, and ferry. Manhattan (M) semesters must: 1) apply for readmission; 2) be Log-on to stjohns.edu/campuses/ Located in New York City’s East Village, readmitted; 3) meet the program requirements the Manhattan site is easily accessible by in effect at that time; and 4) pay the staten-island-campus for more details, or contact: mass transit. If you are traveling by car, the appropriate fees for two semesters. campus is located near the FDR Drive and the All requirements must be completed St. John’s University Williamsburg Bridge, making it easy to reach within eight years of the date of matriculation. 300 Howard Avenue from the city’s other boroughs, Long Island, All degree requirements must be completed Staten Island, NY 10301 upstate New York, New Jersey, or any of the no later than three years from the successful 718-390-4506 area’s major airports. The site is located on completion of the comprehensive examination Astor Place between 3rd and 4th Avenue in requirement. When there is sufficiently serious Online Learning/Online the Minskoff Equities Office Building. Visit reason, students may petition for an extension stjohns.edu/campuses/manhattan for more of one year at a time, not to exceed three (D) details, or contact: additional years. Approved by the New York State Education Non-Matriculated Students Department, online learning programs are Steven M. Neier equivalent with on-campus programs. Courses Assistant Dean for Mission, Media A non-matriculated student is one who is not are taught by the same faculty who teach and Outreach actively engaged in a degree or advanced on-campus courses. Classes are small and The School of Education certificate program in the Graduate School of actively engage students in asynchronous St. John’s University Education at St. John’s University. There is no online collaboration with other students and 101 Astor Place application fee for non-matriculated students communication with faculty members, so they New York, N.Y. 10003 and non-matriculated students are not eligible are not isolated in their studies. They follow 212-277-5122 for any sort of financial aid. This may not apply the same academic calendar as on-campus [email protected] to all programs. courses, and students have access to the vast

stjohns.edu/graduatebulletin 107 Education Options Adolescence Education, Spanish 7-12 (Q) Teaching English to Speakers of Other Adolescence Education and Teaching Students Languages (TESOL) PK-12 (Q, D, LIGC) The School of Education offers many graduate with Disabilities 7-12 Generalist with Subject level program options. Students should Extensions Career Change (Q, SI) carefully select a course of study based on Advanced Certificate and Alt. Cert (Trans B) Adolescent Education their professional teaching aspirations or career Extension Programs Residency (Q, M) goals, in consultation with a faculty advisor. Alt. Cert (Trans B) Adolescent Education Bilingual Extension (Q, D, LIGC) • Students who enter with initial teaching Residency, Teaching Students with Bilingual Education – CR-ITI (Q,D) certification will be eligible for additional Disabilities 7–12 Generalist (Q, M) Bilingual Education-Pupil Personnel Services: certification endorsement(s) upon program Alt. Cert. (Trans B) Adolescent Education and ITI (Q) completion. TESOL (Q, M) Bilingual Special Education: ITI (Q, D) • Students, including those with international Alt. Cert. (Trans B) Childhood & Childhood Clinical Mental Health Counseling (Q) credentials, possessing a bachelor’s or Special Education (Q, M) Gifted Education (Q, D) master’s degree in a field outside of teacher Alt. Cert. (Trans B) English 7–12 (Q, M) Instructional Leadership (Q) education, who wish to obtain initial New Alt. Cert. (Trans B) Math 7–12 (Q, M) Literacy Leadership Coach (Q, SI, LIGC) York State certification, should pursue a 42– Alt. Cert (Trans B) Teaching Students with Middle School Education 5-6 Extension or 48-credit career change master’s program. Disabilities 7–12 Generalist (Q, M) (Q, SI) Middle School Education 7-9 Extension • Students, including those with international Childhood Education 1-6 (Q, SI) (Q, SI) credentials, possessing a bachelor’s or Childhood Education 1-6, Career Change School Building Leadership (Q, D, LIGC) master’s degree in any field, may choose (Q, SI, LIGC) School Building Leadership/School District a non-certification program option if their Childhood Education 1-6, Career Change Leadership (Q, D, LIGC) career goals are outside the traditional K-12 Non Cert (Q, SI, LIGC) School Counseling (Q) classroom or if they do not plan to teach in Childhood Education, 1-6, Field Change (Q, SI) School District Leadership (Q, D, LIGC) New York public schools. Childhood Education 1-6 and Childhood Special Education 1-6 (Internship) Teaching Children with Disabilities in • Students are strongly advised to carefully (Q, SI, LIGC) Childhood (Q, LIGC) consider the consequences of completing a Childhood Education 1-6 and Childhood Teaching Literacy B-6 (Q, SI, LIGC) Master’s in Education with a non-certification Special Education 1-6 (Internship) Teaching Literacy Grades 5-12 (Q, SI, LIGC) option. In doing so, they may have to fulfill Non Cert (Q, SI, LIGC) Teaching English to Speakers of other additional requirements according to NY Childhood Education 1–6 and T.E.S.O.L., languages (TESOL) PK-12 (Q, D, LIGC) State regulations to receive future teacher PK–12 Career Change (Q, LIGC) Teaching Students with Disabilities 7-12 certification endorsement from The School Childhood Education 1–6 and T.E.S.O.L., Generalist Subject Area Extensions (Q, SI) of Education. St. John’s reserves the right to PK–12 Career Change Non Cert (Q, LIGC) Teacher Institute in ESL – CR-ITI (Q) evaluate and support such applications. Clinical Mental Health Counseling (Q) TESOL Special Education: ITI (Q, D, LIGC) Early Childhood B-2, Career Change (Q, M) TESOL: ITI (Q, D, LIGC) Programs of Study Early Childhood B-2, Career Change Check the School of Education website for Non Cert (Q, M) new program offerings. Graduate programs are registered with New Early Childhood Field Change (Q, M) York State Department of Education to be Early Childhood Education B-2 And Teaching Doctoral Degree Programs offered on the Queens and Staten Island Students with Disabilities (B-2): Ed.D., and Ph.D. campuses, as well as via Online Learning. Field Change (Q) Educational Administration and Supervision Additionally, selected courses leading to Early Childhood Education B-2 And Teaching (Ed.D.) (Q, LIGC) many of our degree programs, but not entire Students with Disabilities B-2 (Q) Instructional Leadership (Ed.D.) (Q) (LIC) degrees, are offered at our Hauppauge and Literacy 5-12 (Q, SI, LIGC) Literacy (Ph.D.) (Q) Manhattan locations. Students interested Literacy B-6 (Q, SI, LIGC) Curriculum & Instruction: Four strands of study in taking courses offered at any of these School Building Leadership (Q, D, LIGC) (Ph.D) (Q) locations are advised that at least one course School Counseling (Q, SI) in their program must be taken on the Queens School Counseling with a Bilingual Extension campus in compliance with New York State (Q) Academic Information regulations. Teaching Children with Disabilities: Childhood The location at which a particular (Q, D, LIGC) Admission Requirements program is offered is indicated as follows: Teaching Literacy 5-12 and TESOL PK-12 Applicants seeking admission to graduate Queens , Staten Island (SI), Online Learning (Q, SI, LIGC) degree programs should consult specific (D), Long Island Graduate Center (LIGC), Teaching Children with Disabilities, Early program descriptions for admission Manhattan (M). Childhood ( B-2) (Q) requirements. Teaching Literacy 5-12 and Teaching Students Master’s Degree Programs All students interested in applying for a with Disabilities Generalist 7-12 with SWD program at any location should apply online at (M.S.Ed.) program extensions (Q, S, LIGC) stjohns.edu/admission/graduate/apply Adolescence Education Career Change (Q, SI) Teaching Literacy B-6 and Teaching Children All candidates seeking admission Adolescence Education Career Change with Disabilities (Q, SI, LIGC) to graduate-level programs that lead to Non Cert (Q, SI) Teaching Literacy B-6 and TESOL PK-12 certification in teacher education preparation Adolescence Education Field Change (Q) (Q, SI, LIGC) and educational leadership are now required Adolescence Education, Biology 7-12 (Q) Teaching Literacy B-12 (Q, SI, LIGC) to submit results from a standardized Adolescence Education, English 7-12 (Q) Teaching Students with Disabilities 7-12 graduate admissions exam. A standardized Adolescence Education, Math 7-12 (Q) Generalist with Students with Disabilities graduate admissions exam is not required Adolescence Education, Social Studies 7-12 (Q) Subject Extensions (Q, SI, LIGC)

108 the school of Education 109

stjohns.edu/graduatebulletin The degree requires successful completion A dissertation, approved by the Doctoral approved by the Doctoral A dissertation, and Dean of the School Committee of presenting evidence of Education, contribution to existing a substantial research as a result of personal knowledge defense. and its oral The curriculum is offered in two tracks. One track serves those candidates who have completed a master’s level program in literacy (or reading) or who have earned State literacy certification through other degree programs. This track requires a minimum of 42 semester hours of doctoral- level course work completed at St. John’s University (approximately 75 graduate credits in the cognate/professional and doctoral domains beyond the baccalaureate). Continuous enrollment must be maintained and enrollment in a minimum of three semester hours of dissertation credits is required after the Dissertation Seminar (EDU 3292 and EDU 3293) until the study is completed and presented. Track two serves those candidates who have completed a master’s level program in another educational field, seek certification, and lack the prerequisite literacy foundational knowledge as stipulated in the standards of the International Literacy Association. These students complete a minimum of 42 semester hours of doctoral course work (approximately 75 graduate credits in the cognate/professional and doctoral domains beyond the baccalaureate). Up to 24 credits in literacy foundations may be required depending on faculty review of transcripts (the option for New York state certification may be considered). 7.  Department of Ph.D. in Literacy in the Education Specialties in the study of The program is grounded at-risk and diverse theory, of the nature of research populations, and of sophisticated of theory will methodologies. The study diverse models encompass various and the nature and of literacy acquisition and components of complexity of the essential awareness, phonics, literacy (i.e., phonemic vocabulary, and comprehension, fluency, with differing writing process interactions populations). The study of at-risk and diverse populations will occur throughout doctoral level coursework. Within the research course offerings, candidates study design and method within both qualitative and quantitative research. of the Comprehensive Examination. The residency requirement may be fulfilled in a variety of ways by consulting with an academic advisor. The degree requirements also include the preparation and submission of an acceptable research-based doctoral dissertation and its oral defense. 1.  average in every A doctoral student Continuous enrollment and completion of all requirements within eight years. All degree requirements must also be completed no later than three years after the successful completion of the comprehensive examination. A minimum of 60 semester hours beyond the Master’s degree in approved graduate course work planned under the direction of an assigned advisor. Fulfillment of a full-time residency requirement as specified in the Academic Regulations of the University and the completion of a minimum of 45 degree credits at St. John’s University. A minimum of a “B” (3.0) course. Students who earn a B- or below are required to retake the course for credit. Students earning more than two course grades of B- or below may be subject to dismissal form the program Successful completion of a comprehensive written examination. Normally, this examination may not be taken earlier than the last semester of course work and must be taken within one year of the completion of all course work. In case of failure, one re-examination may be permitted upon the recommendation of the Department Chair and approval of the Dean. acquires the status of “candidate” after he/ she has successfully completed all course work, has taken and passed the doctoral comprehensive examination and has received approval of a dissertation proposal by the Dissertation Committee and the Dean. has passed the doctoral comprehensive examination and completed all coursework requires mandatory three credits of Doctoral research each semester (EDU 5990 or EDU 7990) until the degree is awarded. and initial teacher certification are required. and initial teacher Passage to Candidacy: 5. 6. Continued enrollment for a student who Requirements for the Doctoral for the Doctoral Requirements Degrees Administrative and Ed.D. Department of Instructional Leadership degree require Programs of study for this among areas of coursework distributed and research. The specialization related fields completion programs require the successful The degree of a comprehensive examination. the preparation requirements also include professional and submission of an acceptable dissertation and its problem-oriented doctoral requirement can be oral defense. The residency approved by met through various approaches, the advisor and Department Chair. The Ed.D. requires: 1.  2.  3.  4.  6. For the Bilingual Extension, a Bachelor’s degree Extension, a Bachelor’s 6. For the Bilingual for No federal aid is available Please note: of fewer than 15 credits. certificates Deadlines for applications for allDeadlines for applications together with Ed.D. doctoral applications, The number of required credits beyond an appropriate master’s degree is specific to each program. This course work is planned under the direction of an assigned advisor. The number of transfer credits varies by program. A minimum of a “B” (3.0) average in all course work. Residency requirements are set according to the requirements of each individual Advanced Certificate program. Continuous enrollment and completion of all requirements within a five-year period. For information on advanced and/or transfer credit, please consult the “Academic Information” section. Minimum of 33 or more semester hours in appropriate graduate course work as noted in each program description. This course work is planned under the direction of an assigned advisor. The number of transfer credits varies by program. A minimum of a “B” (3.0) in all course work. Residency requirements are set according to the requirements of each individual Master’s program. Continuous enrollment and completion of all requirements within a five-year period. For information on advanced and/or transfer credit, please consult the “Academic Information” section. portfolio, or national exam is required as per each designated program. Requirements for the Advanced Certificate 1.  2.  3.  4.  5.  Requirements for the Master’s Degree 1.  2.  3.  4.  5.  6. Passing a thesis, comprehensive exam, Students enrolled in classes which carry three Students enrolled in classes which carry three semester credits but which meet only two hours per week are required to submit a research paper or some equivalent research project before credit may be given. General Program Requirements General Program for Advanced Certification Programs in The Certification Programs for Advanced Instructional of Administrative and Department New This is in compliance with Leadership. for students law, effective York State Education admission studies July 2016. For commencing refer to specific program test required, pages. information Fall—August 17;educational programs: 5. DeadlinesSummer—May 15; Spring—January programs:for applications for all Counseling 1.Fall—March 1 and Spring—October must be filed by July 15 supporting credentials, The Ph.D.s in Literacy for the subsequent year. admit students and in Curriculum & Instruction on an ongoing basis. 2. A minimum of a “B” (3.0) average is 4. The Qualifying Exam requires doctoral Academic Standing required in all coursework to maintain students to complete a comprehensive A student is in good academic standing academic status. Students who earn a B- or review and synthesis of literature, methods, if he or she is enrolled as a matriculated below are required to retake the course and theories related to their coursework student in a program of study leading to a for credit. Students earning more than two and developing research interests. Students degree, diploma, or certificate and is making­ course grades of 8 or below may be subject identify foundational studies, methods, and satisfactory progress toward the completion of to dismissal form the program. theories and distinguish how their proposed the program of study. 3. Passage of Candidacy. A doctoral student research will contribute to the field, a requires a status of Candidate after process that should inform the development There is a probationary status for all students he/she has successfully completed all of the Dissertation Proposal. who enroll with a cumulative average less than coursework, and has received the approval 5. Enrollment in Dissertation Proposal Seminar 3.0 but who in the judgment of the Dean of the dissertation proposal by the faculty (EDU 8010) is mandatory and completed are considered capable of making acceptable committee, the IRB and the Dean. Each prior to the Dissertation Proposal Defense progress toward a 3.0 cumulative grade point student is paired with a mentor who will 6. A Dissertation Proposal is developed in average and are permitted to continue on a serve as the student’s advisor through the conjunction with a candidate’s faculty matriculated basis. Probationary students must dissertation process. The student and his/ mentor and with his/her Dissertation achieve a B or better in the first 12 credits her mentor request the appointment of Committee. The dissertation topic earned in order to continue in the program. a dissertation research committee. This should be congruent with and built Students are not eligible to graduate unless committee, composed of the mentor and upon the candidate’s work in the field, they have earned a 3.0 GPA. from two to five committee members, scholarly interests, strands of study, and will have primary responsibility to guide experiences. Additionally, the topic should Academic Dismissal the student in the preparation of the demonstrate a commitment to scholarship All students who earn less than a cumulative dissertation. that is responsive to critical issues related 3.0 grade point average (GPA) in a semester 4. All degree requirements must also be to teaching and learning and offer a will automatically be placed on academic completed no later than three years after substantive contribution to the field. probation. Probationary students must obtain the Dissertation Seminar. 7. A successful oral defense of the Dissertation a 3.0 GPA or higher within the next semester 5. Enrollment in Dissertation Seminar (EDU Proposal is required prior to the enrollment in order to continue in the program. Students 3292/3293) is mandatory until the degree in EDU 8011 and 8012 and commencement may be academically dismissed from a program is awarded. Students must register for three of the dissertation. if they fail to maintain a 3.0 GPA or higher credits for each semester until graduation. 8. The Dissertation Defense occurs when all of during their probationary period. 6. An approved dissertation offering a the committee members have reviewed the substantial contribution to the professional dissertation and agreed that the dissertation Attendance Policy literature and to existing knowledge is is ready for examination. The dissertation Regular and prompt attendance is expected of accomplished as a result of the student’s chair will authorize the student to schedule all students. personal research. the Dissertation Defense Examination. Absence from class does not excuse 7. A successful oral defense of the dissertation 9. Following the approval of the Dissertation a student from work missed. Students are, generally results in its approval by the faculty. Committee after successful oral defense, therefore, responsible for all announced tests At this point final corrections are made and and after successful completion of revisions, and for submitting all assignments at the the dissertation is prepared for printing. The the dissertation is prepared for printing. The proper times. student files application for graduation. student may then file for graduation. Students should refer to course syllabi for 10. All requirements must be completed within specific attendance policies. Ph.D. in Curriculum & Instruction eight years from the date of matriculation. 1. The Ph.D. in Curriculum and Instruction is All degree requirements also must be Full-Time Study a 45-credit post-Master’s degree program completed no later than three years after Full-time study shall mean enrollment for at comprised of four strands: Teaching, the successful completion of the Qualifying least 9 credits (or the equivalent) each semester Learning, and Knowing; Early Childhood; Examination. A minimum grade of a B (cf. Admissions: Full-Time Study). In The School Global Education; and STEM Education. (GPA = 3.0) is required in every course to of Education, independent or individualized Students will select one or more of the maintain academic status. study, practice teaching, graduate assistantships four strands and contemplate, investigate, or fellowships, dissertation research and and refine understandings of educational Advisement and Statement of language proficiency courses may all be practice, theory, and policy. Degree Requirements considered as contributing appropriately toward 2. The successful candidate will have When an applicant has been accepted into a full-time study on a credit hour equivalent satisfactorily completed all coursework; degree or diploma program, he/she is assigned basis, if required or approved by the Dean in a a qualifying examination; a dissertation an advisor. The student’s letter of acceptance plan developed in conjunction with the advisor research proposal; a research-based doctoral will specify the advisor’s name. As soon as and prefiled by each student. Independent or dissertation, and an oral defense. possible after receiving the letter of acceptance individualized study may include such items as 3. The coursework includes 39 credits (13 but no later than the end of the first semester participation in internships, research projects, Curriculum and Instruction courses) prior of course work, the student must meet writing journal articles or other scholarly to the dissertation: Thirteen (13) are with his/her advisor and secure an approved activities undertaken with the approval of the Curriculum and Instruction courses (36 program of study which meets the needs Chair and Dean, under the supervision of a credits). Four courses (8000, 8001, 8002, and interests of the student and satisfies the member of the faculty. and 8010) have a two-semester requirement degree or diploma requirements of The School (i.e., 1.5 credits for each semester; 3 credits of Education and the State of New York. for each academic year). Students are expected to take each of these year-long courses without interruption.

110 the school of Education 111

stjohns.edu/graduatebulletin Programs of study offered in Programs of SDL are certified The programs in SBL and and Advanced The SBL Master’s degree a 12-credit The Department offers Administration include the School Building include the School Administration School Master’s Degree, the Leader (SBL) (SBL) Advanced Certificate, Building Leader Leader (SDL) Advanced the School District the Dual (SBL/SDL) Advanced Certificate, (Ed.D.) in and the Doctoral Degree Certificate, Instructional Administration and Supervision. an Advanced Leadership Programs include Leadership and Certificate in Instructional in Instructional a Doctoral Degree (Ed.D.) Leadership. nationally accredited. by New York State and through Online Certificates are offered traditional classroom Learning as well as in the setting. Advanced Certificate in Gifted/Talented Education. These courses assist teachers in securing the NYS DOE extension in the teaching of the gifted. These courses are offered through Online Learning as well as in the traditional classroom setting. This extension to the teaching license can be secured with 12 credits in gifted education courses and a passing score on the Content Specialty Test (CST). School Building Leader Master of Science Program The School Building Leader Master of Science Degree consists of 21-graduate credit core in School Administration, an intensive 3-credit Internship, a 1-credit exam prep Capstone course and an additional 9 graduate credits in School Administration or related field for a total of 34 graduate credits. Important note: The New York State Department of Education Administrative and Supervision Programs (M.S., A.C., Ed.D.) Objectives Programs offered lead to the Master of Science in Education degree, the Advanced Certificate and the Doctor of Education degree. The School Building Leader Master of Science program is designed to prepare students for New York State Certification as a School Building Leader (SBL). The School District Leader Advanced Certificate program is designed to prepare students for New York State Certification as a School District Leader (SDL). New York State has mandated exams for these certifications. Each student seeking SBL and/or SDL certification must take and pass the appropriate State exams in order to receive certification. Please check the New York State Department of Education website for the most up-to-date information on certification. Admission Requirements for Educational Administration and Supervision collects and The existence of the IMC should enable The Clinical Mental Health Counseling Mental Health Counseling The Clinical requirements New York State Certification Department of Administrative and Instructional Leadership The Department of Administrative and Instructional Leadership offers programs in Administration and Supervision, as well as Instructional Leadership. disseminates specialized information for the students with the nationwide assemblage of curriculum guides, textbooks and accompanying materials, audio-visual teaching aids and hardware, three-dimensional learning tools, publisher and distributor catalogues, educational and psychological tests, computers and software. pre-service and in-service teachers to examine the latest curriculum materials available in order to develop competency and familiarity. It is located on the fourth floor of the Queens main library. Note: The School of Education reserves the right to make adjustments on a case-by- case basis. Instructional Materials Center The Instructional Materials Center (IMC) is a unique part of the University libraries that supports and enriches the programs of The School of Education. The IMC master’s degree is a license-qualifying program is a license-qualifying master’s degree currently State. New York State in New York for separate certifications requires two Building administrators. School educational what was (SBL) replaces Leader Certification School SAS certification. The formerly called (SDL) replaces District Leader Certification called SDA. Both the certification formerly separate New York certifications require a and a passing State Certification Examination Each exam requires a score on the EAS exam. and attainment of fee paid to New York State York State regulations passing scores. The New see the New York are in transition. Please website for State Department of Education and SDL certification the most up-to-date SBL requirements. for teaching, counseling and administration mandate that applicants furnish evidence that they have completed the New York State approved modules on the identification and reporting of child abuse and maltreatment, violence prevention, DASA (Dignity for All Students Act), School Safety, and autism (Special Education students only). For all students graduating after Each student pursuing the Doctor of pursuing the Doctor Each student for the The residence requirement The School of Education offers professional preparation programs that meet the requirements for institutional endorsement for New York State certification in teaching, counseling and administration. Students are expected to assume responsibility for ascertaining their eligibility for certification and/ or licensure, and are urged to confer with their advisors early in their programs to ascertain their status, since completion of the degree or diploma does not mean automatic fulfillment of New York State certification and New York City licensure requirements. Students who complete all program requirements must apply online at the TEACH website at highered. nysed.gov/tcert/teach/ . In addition, students must request institutional endorsement at the end of their program. January 2014, the New York State Education Department will require passing scores on the Educating All Students Test (replacing the ATS-W), a Teacher Performance Assessment Portfolio (ed TPA), and a redesigned Content Specialty Test. New York State Certification and Licensure of Teachers, Administrators, School Counselors, and Clinical Mental Health Counselors Comprehensive Examination Requirements All Master’s programs, and some Doctoral programs, have a culminating or capstone assessment. Please refer to individual program requirements on the following pages. Residence Degree pursuing the Master’s Each student 18 Certificate must complete or Advanced in a two-year period. semester hours must satisfy a residency Education degree requirement can be requirement. The residency approved by met through various approaches, Chair. the advisor and Department that students become doctoral degree insures activity of their immersed in the scholarly immersion plays a area of specialization. This of students as vital role in the development important in relation to scholars, and although the degree, it is also the courses required for Since degree course quite distinct from them. always expressed in credit requirements are student may at times, in terms of minimums, a order to fulfill the residence requirement, find it necessary to enroll in course work beyond the minimum listed for the degree. requires students to have THREE years of Entry requirements include: Instructional Leadership require matriculation teaching and/or pupil personnel services 1. A baccalaureate degree from an accredited for participation. NO ONE will be allowed experience in order to be eligible for School college or university. to take any doctoral coursework as a non– Building Leadership certification. 2. 3.0 GPA in the general average and in the matriculated student. major field. Entry requirements include: 3. A minimum of three years of successful Entry requirements include: 1. A baccalaureate degree from an accredited teaching experience, pupil personnel services 1. A master’s degree in education or related college or university. and/or school building leadership field from an accredited college or 2. 3.0 GPA in the general average and in the 4. New York State Provisional or Initial university, with a minimum 3.0 GPA, major field. Teaching Certification or certification in 3. Submission of satisfactory test scores on the 2. Satisfactory scores on the GRE Verbal and pupil personnel services. GRE. Quantitative test; 5. A master’s degree with a minimum 3.0 4. A minimum of three years of successful GPA from an accredited institution. 3. A profile of professional accomplishments teaching experience and/or pupil personnel and leadership potential developed over services. Thirty credits earned in the A.C. Program at a minimum of 3 years of professional 5. New York State Permanent/Professional St. John’s University may be applied toward experience. Teaching Certification is required if the their Ed.D. Program should individuals wish to 4. Successful performance in an interview with student intends to complete the program pursue further study. members of the department’s Graduate for SBL certification. Policy Committee. Requirements for SBL/SDL Dual Option: Certification as a school building 5. Evidence of scholarship, research and Leader and Professional Certification as a Advanced Certificate writing skills as manifested in samples of Teacher. The Dual Advanced Certificate is a 35-credit term papers or other scientific papers and The student is required to complete a 21– program, including 27 credits of coursework performance in courses in research and graduate credit core in School Administration, required for the School Building Leadership statistics, if available. an Intensive 3–credit Internship, a 1–credit and School District Leadership State exam prep and an additional 9 credits in Certifications, an intensive 3-credit internship Programs of Study graduate education courses in the content core in School Building Leadership and an of the initial certificate or in a related content intensive 3-credit internship in School District School Building Leader Master of Science area or in pedagogy courses as prescribed by Leadership. Students must also complete Program New York State for a total of 34 graduate two one-credit intensive review and exam Prerequisite: Please see admission credits. preparation Capstone courses in SBL and SDL. requirements. In order to receive both certifications, students School Building Leader Advanced Credit Hours: 34 credits must take and pass the New York State School Certificate Program Building Leader and School District Leader Note: Students not seeking NY State Individuals holding a Master’s Degree in examinations. Entry requirements include: Certification will be required to sign a waiver Education and initial teaching certification agreement. are eligible for the 22-credit SBL Advanced 1. A baccalaureate degree from an accredited I. Administration Core: 21 Credits Certificate. The program consists of an college or university 18-credit core in School Administration, an 2. 3.0 GPA in the general average or in major EDU 5415 Introduction to Educational intensive 3-credit Internship, and a 1-credit field. Administration exam prep Capstone course. 3. A minimum of three years of successful EDU 5651 School Community Relations teaching experience, pupil personnel in Education Entry requirements include: services, and/or school building leadership EDU 5471 Leadership in Instructional 1. A baccalaureate degree from an accredited 4. New York State permanent or professional Supervision college or university. certificate in teaching service or pupil EDU 5571 Administrative Leadership and 2. 3.0 GPA in the general average and in the personnel services. Planned Change major field. 5. A master’s degree with a minimum 3.0 GPA EDU 5650 School Based Data Analysis 3. A minimum of three years of successful from an accredited institution. EDU 5791 Legal Aspects of the teaching experience and/or pupil personnel Administration of Schools services. Doctoral Program EDU 5761 School Business Administration 4. New York State Permanent/Professional The doctoral program in Educational Teaching Certification. Administration and Supervision at St. John’s II. Administration Specialization: 9 Credits 5. A master’s degree with a minimum 3.0 GPA University is an advanced professional EDU 5418 Administrative Theory in from an accredited institution. degree program open to carefully selected Education School District Leader Advanced and highly qualified graduate students who EDU 5743 Educational Planning: An have manifested professional maturity and Certificate Program Integration of Professional Capital demonstrated academic ability and who are Agendas The Advanced Certificate in School District seeking to upgrade their professional prep­ EDU 5811 Administration and Leadership is a 31-credit program, including aration and acquire specialized knowledge and Supervision of Services forDiverse 27 credits of course work, an intensive 3-credit skills necessary for assuming administrative Students internship at the District Level, and a 1-credit positions and leadership roles in Pk-12, OR exam preparation Capstone course. Important higher education, and in related educational Nine hours of electives in master level courses note: The New York State Department of organizations. area of Initial certification or in related content Education requires a students to have THREE The doctoral courses and doctoral degree area. years of teaching, pupil personnel services and/ in the Department of Administrative and or school building leadership experience order to be eligible for School District Leadership.

112 the school of Education 113

preparation stjohns.edu/graduatebulletin Trends and Techniques in the Trends and Programs Evaluation of General Review and Exam Preparation in SDL Administrative Leadership and Planned Change Leadership Values, Decision- making and Multicultural Organizations Educational Governance and Policy Issues Leadership in Instructional Supervision School District Leader Internship School District The remaining 270 hours will be The first 270 hours will be embedded The first 270 hours will The application form and the internship general review and exam Capstone Course: 1 credit School District Leader Internship: Leader Internship: School District 3 credits. EDU 7708 II.  EDU 5951 in School District The internship program University is fully Leadership at St. John’s diploma. The integrated into the professional for completion of the total number of hours hours. These hours internship program is 540 manner: are divided in the following Part I — Students taking core in the degree coursework. 45 hours of integrated courses must complete every core course. internship activities for requirements given These activities are course all coursework has to students in class. When should have been completed, the student logged at least 270 internship hours, fulfilling the requirements of Part I of the Internship Program. Part II — fulfilled in a descriptive internship: EDU 5951. proposal must be completed and must be signed by the school/district administrator responsible for the internship or supervisor. The application form and the proposed program must be submitted to the coordinator of the internship program, Department of Administrative and Instructional Leadership, St. John’s University, at least two months prior to the session in which the applicant plans to carry out his/her internship. III.  EDU 5599 The in involves a review of all of the state objectives preparation for the state comprehensive exams. SBL/SDL Dual Advanced Certificate Program Credit Hours: 35 Note: Students not seeking NY State Certification will be required to sign a waiver agreement. I. Administration Core: 27 Credits EDU 5571 EDU 5301 EDU 5103 EDU 5471

Policy Issues School Based Business School Based for Administrators Administration and Supervisors of the Legal Aspects of Schools Administration Educational Governance and Leadership Values, Decision Making and Multicultural Organizations Organization and Administration of the Elementary and Secondary School Curriculum Educational Research and Data Analysis I Finance in Education School Based Business Administration For Administrators and Supervisors Legal Aspects of the Administration of Schools Leadership in Technology I The internship program in School The internship program School Building Leader Internship: Leader Internship: School Building 3 credits. Capstone Course: 1 Credit EDU 5761 EDU 5791 II. Leader EDU 5950 School Building Internship EDU 5301 EDU 5632 EDU 5655 EDU 5741 EDU 5761 EDU 5791 EDU 7665 Building Leadership at St. John’s University is Building Leadership at master’s degree. These fully integrated into the following manner: hours are divided in the must Part I —Students taking core courses internship complete 45 hours of integrated course. When all activities for every core the student coursework has been completed, least 270 internship should have logged at hours, fulfilling the requirements of Part I of the Internship Program. Part II — The remaining 270 hours will be fulfilled in an intensive internship: EDU 5950. The application form and the internship proposal must be completed and must be signed by the school/district administrator supervisor. The application form and the proposed program must be submitted to the coordinator of the internship program, Department of Administrative and Instructional Leadership, St. John’s University, at least one month prior to the session in which the applicant plans to carry out his/her internship. III. EDU 5499 General Review and Exam Preparation The General Review and Exam Preparation in involves a review of all of the state objectives preparation for the state comprehensive exams. School District Leader Advanced Certificate Program Minimum Credit Hours: 31 credits Required Program of Study I. Administration Core: 27 Credits EDU 5103 7128 7412 9004 7667 7126 7411 9002 7666 preparation 7410 7000 7665 7122 Leadership in Instructional Supervision Administrative Leadership and Planned Change School Based Data Analysis Educational Planning: An Integration of Professional Capital Agendas review and exam General Review and Exam Preparation The remaining 270 hours will be general Capstone Course: 1 Credit School Building Leader Internship: School Building Leader 3 credits. Gifted and Talented Ed. Gifted and TESOL Ed. Ed. Instr Technology III.  Leader Internship EDU 5950 School Building in School Building The internship program University is fully Leadership at St. John’s degree. These integrated into the master’s following manner: hours are divided in the must Part I — Students taking core courses internship complete 45 hours of integrated course. When all activities for every core the student coursework has been completed, least 270 internship should have logged at hours, fulfilling the requirements of Part I of the Internship Program. Part II — The Required Program of Study I. Administration Core: 18 Credits EDU 5471 EDU 5571 EDU 5650 EDU 5743 fulfilled in an intensive internship: EDU 5950. fulfilled in an intensive internship: EDU 5950. The application form and the internship proposal must be completed and must be signed by the school/district administrator or supervisor. The application form and the proposed program must be submitted to the coordinator of the internship program, Department of Administrative and Instructional Leadership, St. John’s University, at least one month prior to the session in which the applicant plans to carry out his/her internship. IV.  EDU 5499  School Building Leader Advanced Certificate Program Minimum Credits Hours: 22 credits Note: Students not seeking NY State Certification will be required to sign a waiver agreement. Suggested Specialization Graduate Courses in a Graduate Suggested Specialization 9 credits Content Area: Ed. Early Childhood in involves a review of all of the state objectives preparation for the state certification exams. V. NY State SBL Exam Students seeking NYS SBL certification must successfully complete the state exam in addition to completing the Master’s Degree. EDU 5650 School Based Data Analysis III. Required Research Methodology: 15 V. Internship Seminar/Independent Study: EDU 5743 Educational Planning: An credits 3-6 credits Integration of Professional Capital EDU 5655 Educational Research and Data EDU 5950 Internship Seminar in SBL Agendas Analysis I EDU 5951 Internship Seminar in SDL EDU 5761 School Based Business EDU 7211 Educational Research and Data EDU 5890 Independent Study A&S Administration for Administrators Analysis II (Prereq. 5655) VI. Behavioral and Social Sciences and Supervisors EDU 7900 Qualitative Research Methods in component: 6 credits–relevant courses EDU 5791 Legal Aspects of the Education (Prereq. 5655) approved by Faculty Advisor Administration of Schools EDU 7901 Educational Research and Data (e.g. Anthropology, Sociology, Speech, EDU 5811 Administration and Supervision of Analysis III (Prereq. 5655 and Business, Linguistics etc) Services for Diverse Students 7211) VII. Full-time Residency Verification II. Internships: 6 Credits EDU 7800 Multivariate Data Analysis (Prereq. 5655 and 7211) VIII. Doctoral Level Comprehensive EDU 5950 School Building Leader Internship OR Examination Completed EDU 5951 School District Leader Internship EDU 7902 Advanced Qualitative Research in IX. Doctoral Research Seminar Enrollment [Requirements are delineated above] Ed (Prereq. 5655 and 7900) in EDU 5990 is required for 3 III. Capstone Courses: 2 credits IV. Areas of Specialization: 15 credits semesters (9 credits) or until defense is (choose any 5 courses) successfully completed. EDU 5499 General Review and Exam Preparation SBL EDU 5471 Leadership in Instructional EDU 5990 Doctoral Research Seminar EDU 5599 General Review and Exam Supervision Minimum of 60 credits must be completed. Preparation SDL EDU 5632 Organization and Admin. of EDU 5990 may not be taken with other Elem. and Secondary School courses in a semester, unless approved by IV. NY State SBL/SDL Exams Curricula Dept. Chair and Advisor The General Review and Exam Preparation EDU 5650 School Based Data Analysis involves a review of all the state objectives EDU 5741 Finance in Education in preparation for the state comprehensive EDU 5743 Educational Planning: An Instructional Leadership Programs: exams. Integration of Professional Capital (A.C., Ed.D.) Agendas The advanced degree programs in instructional Doctoral Program in Educational EDU 5761 School-Based Business leadership have been designed to provide Administration and Supervision Administration for Administrators students with an intellectual environment that Credit Hours: 60 beyond master’s degree and Supervisors enables them to take leadership positions (minimum) EDU 5811 Administration and Supervision of in the areas of curriculum, learning and Students enrolled in the doctoral program who Services for Diverse Students instruction. desire certification at either the School Building EDU 5551 Organization and Administrative Students are expected not only to reflect Leader or School District Leader level, will be Leadership in Higher Ed upon and improve their own professional advised of any additional coursework needed EDU 5552 Issues and Problems in the practices but also to develop leadership in to meet State requirements. Upon completion Administration of Higher Ed facilitating the growth and development of of the certification program requirements, EDU 5554 Global Studies and Distance other educators. the student would be recommended for Education in Higher Ed certification. Students are advised to complete EDU 5555 Data Management and Admission Requirements for certification requirements prior to completion Accountability in Higher Ed Instructional Leadership of their doctoral program. EDU 5557 Recruitment, Retention and Academic Advisement in Higher Advanced Certificate Required Courses Ed Entry requirements include: EDU 5980 Special Topics in Educational I. Core: Choose 4 of 6 Courses: 12 credits Leadership 1. A master’s degree in education or related EDU 5301 Leadership Values, Decision- EDU 7005 Culturally Relevant Pedagogy and field from an accredited college or Making and Multicultural Org. Curriculum university, with a minimum 3.0 GPA. EDU 5556 Psychology and Development of EDU 7666 Developing Curriculum Materials 2. A minimum of three years’ experience in Students in Higher Education for the Web education or related field. (this should be included below EDU 7669 Leadership in Technology II EDU 5301 EDU 7715 Issues in Curriculum: Theory and Students whose background and preparation EDU 5701 Critical Analysis and Review of Development manifest deficiencies in professional courses Research in Education EDU 7410 Identification of the Gifted and and teaching experience may be required EDU 7004 Essential Readings in Curriculum Talented to complete additional credit hours and are from the 20th Century EDU 7411 Intro to Designing Programs, advised to consult with the Chair of the EDU 7005 Culturally Relevant Pedagogy and Curriculum and Materials for G&T Department to secure approval of their Curriculum EDU 7412 Teaching Creative Thinking and programs and degree requirements. EDU 7412 Teaching Creative Thinking and Problem Solving to G&T Students Problem Solving to G&T Students EDU 7413 Professional Collaboration and Doctoral Program (Q) (LIC) II. Required 3 Credits: To Be Taken In Leadership in Gifted Education The doctoral program in Instructional Second or Third Semester Leadership at St. John’s University is an advanced professional degree open to carefully EDU 7559 Introduction to Doctoral Research selected and highly qualified graduate students who have manifested professional maturity

114 the school of Education 115

stjohns.edu/graduatebulletin Educational Planning: An Educational of Professional Capital Integration Agendas Study INL Independent Theory and Issues in Curriculum: Development Issues in Educational Computing Materials Developing Curriculum for the Web for Foundations of Instr Design Tech-Supported Learning II Leadership in Technology Organization and Administrative Leadership in Higher Ed Issues and Problems in the Administration of Higher Ed Financial Management in Higher Ed Global Studies Programs and Distance Ed. In Higher Ed Data Management and Accountability in Higher Ed Recruitment, Retention and Academic Advisement in Higher Ed Fac-Stu Relations and Pedagogical Models in Higher Ed Identification of the Gifted and Talented Introduction to Designing Programs, Curriculum and Materials for the G&T Professional Collaboration and Leadership in Gifted Education Research in Collaborative Partnerships and Strategic Instruction for General, Special and Inclusive Education Administration and Supervision of Services for Diverse Students Theories of Learning and Development Related to Special and Gifted Populations Area: Educational Issues of Gifted and Talented Area: Educational Issues of Students with Disabilities Area: Educational Issues of Culturally/Linguistically Diverse Students Instructional Technology Instructional Sequence: 6–12 6–12 Credits Exceptional and Diverse Learners Sequence: 6–12 credits. For specialization select courses in any 2 areas: (b) Sequence: (c) Higher Education (d) EDU 5743 EDU 7980 EDU 7715 EDU 7662 EDU 7666 EDU 7667 EDU 7669 EDU 5551 EDU 5552 EDU 5553 EDU 5554 EDU 5555 EDU 5557 EDU 5558 EDU 7410 EDU 7411 EDU 7413 EDU 9700 EDU 5811 EDU 9713 Identification of the Gifted and Identification Talented* Thinking and Teaching Creative to Gifted and Problem Solving Talented Students Collaboration and Professional in Gifted Education Leadership Issues in Educational Computing Foundations of Instructional Design II Leadership in Technology Leadership Values, Decision Making and Multicultural Org. Psychology and Development of Students in Higher Education Critical Analysis and Review of Research in Education Critical Analysis and Review of Research in Education Culturally Relevant Pedagogy and Curriculum Teaching Creative Thinking and Problem Solving to G&T Students Educational Research and Data Analysis I Educational Research and Data Analysis II (Prereq. 5655) Qualitative Research Methods in Education (Prereq. 5655) Educational Research and Data Analysis III (Prereq. 5655 and 7211) Multivariate Data Analysis (Prereq. 5655 and 7211) Advanced Qualitative Research in Ed (Prereq. 5655 and 7900) Organization and Admin. of Elem. and Secondary School Curricula Sequence: 6–12 Credits (a) Curriculum and Instruction Students interested in certification must see Students interested in certification credits may be advisor for details. Transfer accepted. Second or Third Semester credits complete 15 credits. An Independent Study and/or Special Topics course may be taken in the Area of Specialization. EDU 7410 EDU 7412 EDU 7413 EDU 7662 EDU 7667 EDU 7669 taken with the approval Other electives may be chair. of the advisor and Department (6–15 Credits). III. Administration Courses *Internship Courses Doctoral Program (Ed.D.) in Instructional Leadership I. Core: Choose 4 of 6 Courses – 12 credits EDU 5301 EDU 5556 EDU 5701 EDU 7004 EDU 7005 EDU 7412 II. Required 3 Credits – To Be Taken In EDU 7559 Introduction to Doctoral Research III. Required Research Methodology: 15 EDU 5655 EDU 7211 EDU 7900 EDU 7901 EDU 7800 OR EDU 7902 IV. Areas of Specialization: Students must EDU 5632 Essential Readings in Curriculum from the 20th Century Designing Programs, Curriculum and Materials for the Gifted and Talented Observational Analysis for Teachers Leadership in Technology I Trends and Techniques in the Evaluation of Programs Leadership, Values, Decision Making and Multicultural Organizations* Leadership in Instructional Supervision* Organization and Administrative Leadership in Higher Education Issues and Problems in the Administration of Higher Education Organization and Administration of Elem. and Secondary School Curricula* School Based Data Analysis* Educational Planning: An Integration of Professional Capital Agendas Issues in Curriculum: Theory and Development

(choose any 6 courses) A master’s degree in education or related A master’s degree in education college or university field from an accredited with a minimum 3.0 GPA GRE Verbal and Satisfactory scores on the Quantitative test. accomplishments A profile of professional developed over and leadership potential of professional a minimum of 3 years experience. in an interview with Successful performance Graduate members of the department’s Policy Committee. Evidence of scholarship, research and writing skills as manifested in samples of term papers or other scientific papers and performance in courses in research and statistics if available.  Advanced Certificate in Instructional Leadership Credit Hours: 30 Credits beyond Master’s I. Core Components: 12 credits Students must complete four out of five courses for 12 credits of the following: EDU 7004 Programs of Study EDU 7411 EDU 7579 EDU 7665 EDU 7708 II. Areas of Interest: 18 credits EDU 5301 EDU 5471 EDU 5551 EDU 5552 EDU 5632 EDU 5650 EDU 5743 EDU 7715 and demonstrated academic ability, and who academic ability, and demonstrated to upgrade their professional are seeking knowledge and acquire specialized preparation roles in for leadership and skills necessary of education. various areas include: Entry requirements 1.  2.  3.  4.  5. EDU 9002 Psychology and Sociology of evaluation, developmental school counseling, Language and Bilingualism Department and organizing and administering EDU 9004 Content Area Instruction for comprehensive counseling programs in Linguistically/Culturally Diverse of Counselor schools. The field-based clinical experiences Learners include both a one-semester practicum and EDU 7000 Psychological Foundations of Education a two-semester internship in school settings. Learning The Department of Counselor Education offers The field-based courses focus on integrating programs and coursework to prepare school theoretical and practical knowledge in order (e) Administration Sequence: counselors, school counselors with a bilingual to effectively deliver professional counseling 6–15 Credits. See advisor for extension, and clinical mental health counselors. services to students, and their families and administrative course listing. The professional preparation coursework of 18 school personnel in K–12 settings. Advanced Standing credits may credits for entry into the Counseling programs The School Counseling Programs be applied. varies depending on the specialization. are Fully Accredited by The EDU 7890 Special Topics in Educational At the present time at the Queens campus, Leadership the department offers courses leading to a Council for the Accreditation of V. Behavioral and Social Sciences master’s degree in each specialty. The School Counseling and Related Education Component: 6 Credits Relevant courses Counseling and School Counseling with a Programs (CACREP) bilingual extension are both 48 credits. The approved by Faculty Advisor The program in School Counseling is designed Clinical Mental Health Counseling degree is a (e.g. Anthropology, Sociology, Speech, to prepare students to counsel children and minimum of 60 credits. The School Counseling youth in traditional and alternative programs in Business, Linguistics etc.) program is also offered on the Staten Island public and private elementary and secondary campus. In addition to the master’s degrees, VI. Full-time Residency Verification schools. The Bilingual Extension is intended there are Advanced Certificates offered in the for students fluent in English and a second areas of School Counseling and Clinical Mental VII. Doctoral Level Comprehensive language who want to counsel culturally and Health Counseling. Examination Completed linguistically different youth in a variety of The programs in counselor education multiethnic/multicultural school settings. provide opportunities for graduate students VIII. Doctoral Research Seminar (/EDU 7990) Both programs meet the academic to prepare themselves for counseling and – Enrollment in three credits is required requirements in New York State for permanent leadership positions in a variety of settings. each semester until dissertation defense certification for Professional School Counselor The programs provide an integrated approach and for Professional School Counselor with is successfully completed. to theory and practice and aim at meeting bilingual extension, respectively. In both EDU 7990 Doctoral Research Seminar the professional education needs of both full- cases, permanent certification also requires *Minimum of 60 credits must time and part-time students in the urban and two years of full-time paid employment as be completed. EDU 7990 may suburban environments that the University a School Counselor or as a Bilingual School not be taken with other courses serves. Counselor, as appropriate. However, both in a semester, unless approved Students in each of the masters programs programs allow students to obtain provisional by the Department Chair. are required to pass the national Counselor certification upon the completion of thirty Preparation Comprehensive Examination (CPCE) credits of specified course work, that includes Methods of Teaching in the Middle given by the Center for Credentialing and the practicum in School Counseling or Bilingual Grades Education. School Counseling. The Master’s in School A 12-credit sequence of courses leads to New The three master’s degree programs are Counseling requires the completion of twelve York State Certification for Gifted Education, accredited by the Council for Accreditation of credits of core counseling courses, 33 credits which is an extension of an initial teacher Counseling and Related Educational Programs of specialization courses and three credits in certification. Individuals with a baccalaureate (CACREP). Both School Counseling programs Special Education. The Bilingual Extension degree in Education or closely related field may meet the New York State certification requires the completion of 12 credits of core take the 12-credit sequence. requirements. The Clinical Mental Health courses and 36 credits of specialization courses. Counseling program is approved by the New EDU 7410 Identification of the Gifted and Students seeking Professional School Counselor York State Office of Professions as meeting the Talented certification in states other than New York State educational requirement for the Mental Health EDU 7411 Introduction to Designing should become informed regarding certification Counselor license. Programs, Curriculum and requirements in those states and meet with Some of the required and elective courses Materials for G&T their advisors to plan accordingly. Students in are also offered online. EDU 7412 Teaching Creative Thinking New York State must attend three workshops and Problem Solving to Gifted School Counseling Programs (Child Abuse Identification, School Violence Students Intervention and Prevention, and Dignity for The School Counseling programs require EDU 7413 Professional Collaboration and All Students Act), as well as be fingerprinted 48-credit hours for the master’s level including Leadership in Gifted Education before applying for provisional or permanent courses in a core body of knowledge, in the certification in New York. unique area of specialization, and appropriate field-based clinical experiences. The core Admission requirements: courses focus on developing competencies in 1. A baccalaureate degree from an accredited four areas: professional orientation, helping college or university with undergraduate relationships, group methods and assessment. scholastic achievement indicating reasonable The specialization courses focus on developing assurance of success in work for an competencies in human growth and advanced degree. Normally this will be a development, cultural foundations, career “B” (3.0) both in the general average and in development, research, consultation and the major field.

116 the school of Education 117

stjohns.edu/graduatebulletin The Clinical Mental Health Counseling A baccalaureate degree from an accredited college or university with undergraduate scholastic achievement indicating reasonable assurance of success in work for an advanced degree. Normally this will be a “B” (3.0) both in the general average and in the major field. A minimum of 18 credits in psychology including courses in statistics and research. Students who do not fully meet these requirements will need to make up deficit credits by completing course work in those areas before beginning their third semester of study. These deficit credits are in addition to the usual program requirements. Two letters of recommendation from college instructors or field supervisors. The interest, ability and personality to function successfully in the field of counseling. Admission requirements: 1.  2.  3.  4. An interview with counseling faculty. 5.  Clinical Mental Health Counseling Health Counseling Clinical Mental Program Health accredited Clinical Mental The CACREP prepare Program is designed to Counseling become licensed professionals students to to and psychotherapy trained in counseling couples and evaluate and treat individuals, emotional disorders, families with mental and challenges. as well as other behavioral work in private Mental health counselors organized settings. practice, group and/or approved by the New The program has been as license York State Education Department qualifying program, qualifying. As a license the educational the master’s degree fulfills There are two requirement for licensure. that must be fulfilled additional requirements the license as a before individuals can obtain They must complete mental health counselor. a minimum of three thousand hours of post- masters supervised experience relevant to the practice of mental health counseling and pass a State examination. Additional information can be found on this website: op.nysed.gov/ prof/mphclic.htm program requires 60 credit hours for the master’s degree consisting of 45–48 hours of core knowledge, 9 credits of field-based experience courses (1 practicum and 2 internships) and 3–6 credits of elective coursework. Students who are seeking licensure in New York State are also required to complete coursework or training in the identification and reporting of child abuse. Such training is offered by a New York State approved provider. Psychosocial Development Across Psychosocial Development the Lifespan Developmental Counseling Counseling and Personality Theories Career Development Bilingual Practicum in School Counseling Research in Counseling Multicultural Counseling Internship in Bilingual School Counseling I Internship in Bilingual School Counseling II Organization and Administration of Pupil Personnel Services Consultation and Evaluation in Schools Foundations of Bilingual and Second Language Education Research in Counseling Research in Counseling Multicultural School Counseling I Internship in School Counseling II Internship in and Administration Organization Services of Pupil Personnel and Evaluation in Consultation Schools Education and Accommodating Needs of Individuals with Exceptionalities, K–12 Program of Study: Students who have completed a master’s degree in counseling have the opportunity to earn the Advanced Certificate in school counseling. The program is designed to provide additional professional preparation for these individuals. Candidates will have their credentials evaluated by program faculty to determine which courses should be taken. The total number of credits required for the Advanced Certificate is a minimum of 60 credits including the master’s degree. Advanced Certificate in School Counseling Admission Requirements: In order to be eligible for the Advanced Certificate in School Counseling, applicants must have successfully completed a master’s degree in school counseling or its equivalent. Applicants should have a minimum of a 3.2 grade point average in graduate coursework and must submit two letters of recommendation with their application. An interview with counseling faculty is also required. EDU 6207 EDU 6208 EDU 6301 EDU 6306 EDU 6307 EDU 6530 EDU 6592 EDU 6593 EDU 6595 EDU 6650 EDU 9001 School Counseling with Bilingual School Counseling Extension (36 credits) EDU 6206 EDU 6530 EDU 6590 EDU 6591 EDU 6595 EDU 6650 EDU 9711 EDU 6307 Psychosocial Development Across the Lifespan Developmental Counseling Counseling and Personality Theories Career Development Practicum in School Counseling Introduction to Counseling Group Dynamics Assessment in Counseling Counseling Skills and Techniques All students in all programs must A minimum of 18 credits in the behavioral of 18 credits in the behavioral A minimum and/or professional and social sciences not Students who do education courses. to requirement will need fully meet this course credits by completing make up deficit areas, before beginning work in those deficit of study. These their third semester the usual program credits are in addition to requirements. from college Two letters of recommendation instructors or field supervisors. personality to The interest, ability and the field function successfully in of counseling. In addition to the above, applicants to the In addition to the above, bilingual extension School Counseling with language program must demonstrate and the target proficiency in both English language by passing the New York State Bilingual Assessment (BEA) during the first year in the program. The BEA is required of candidates seeking a bilingual extension to a certificate. EDU 6206 EDU 6207 EDU 6208 EDU 6301 EDU 6305 School Counseling Program Specialization Courses (36 credits) Core Courses (12 credits) EDU 6127 EDU 6205 EDU 6262 EDU 6264 meet with their assigned program advisor before beginning course work to identify program requirements and complete program advisement forms. School counseling students are expected to join the American School Counseling Association and with that membership they will obtain the liability insurance required for the duration of their studies. The School Counseling programs are accredited The School Counseling programs are accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). All master’s degree programs require the completion of 48 credit hours that include three field based courses (1 practicum and 2 internships) and the successful completion of the required national examination. Programs of Study in School Counseling and Bilingual Extension 2.  3.  faculty. 4. An interview with counseling 5.  6. Program of study: Advanced Certificate in Clinical The master’s degree program requires the Mental Health Counseling Department of completion of a 60-credit hour program and The Advanced Certificate in Clinical Mental Curriculum and the successful completion of the required CPCE Health Counseling was designed to enable Exam. Since programs of study are designed candidates who hold a master’s degree in Instruction to meet the unique needs of every student, counseling in an area other than mental students must meet with their assigned health counseling to fulfill the educational The programs in the Department of Curriculum program advisor before beginning course work requirement for licensure in New York State. and Instruction lead to a Master of Science to identify program requirements and complete Applicants should have a minimum GPA of Degree in Education and provide opportunities program advisement forms. Counseling 3.5 in graduate coursework and must submit for graduate students to prepare for a teaching students are required to join the American two letters of recommendation with their career. The Department also offers a Ph.D. Mental Health Counseling Association, and application. An interview with counseling in Curriculum and Instruction that prepares with that membership they will attain the faculty is also required. graduates for leadership positions in areas liability insurance required for the duration such as the professoriate, administration, and of their studies.. Typical 60-semester hour Program of Study: teacher education. In view of recent changes programs are indicated below: in the requirements for New York State The program is designed to provide the professional teaching certification, students additional preparation necessary to fulfill Core Courses (45 credits) must consult with their advisor concerning the educational requirement for licensure. EDU 6127 Introduction to Counseling eligibility for teaching certification. Candidates will have their credentials evaluated EDU 6205 Group Dynamics by program faculty to determine whether EDU 6206 Psychosocial Development Across Admission Requirements: Master any additional courses needed to be taken to the Lifespan Degree Programs meet the State’s requirements. The Advanced EDU 6208 Counseling and Personality Theory Certificate requires a minimum of 24 credits Applicants seeking admission to graduate EDU 6262 Assessment in Counseling outlined below. The total number of credits degree programs must submit the following EDU 6264 Counseling Skills and Techniques required by the State for licensure is a evidence of their ability to pursue graduate EDU 6270 Case Conceptualization, minimum of 60 credits including the master’s study: Treatment Planning, and degree. The Advanced Certificate is designed 1. A baccalaureate degree from an accredited Psychopharmacology to be completed in two years. college or university with a GPA of 3.0 or EDU 6301 Career Development Depending on the results of the evidence of assurance of success in work for EDU 6307 Research in Counseling evaluation of a candidate’s credentials, the an advanced degree. EDU 6324 Counseling the Substance Abuser 24-credit course sequence for the Advanced 2. Submission of satisfactory score on one of EDU 6424 Case Studies and Community Certificate is designed to be completed in one the following standard tests: GRE, MAT or Resources and a half years. Praxis Core. EDU 6530 Multicultural Counseling 3. Students seeking professional certification EDU 6651 Foundations of Mental Health Semester One (fall term) are expected to have received or qualified Counseling and Consultation EDU 6121 Orientation to Mental Health for New York State initial teaching PSY 621 Psychopathology Counseling certification. Students who do not possess PSY 636 Objective Personality Assessment Or certification at the time of admission Elective Courses (6 credits) Elective will be accepted with the understanding EDU 6651 Foundations of Mental Health that they must receive this teaching Students in the Clinical Mental Health Counseling certification to be eligible for institutional Counseling program may select 6 credits in endorsement for the New York State elective courses. Elective courses must be Semester Two (spring term) professional teaching certification. approved by the student’s advisor. Courses EDU 6270 Case Conceptualization, may be selected from within the counseling Treatment Planning, and Programs of Study program or from another department, e.g., Psychopharmacology Department of Curriculum and Instruction psychology, as long as they are related to the PSY 621 General Psychopathology offers eight programs of study: student’s needs, interests, or career goals. • Adolescent: Career Change, Field Change Semester Three (summer term) Examples of elective courses from within the and Continuing counseling Program include: EDU 6424 Case Studies and Community • Childhood: Career Change, Field Change Resources EDU 6125 Brief Counseling of Children and and Continuing EDU 6311 Internship I Adolescents • Early Childhood: Career Change and Field Change EDU 6211 Crisis Prevention and Intervention Semester Four (fall term) EDU 6314 Counseling and Special Education EDU 6364 Counseling the Substance Abuser These Master’s programs require a capstone EDU 6610 Spiritual Issues in Counseling and EDU 6312 Internship II thesis paper during their final semesters. Psychotherapy We also offer four additional Career Change Examples of elective courses from within the programs of study in collaboration with the psychology program include: Department of Education Specialties: • Childhood and Childhood Special PSY 631 Psychoanalytic Psychotherapy Education PSY 749 Behavior Therapy • Early Childhood and Teaching Students PSY 760 Marital and Family Therapy with Disabilities PSY 838 Addictive Behaviors • Childhood Education and T.E.S.O.L. PSY 845 Group Therapy • Adolescent and Special Education PSY 580 Cognitive Therapy

118 the school of Education 119

Capstone: Assessment of the Capstone: Assessment Learning Process** Curriculum Developing the Web Materials for (or EDU 7266) in Innovative Strategies Secondary Education: Social Studies* Innovative Strategies in Secondary Education: Science Innovative Strategies in Secondary Education: Mathematics* Innovative Strategies in Secondary Education: Foreign Language* Innovative Strategies in Secondary Education English (ELA) Understanding the Middle Grades Learner Psychological Foundations of Learning Philosophical, Historical, and Sociological Foundations of Education Human Relations in Multicultural and Inclusive Settings Introduction to Research Capstone: Assessment of the Learning Process** Developing Curriculum Materials for the Web Socio-Emotional, Cultural and Cognitive Aspects of Middle School/Adolescent Learners in General and Inclusive Settings Methods of Teaching in the Middle Grades Innovative Strategies in Secondary Education: Social Studies* stjohns.edu/graduatebulletin Semester hours: 33 credits. This course should be taken at the end of the program EDU 7585 EDU 7666 of the following: Select one EDU 7291 EDU 7292 EDU 7293 EDU 7294 EDU 7296 *Field Experience Courses ** One Course Elective EDU 7106 Or an elective course approved by your advisor. Continuing Program The Continuing program is intended for students who wish to pursue a Master’s degree in the same academic area as their Initial Certification. Required Courses: EDU 7000 EDU 7222 EDU 7290 EDU 7297 Methods EDU 7585 EDU 7666 **This course should be taken at the end of the program Select One Course Elective from the following: EDU 7106 EDU 7107 EDU 7291 Theories of and Strategies for Teaching Literacy and English Language Arts in the Content Areas* Psychological Foundations of Learning (or EDU 7222) Methods of Teaching in the Middle Grades Philosophical, Historical, and Sociological Foundations of Education (or EDU 7000) Teaching and Learning: Adolescent* Introduction to Research Psychological Foundations of Psychological EDU 7222) Learning (or Teaching in the Methods of Middle Grades Associate Teaching: Adolescence Historical, and Philosophical, of Sociological Foundations Education (or EDU 7000) Technology for Literacy-Based Area in Applications in Content Regular and Special Education Settings (or EDU 7666) Teaching and Learning: Adolescent* Learning Process** Developing Curriculum Materials for the Web (or EDU 7267) Education and Accommodating Needs of Individuals with Exceptionalities, K–12* Innovative Strategies in Secondary Education: Social Studies* Innovative Strategies in Secondary Education: Science* Innovative Strategies in Secondary Education: Mathematics* Innovative Strategies in Secondary Education: Foreign Language* Innovative Strategies in Secondary Education English (ELA)* Capstone: Assessment of the Capstone: Assessment Semester hours: 33 credits. This course should be taken at the end of the program. Field Change The Field Change program is intended for students who have received or have qualified for an initial certification outside of Adolescent Education. Required Courses: EDU 3270 EDU 7000 EDU 7107 EDU 7222 EDU 7295 EDU 7297 Methods EDU 7000 EDU 7107 EDU 7117 EDU 7222 EDU 7267 EDU 7295 EDU 7585 EDU 7666 EDU 9711 Select one of the following: EDU 7291 EDU 7292 EDU 7293 EDU 7294 EDU 7296 *Field Experience Courses ** 

Language Acquisition and Literacy Development for General Education and English Language Learners (ELLs), K–12* Theories of and Strategies for Teaching Literacy and English Language Arts in the Content Areas* In response to the need for teachers in Upon completion of the first half of the Additionally, you must meet with the Please see your advisor for specific These Master’s programs require a programs require a These Master’s encompass a range of All programs The Ph.D. Program in Curriculum Complete all workshops (DASA – Anti- bullying, School Violence Prevention, Child Abuse and Maltreatment) Satisfy NYS Liberal Arts requirements for initial teaching certification (as determined by SOE Transcript evaluation of Deficiencies at Admission) Obtain Fingerprint Clearance • • • Adolescent Education Adolescent Education Master’s Degree Program Education– Career Change in Adolescent 33–credit program The Career Change program is intended for students whose academic background is outside the field of education and who do not presently hold a teaching certificate. grades 7–12, St. John’s University offers a master’s degree program—the career change program—that can qualify you for a full-time salaried teaching position. program, you may be eligible for internship certification by the State Education Department and full-time salaried employment in New York public and private schools, provided the following requirements are met: Director of Field Experience to discuss and agree upon a timetable for completion of New York State Teacher Certification Exams and EdTPA, and request institutional recommendation from the Director of Certification by submitting an Institutional Release Authorization Form (IRAF) and an “Intent to Hire” letter when you have secured a teaching position in your desired area. EDU 7117 and 7585 should be taken at the end of the program. information. Required Courses: EDU 3200 EDU 3270 comprehensive exam at the end of the exam at the end of comprehensive program. through learning experiences teaching and a broad methods and relevant pedagogical of strategies for devising, knowledge learning implementing and assessing Each of these experiences for all learners. of Science degree. programs leads to a Master strands of study and Instruction offers 4 examination and and requires a qualifying dissertation. EDU 7292 Innovative Strategies in Required Courses: EDU 7195 Teaching and Learning: Secondary Education: Science* EDU 3200 Language Acquisition and Childhood* EDU 7293 Innovative Strategies in Literacy Development for EDU 7222 Philosophical, Historical, and Secondary Education: General Education and English Sociological Foundations of Mathematics* Language Learners (ELLs), K–12* Education EDU 7294 Innovative Strategies in EDU 3220 Approaches, Materials, and EDU 7666 Developing Curriculum Secondary Education: Foreign Performance Evaluation in Materials for the Web Language* Literacy and English Language EDU 7290 Human Relations in EDU 7296 Innovative Strategies in Arts Development, K–12* Multicultural and Inclusive Secondary Education: English EDU 7000 Psychological Foundations of Settings (ELA)* Learning (or EDU 7222) EDU 7297 Introduction to Research *Field Experience Course EDU 7135 Current Trends, Research and Methods Assessment in Social Studies* EDU 7585 Capstone: Assessment of the 12 Credits in Student’s Liberal Arts Area EDU 7136 Current Trends, Research and Learning Process** (check one): Assessment in Science* *Field Experience Courses • Biology EDU 7137 Current Trends Research and **This course should be taken at the end of the • English Assessment in Mathematics* program. • Math EDU 7195 Teaching and Learning: • Social Studies Childhood* Continuing Program • Spanish EDU 7222 Philosophical, Historical, and The Continuing Program is intended for Sociological Foundations of Childhood Education Master’s Degree students who wish to pursue a Master’s Education degree in the same academic area as their Program EDU 7290 Human Relations in initial certification. Semester hours: 33 credits. Career Change Multicultural and Inclusive **EDU 7585 should be taken toward the Settings end of the program. The Career Change program is intended EDU 7585 Capstone: Assessment of the for students whose academic background Learning Process** Required Courses: is outside the field of education and do not EDU 7266 Technology for Teaching presently hold a teaching certificate. EDU 7000 Sociological and Psychological Literacy Applications In response to the need for teachers in Foundations of Learning in Regular and Special Grades 1–6, St. John’s University offers a EDU 7222 Philosophical, Historical, and Education Settings master’s degree program—the career change Sociological Foundations of EDU 7115 Childhood Education Associate program—that can qualify you for a full-time Education Teaching salaried teaching position. EDU 7290 Human Relations in EDU 7666 Developing Curriculum Upon completion of the first half of the Multicultural and Inclusive Materials for the Web program, you may be eligible for internship Settings EDU 9711 Education and Accommodating certification by the State Education Department EDU 7297 Introduction to Research Needs of Individuals with and full time salaried employment in New Methods Exceptionalities, K–12* EDU 7585 Capstone: Assessment of the York public and private schools, provided the following requirements are met: *Field Experience Courses Learning Process** •• Complete all workshops (DASA – **This course should be taken at the end of the EDU 7666 Developing Curriculum Antibullying, School Violence Prevention, program. Materials for the Web Child Abuse and Maltreatment) Field Change • Satisfy NYS Liberal Arts requirements 12 Credits from the following: for initial teaching certification (as The Field Change Program is intended for EDU 7135 Current Trends, Research and determined by SOE Transcript evaluation students who have received or have qualified Assessment in Social Studies* of Deficiencies at Admission) for an initial certification outside of Childhood EDU 7136 Current Trends, Research and • Obtain Fingerprint Clearance Education. Semester hours: 33 credits. Assessment in Science* EDU 7195 should be taken early in course EDU 7137 Current Trends, Research and Additionally, you must meet with the Director work. EDU 7585 should be taken toward the Assessment in Mathematics* of Field Experience to discuss and agree upon end of the program. EDU 7138 Current Trends and Research a timetable for completion of New York State in the Teaching of Language Teacher Certification Exams and EdTPA, and Required Courses: Arts* request institutional recommendation from EDU 3200 Language Acquisition and EDU 7129 Mathematics and Science in the Director of Certification by submitting an Literacy Development for Early Childhood Institutional Release Authorization Form (IRAF) General Education and English *Field Experience Courses and an “Intent to Hire” letter when you have Language Learners (ELLs), **This course should be taken at the end of the secured a teaching position in your desired K–12* program. area. EDU 7000 Sociological and Psychological Please see your advisor for specific Foundations of Learning One course elective from the following: information. EDU 7135 Current Trends, Research and EDU 7106 Understanding the Middle Semester hours: 33 credits Assessment in Social Studies* Grades Learner EDU 7115 and EDU 7585 should be taken EDU 7136 Current Trends, Research and EDU 7107 Methods of Teaching in the at the end of the program. Assessment in Science* Middle Grades EDU 7137 Current Trends, Research and Or a course approved by your advisor. Assessment in Mathematics* *Field Experience Courses

120 the school of Education 121

Education and Accommodating Needs of Individuals with Exceptionalities, K–12* Early Childhood Associate Teaching (half semester) Programs in Early Childhood Education: Play, Social Learning in Early Childhood Environments* Psychological Foundations of Psychological Learning Associate Early Childhood Teaching Early Childhood Programs in Social Education: Play, Early Childhood Learning in Environments* Creative Arts in Linguistically/ Culturally Diverse and Inclusive Early Childhood Education* Literature in Early Childhood Education (or EDU 7128) the Observing and Recording Behavior of Young Children* (or EDU 7585) School, Family and Community Partnerships Integrated Curriculum in Early Childhood* (or EDU 7124) Mathematics and Science in Early Childhood Capstone: Assessment of the Learning Process** (or EDU 7126) Language Acquisition and Literacy Development for General Education and English Language Learners (ELL) K–12* Psychological Foundations of Learning Developing Curriculum Materials for the Web Technology for Teaching Literacy in Regular and Special Education Settings Early Childhood Special Education* stjohns.edu/graduatebulletin Semester hours: 36 credits.    or  or  students who have received or have qualified for an initial certification outside of Early Childhood Education. EDU 7114 and EDU 7585 should be taken toward the end of the program. Required Courses: EDU 3200 EDU 7000 EDU 7114 EDU 7122 *Field Experience Courses **This course should be taken at the end of the program Field Change The Field Change program is intended for EDU 7000 EDU 7114 EDU 7122 EDU 7123 EDU 7124 EDU 7126 EDU 7127 EDU 7128 EDU 7129 EDU 7585 EDU 7666 EDU 7266  EDU 9711  EDU 9737

Language Acquisition and Literacy Development for General Education and English Language Learners (ELLs), K–12* Approaches, Materials, and Performance Evaluation in Literacy and English Language Arts Development, K–12* Additionally, you must meet with the EDU 7114 and EDU 7585 should be taken Complete all workshops (DASA – Anti- bullying, School Violence Prevention, Child Abuse and Maltreatment) Satisfy NYS Liberal Arts requirements for initial teaching certification (as determined by SOE Transcript evaluation of Deficiencies at Admission) Obtain Fingerprint Clearance In response to the need for teachers of Upon completion of the first half of the • • • Early Childhood Education Master’s Early Childhood Education Degree Program Career Change The Career Change program is intended for students whose academic background is outside the field of education and do not presently hold a teaching certificate. birth through Grade 2, St. John’s University offers a master’s degree program—the career change program—that can qualify you for a full-time salaried teaching position. program, you may be eligible for internship certification by the State Education Department and full time salaried employment in New York public and private schools, provided the following requirements are met: Director of Field Experience to discuss and agree upon a timetable for completion of New York State Teacher Certification Exams and EdTPA, and request institutional recommendation from the Director of Certification by submitting an Institutional Release Authorization Form (IRAF) and an “Intent to Hire” letter when you have secured a teaching position in your desired area. toward the end of the program. Required Courses: EDU 3200 EDU 3220 requisite courses will be eligible to apply for will be eligible to requisite courses their content grades 7, 8, and 9 in certification, area completion of their content area. Upon Release submit an Institutional students can of Form (IRAF) to the School Authorization Officer to receive Education Certification in the following content an endorsement Spanish, Social areas: English, Mathematics, Students who Studies, Physics and Biology. outside of those hold Childhood certification can apply to the State areas mentioned above via the “Individual Education Department receive the Middle Evaluation” pathway to subject area if School Extension in their and provide they have met all requirements appropriate documentation. Understanding the Middle Grades Learner Methods of Teaching in the Middle Grades Extension for Childhood EducationExtension for Childhood Students must possess New York State Students currently enrolled at St. Childhood Education Certificate Extension to Grades 7, 8, and 9: Students satisfying the 30 credits in a content area with a minimum grade of C, passing the CST in that subject area, and satisfactorily completing the two Middle School Extension Middle School certificate Adolescent Education Extension for EDU 7106 successfully completing holders: After eligible to students will be and 7107 courses, 5 and eligibility to teach grades extend their original content area as their 6 in the same certificate. extension will allowcertificate holders: This 7, 8, and 9 in a subjectstudents to teach grades completing EDUarea. In addition to successfully must have 30 credits7106 and 7107, students in one content area andcompleted (C or better) State Content Specialtymust pass the New York area to completeTest (CST) in the same subject of Education’sthe extension. The School review all transcriptsCertification Officer will to assess whetherduring the application process coursework has beenor not the content area satisfied for the extension. Eligibility for the Programs Applicants to each program should possess an undergraduate grade point average of B or better. initial or professional teacher certification in either Adolescent or Childhood Education, or be in the process of attaining that credential. The Middle School Extension can only be granted to individuals who attain certification. Application Procedure Students not currently enrolled at St. John’s University can request an application and information about the program. John’s University as undergraduate seniors or graduate students should meet with their advisor to determine how to qualify for the Middle School Extension. Required Courses in Both Certificate Programs EDU 7106 EDU 7107 *Field Experience Courses Certification: Adolescent Education Certificate Extension to Grades 5 and 6: Students satisfactorily completing the two requisite courses will be eligible to apply for certification, grades 5 and 6, in their initial content certification area. Students can submit an Institutional Release Authorization Form (IRAF) to the School of Education Certification Officer to receive an endorsement. EDU 7123 Creative Arts in Linguistically/ of 180 hours of field research and community Culturally Diverse and engagement. Students will focus their studies in Department Inclusive Early Childhood one or more of the four programmatic strands: Education* 1) Teaching, Learning, and Knowing; 2) Early of Education EDU 7124 Literature in Early Childhood Childhood; 3) Global Education; and 4) STEM Education Education. Specialties EDU 7126 Observing and Recording the The Department of Education Specialties offers Courses Behavior of Young Children* programs and coursework in professional EDU 7127 School, Family and The coursework includes 39 credits prior to teacher preparation. Community Partnerships the dissertation: Eleven (11) Curriculum and EDU 7128 Integrated Curriculum in Early Instruction courses (33 credits) and two (2) The department offers programs in four major Childhood* elective courses/advanced topics (6 credits). areas EDU 7129 Mathematics and Science in Ph.D. in Curriculum and Instruction courses • Bilingual Education Early Childhood include: • Literacy EDU 7585 Capstone: Assessment of the EDU 8000 Community Immersion • Special Education Learning Process** Research Seminar I, 3 credits •  TESOL (Teaching English to Students of EDU 9711 Education and EDU 8001 Community Immersion Other Languages) Accommodating Research Seminar II, 3 credits Needs of Individuals with (Prerequisite: EDU 8000 In most instances, candidates require an initial Exceptionalities, K–12* Community Immersion or base certificate for entry into the teacher or Research Seminar I) preparation programs in Literacy, Teaching EDU 9737 Early Childhood Special EDU 8002 Community Immersion English to Speakers of Other Languages Education* Research Seminar III, 3 credits (TESOL) and Special Education. Three dual (Prerequisite: EDU 8001 certification career change programs in TESOL *Field Experience Courses Community Immersion and Special Education allow candidates to **This course should be taken at the end of Research Seminar II) earn the initial and professional certification the program EDU 8003 Visions of Research I, 3 credits simultaneously. These programs and related EDU 8004 Visions of Research II, 3 coursework support the University Mission as For a complete listing of approved courses, credits articulated by St. Vincent de Paul and carried please contact the Dean’s office. EDU 8005 Visions of Research III, 3 out through academic rigor and service to the credits (Prerequisite: EDU community. Ph.D. In Curriculum 8003 Visions of Research At the present time at the Queens and Instruction I and EDU 8004 Visions of campus, the department offers graduate Research II) programs in Literacy, Special Education, TESOL Program Overview EDU 8006 Philosophies of Education, and Bilingual Education. Within the Literacy The Ph.D. in Curriculum and Instruction is a 3 credits programs, there are Ph.D. and three graduate journey of profound personal and professional EDU 8007 Families and Communities level programs and coursework in teaching discovery. The program is individualized to Ph.D. as Partners in Education, literacy from birth through 12th grade. The candidates, responsive to communities, built 3 credits TESOL program includes a Master’s in TESOL, upon the philosophy that students are agents of EDU 8008 Global Perspectives within plus two advanced certificates in both TESOL their own learning, and committed to fostering Education and Educational and Bilingual Education (of 15 credits each). a symbiotic relationship between research Research, 3 Credits We also offer programs for teaching students and community. The program is structured so EDU 8009 Critical and Historical with disabilities, in childhood and adolescence that students receive ongoing support from Perspectives within Education (special education). In addition, a 48-credit their professors and peers through classes, and Educational Research, 3 Childhood and Childhood Special Education community activities, and scholarly endeavors. credits (internship) program and a 36-credit Childhood EDU 8010 Dissertation Proposal Seminar, Education and TESOL programs are offered for Program Mission 3 credits (Prerequisite: those eligible candidates lacking initial teacher This Ph.D. program distinguishes itself by a Requires Chair’s Permission) certification. There are four 48-credit dual commitment to scholarship that is devoted to EDU 8011 Dissertation/Matriculation, 3 certification Master’s programs in Literacy B–6 critical issues related to teaching and learning. credits (Prerequisite: Requires and TESOL PK–12, Literacy 5–12 and TESOL Students will develop collaborative explorations Chair’s Permission) PK-12, Literacy B-6 and Teaching Children with and employ multiple research and disciplinary EDU 8012 Dissertation/Matriculation, 3 Disabilities in Childhood, 1–6, and Literacy lenses to understand and address local and credits (Prerequisite: Requires 5–12 and Teaching Students with Disabilities possibly global educational needs by working Chair’s Permission) 7–12, Generalist, with SWD subject extensions. with and for the people and communities EDU 8013 Advanced Research Methods, For initially certified teachers, three with whom they are engaged. 3 credits (Prerequisite: EDU 33-credit programs are now offered on the 8003 Visions of Research I, Staten Island and/or Queens campus. Teaching Program Structure EDU 8004 Visions of Research Students with Disabilities 7–12 Generalist, for The Ph.D. in Curriculum and Instruction is II, and EDU 8005 Visions of high school teachers; Teaching Children with a 45-credit post-Master’s degree program. Research III) Disabilities, Early Childhood; Teaching Children Students will complete 39 credits, as well as a EDU 8014 Advanced Topics: Literature with Disabilities Childhood, for elementary comprehensive exam, prior to the dissertation Review, 3 credits teachers, is offered online as well as in a proposal. Over the course of three years, traditional setting. students are expected to complete a minimum

122 the school of Education

123

Language Acquisition and Language Acquisition for Literacy Development and General Education Learners English Language (ELLs) K–12* Research and Practice of Teaching Writing /English Language Arts in General and Inclusive Education, 5–12 Teaching Literacy through Literature, 5–12 and Approaches, Materials, Performance Evaluation in Literacy and English Language Arts Development, K–12* Diagnosis and Case Study Analysis of Literacy Performance* (Prereq. 3220 and 3270) Theories of and Strategies for Teaching Literacy and English Language Arts in the Content Areas* Case Study and Instructional Strategies for Diverse Learners* (Prereq. 3230) Practicum and Seminar in Literacy Instruction, 5–12 (50 hours), (Prereq. 3230 and 3240). Research and Strategies in Literacy Leadership Research Perspectives in Linguistics for Teachers of English Language Learners (ELL) and Exceptional Structure of the English Curriculum and Instructional Design for Teaching Literacy to Individuals with Exceptionalities: Childhood* School Based Data Analysis stjohns.edu/graduatebulletin Advanced Certificate in Literacy 5–12 Certificate in Literacy Advanced (21 credits) EDU 3200 EDU 3215 OR EDU 3265 AND EDU 3220 EDU 3230 EDU 3270 EDU 3240 EDU 3255 *Field Experience Courses Advanced Certificate: Literacy Leadership Coach (15 credits) Must be attached to Literacy Master’s degree EDU 3283 EDU 3285 Literacy EDU 9010 Learners* OR EDU 9015 Language EDU 9716 EDU 5650 Courses may be applied to the Ph.D. program in Literacy but this 15-credit program does not result in New York State Teacher certification. *Field Experience Courses Language Acquisition and Literacy Development for General Education and English Language Learners (ELL) K–12* Research and Practice of Teaching Writing /English Language Arts in General and Inclusive Education, B–6 Teaching Literacy through Literature, B–6 Approaches, Materials, and Performance Evaluation in Literacy and English Language Arts Development, K–12* Diagnosis and Case Study Analysis of Literacy Performance* (Prereq., 3220 and 3270) Theories of and Strategies for Teaching Literacy and English Language Arts in the Content Areas* Case Study and Instructional Strategies for Diverse Learners* (Prereq. 3230) Practicum and Seminar in Literacy Instruction B–6 50 hours (Prereq. 3230 and 3240) .

Program of Study: Advanced Certificate in Literacy B–6 (21 Credits) EDU 3200 EDU 3210 Or EDU 3264 AND EDU 3220 EDU 3230 EDU 3270 EDU 3240 EDU 3250 *Field Experience Courses Description: Programs, Certificate in Literacy The Advanced literacy requires 21 credits of B–6 or 5–12 initially certificate enables the courses. This to teach to acquire the skills certified teacher arts to and related language reading, writing, to high school students from early childhood student will acquire levels. In addition, the specialist capable skills to become a reading writing ability and of assessing reading and help children and providing instruction to problems. adolescents with literacy-related Exam (CST in Literacy) The Content Specialty NYS certification in must be passed to obtain will be offered on the Literacy. This program LIGC and Manhattan Queens, Staten Island, credits) taken as part sites. Literacy courses (6 career change Master’s of a previously earned for this Advanced in Education may be counted Certificate. There is also a 15-credit Advanced Certificate in Literacy Leadership which can be added to a Master’s in Literacy. Courses in the may Leadership Literacy in Certificate Advanced be applied to the Ph.D. program in Literacy. This advanced certificate prepares literacy coaches for leadership positions. At the Staten Island campus, the At the Staten level programs At LIGC, special graduate The department also offers several 48 department offers graduate-level programs offers graduate-level programs department at levels in Teaching Literacy and coursework Advanced grades 5–12 and B–12; B–6 and in 5–12 and in Teaching Literacy, B–6; Certificates program a career change Literacy Leadership; Education and Childhood Special in Childhood program in (internship); a career change and Adolescence Adolescence Education Students with Special Education; Teaching Disabilities (Grades 7-12). in Literacy, TESOL, and coursework are offered Teaching Students with Bilingual Education and Adolescence. A Disabilities, Childhood and course sequence, 15-credit bilingual extention most base teaching which may be added to well. Coursework certificates, is offered as Education is in Literacy, TESOL and Special offered on the Manhattan campus. Some of the department’s course offerings may be taken online. “D” indicates those courses that are offered through online learning. All TESOL and Bilingual Education courses are offered online. Literacy Programs The department offers a Ph.D. in Literacy and three Master’s level graduate programs with specialization in the teaching of literacy. These graduate programs lead to initial or professional certification in Teaching Literacy, Birth – Grade 6 (33 credits), Teaching Literacy, Grades 5–12 (33 credits), and Teaching Literacy, Birth – Grade 12 (42 credits). credit dual certification Master’s degrees in Literacy B–6 and Special Education, 1–6; Literacy B–6 and T.E.S.O.L PK–12; Literacy 5–12 and T.E.S.O.L. PK–12 and Literacy 5–12 and Teaching Students with Disabilities 7–12, Generalist. Three advanced certificates in literacy are also offered. Completion of these programs qualifies students for an endorsement from The School of Education Certification officer for NY State initial or professional certification in Literacy, in the area of the completed program. Application to NY State for certification is contingent upon all current State mandated certification exams, training modules, field experiences and citizenship requirements are completed. Requirements for the Advanced Certificate in Literacy B–6 or 5–12 (21 credits) Must possess a Master’s Degree in Education and initial certification. Must maintain a “B” (3.0) average in all course work. Must complete 50-hour practicum. Must pass Content Specialty Test in Literacy to obtain State Certification. Admission Requirements for M.S.Ed. e. A score at or above the 50th percentile EDU 3220 Approaches, Materials, and Degree Programs on the Miller Analogies Test (MAT), or Performance Evaluation in 1. A baccalaureate degree from an accredited f. A score of at least 4 on the Analytical Literacy and English Language college or university. Undergraduate Writing section of the Graduate Record Arts Development, K–12* scholastic achievement must be such as Examination (GRE). (You need not take EDU 3264 Teaching Literacy through to give reasonable assurance of success in the other sections of the GRE). Literature, B–6 work for an advanced degree, normally, 2) A successful interview with members of the EDU 3270 Theories of and Strategies for a “B,” both in general average and in the Literacy core faculty and the department Teaching Literacy and English major field. chairperson. Language Arts in the 2. The teaching literacy programs service Content Areas* Notification of the decision will be sent by students who already hold initial certification EDU 3283 Research and Strategies in mail. If accepted, the student will be assigned in either early childhood, childhood or, Literacy Leadership adolescence education, teaching students an advisor who will assist in developing a Literacy Specialist Core (in sequence) with disabilities, teaching students who program of study. (9 credits) are deaf or hard of hearing, teaching EDU 3230 Diagnosis and Case students who are blind or visually impaired, Programs of Study Study Analysis of Literacy teaching students with speech and language Teaching Literacy, Birth–Grade 6 Performance* disabilities, teaching English to speakers (Prereq. 3220 and 3270) of other languages and library media The Master of Science in Education program EDU 3240 Case Study and Instructional specialists. Candidates seeking admission with a specialization in the Teaching of Strategies for Diverse Learners* shall normally have achieved a B average, Literacy, B–6 is a 33-credit program. This (Prereq. EDU 3230) or 3.0 or better cumulative grade point program enhances the initially certified EDU 3250 Practicum and Seminar in average in the program leading to the teacher’s ability to teach reading and the Literacy Instruction, B–6 (50 degree of their existing initial certificate. related language arts to students at the early hours) (Prereq. 3230 and 3240). 3. Candidates must submit satisfactory scores childhood, elementary and middle school on one of the standardized admission levels. In addition, the program enables These courses can be substituted with exams: GRE Analytical Writing or MAT. prospective and practicing teachers to acquire permission of an advisor or can be taken after 4. Applications of those individuals who meet and develop the skills they will need to become the degree is conferred toward additional the program requirements but whose reading specialists capable of diagnosing and professional development. assisting children to overcome their special GPAs fall below 3.0 in their initial certified EDU 3241 Multi-Sensory Approach to literacy problems. A comprehensive exam area, will be reviewed by a committee Language Learning and Phonics requirement occurs at the end of the full of designated faculty members to assess Instruction-Part I* program. It must be taken and passed during applicants’ potential to successfully EDU 3242 Multi-Sensory Approach to the last year of coursework provided that all complete the program. In such cases the Language Learning and Phonics core courses have been successfully completed committee may also request an interview Instruction-Part II* with the candidate. Upon committee and with the approval of the student’s advisor. recommendation, those applicants will be Students must also pass the CST in Literacy Teaching Literacy, Grades 5–12 to qualify for New York State certification. accepted conditionally with the proviso that The Master of Science in Education program Full programs are offered at the Queens and they achieve at least a 3.0 (B or better) in with a specialization in the Teaching of Staten Island campuses. The following courses each of their first four program courses. Literacy, Grades 5–12, is a 33-credit program. comprise the master’s program in literacy This program allows the initially certified Admission Requirements for Ph.D. Degree leading to initial or professional certification in teacher to teach reading, writing and the in Literacy Teaching Literacy, B–6: related language arts to students at the middle Applicants seeking admission to the doctoral General Core: (6 credits) school, junior high and high school levels. In program (Ph.D.) must submit evidence of their addition, the program enables prospective and EDU 9711 Education and Accommodating ability to pursue advanced graduate study: practicing teachers to acquire and develop the Needs of Individuals with A Master’s Degree in an education field skills they need to become reading specialists, Exceptionalities, K–12* from an accredited college or university is capable of diagnosing and assisting youngsters EDU 7266 Technology for Teaching required. Graduate scholastic achievement and youth in overcoming their literacy-related Literacy Applications in Regular must be such as to give reasonable assurance problems. A comprehensive exam requirement and Special Education Settings of success in work for an advanced degree. occurs at the end of the program. It must (for students with limited Normally this will be a 3.2 GPA or better in be taken and passed during the last year of technology background) prior graduate work. coursework provided that all core courses have OR been successfully completed and with the EDU 7666 Developing Curriculum Application Process: approval of the student’s advisor. If a student Materials for the Web 1) Submit a complete application to the Office fails the exam, he/she must take it in the of Graduate Admission for the School of Literacy Methodology Core: (18 credits) following semester. Students may only take Education. Supporting documents include: EDU 3200 Language Acquisition and the exam twice. Students must also pass the a. Official transcripts of all previous course Literacy Development for CST in Literacy to obtain NY State certification. work (undergraduate and graduate) that General Education and English Full programs are offered at the Queens and document a minimum GPA of 3.2 in a Language Learners (ELL) K–12* Staten Island campuses. The following courses master’s level program, EDU 3210 Research and Practice of comprise the Master’s program in literacy b. A statement of goals for doctoral study, Teaching Writing/English leading to initial or professional certification in c. A professional resume or curriculum vitae, Language Arts in General and Teaching Literacy, 5–12.

d. Documentation of full-time teaching Inclusive Education, B–6 experience,

124 General Core: (6 Credits) *Field Experience Courses Literacy Specialist Core (in sequence): (12 credits) EDU 9711 Education and Teaching Literacy, Birth through Grade 12 Accommodating Needs EDU 3230 Diagnosis and Case of Individuals with The Master of Science in Education program Study Analysis of Literacy Exceptionalities, K–12* with a specialization in the teaching of Literacy, Performance* (Prereq. EDU 7267 Technology for Literary-Based Birth through Grade 12 is a 42-credit program EDU 3220 or 3270) Applications in Content Area leading to initial and professional New York EDU 3240 Case Study and Instructional Learning in Regular and State Teacher Certification. This program Strategies for Diverse Learners* Special Education Settings enhances the initially certified teacher’s ability (Prereq. EDU 3230) or to teach reading and the related language arts. EDU 3250 Practicum and Seminar in EDU 7666 Developing Curriculum In addition, the program enables prospective Literacy Instruction, B–6 (50 Materials for the Web and practicing teachers to acquire and hours) (Prereq. 3230 and 3240). develop the skills they will need to become EDU 3255 Practicum and Seminar in Literacy Methodology: 18 credits literacy coaches and reading specialists Literacy Instruction, 5–12 EDU 3200 Language Acquisition and capable of diagnosing and assisting children (50 hours) (Prereq. EDU 3230) . Literacy Development for in overcoming their special literacy problems. General Education and A comprehensive exam requirement occurs *Field Experience Courses English Language Learners at the end of the program. It must be taken ORTON CERTIFICATION OPTION (ELL) K–12* and passed during the last year of coursework EDU 3215 Research and Practice of provided that all core courses have been If you wish to receive certification from The Teaching Writing /English successfully completed and with the approval Orton Academy, you must take both EDU Language Arts in General and of the student’s advisor. Students must also 3241 and EDU 3242 plus 100 hours of applied Inclusive Education, 5–12 pass the CST in Literacy to obtain NY State instruction which incorporates the strategies of EDU 3220 Approaches, Materials, and certification. Full programs are offered at the the Orton Academy. Performance Evaluation Queens and Staten Island campuses. in Literacy and English Admission and Program Requirements for Language Arts Development, General Core: (6 Credits) Literacy-Field Change the sch oo l of E d u cat io n K–12* EDU 9711 Educational and Students with teaching certificates in other EDU 3265 Teaching Literacy through Accommodating Needs of licensing areas may apply for one of the Literature, grades 5–12, in Individual with Exceptionalities, literacy field change programs. General and Inclusive Settings K–12* 1. A master’s degree in education or a EDU 3270 Theories of and Strategies for EDU 3280 Digital Literacies and Learning functionally related area, with scholastic Teaching Literacy and English OR achievement at a level to give reasonable Language Arts in the Content EDU 7666 Developing Curriculum assurance of success in work for an Areas* Materials for the Web advanced degree. Normally, this will be a EDU 3283 Research and Strategies in “B” average. Literacy Leadership Literacy Methodology Core (24 credits) 2. New York State initial teaching certification as specified in Admission Requirements for *Field Experience Courses EDU 3200 Language Acquisition and Degree Programs (2). Literacy Development for 3. Coursework as outlined in the B–6, 5–12, or Literacy Specialist Core: 9 credits General Education and B–12 degree programs is required. If some English Language Learners EDU 3230 Diagnosis and Case literacy coursework was completed in an (ELL) K–12* Study Analysis of Literacy M.S. degree program, electives may be EDU 3217 Research and Practice of Performance* (Prereq. 3220 substituted in consultation with the Teaching Writing/English or 3270) student’s program advisor. Language Arts in General EDU 3240 Case Study and Instructional 4. A comprehensive examination completed Inclusion Education, B–12 Strategies for Diverse in other M.S. programs satisfy program EDU 3220 Approaches, Materials, and Learners* (Prereq. 3230) requirements. EDU 3255 Practicum and Seminar in Performance Evaluation in Literacy Instruction, 5–12 Literacy and English Language Teaching Literacy B–6 and Teaching English (50 hours) (Prereq. 3230 Arts Development, K–12* to Speakers of Other Languages (TESOL) and 3240) EDU 3241 Multi-Sensory Approach to PK–12 (48 credits) Language Learning and Phonics This program will provide Master’s Degree These courses can be substituted with Instruction-Part I* permission of an advisor or can be taken candidates with dual certification in Literacy EDU 3242 Multi-sensory Approach to B–6 and Teaching English to Speakers of Other after the degree is conferred toward Language Learning and Phonics additional professional development Languages (TESOL) PK–12. It will give teachers Instruction, Part II* the opportunity to enrich their classroom EDU 3241 Multi-sensory Approach EDU 3270 Theories of and Strategies for pedagogy with specialization in literacy to Language Learning and Teaching Literacy and English instruction and instruction for the English Phonics Instruction, Part I* Language Arts in the Content Language Learners. A comprehensive exam EDU 3242 Multi-sensory Approach Areas* in both Literacy and TESOL occurs separately to Language Learning and EDU 3268 Teaching Literacy through at the end of each portion of the program. Phonics Instruction, Part II* Literature, B–12 Comprehensive exams must be taken and EDU 3283 Research and Strategies in passed during the last year of coursework Literacy Leadership provided that all core courses have been

stjohns.edu/graduatebulletin 125 successfully completed and with the approval EDU 9015 Structure of the English EDU 3220 Approaches, Materials, and of the student’s advisor. Students will be Language Performance Evaluation in eligible for certification in Literacy B–6 and EDU 9012 Methods of Language and Literacy and English Language TESOL PK–12 at program completion and after Academic Assessment of ELLS Arts Development, K–12* passing the CST-exams in Literacy and TESOL and Exceptional Learners* EDU 3230 Diagnosis and Case Study Analysis of Literacy Capstone Courses: Program Completion General Core: (6 credits) Performance* (Prereq. EDU (6 credits) EDU 9711 Education and Accommodating 3220 and 3270) Needs of Individuals with EDU 3250 Practicum and Seminar in EDU 3240 Case Study and Instructional Exceptionalities, K–12* Literacy Instruction, B–6 Strategies for Diverse Learners* EDU 3280 Digital Literacies and learning (50 hours) (Prereq. EDU 3230 (Prereq. EDU 3230) OR and 3240) . EDU 3265 Teaching Literacy through EDU 7666 Developing Curriculum Clinical Setting Literature, 5–12 Materials for the Web EDU 3270 Theories of and Strategies for EDU 9014 Practicum and Seminar in Teaching Literacy and English Literacy Core: (18 credits) TESOL (100 hours) Language Arts in the Content EDU 3210 Research and Practice of TESOL students must have 12 credits in a Areas* Teaching Writing/English language other than English prior to admission EDU 3283 Research and Strategies in Language Arts in General or completion of program. (TESOL) PK–12. Literacy Leadership Inclusion Education, B–6 *Field Experience Courses EDU 3220 Approaches, Materials, and TESOL Core (18 credits) Performance Evaluation in Teaching Literacy 5–12 and Teaching EDU 9001 Foundations Bilingual, Literacy and English Language English to Speakers of Other Languages, Multicultural and Second Arts Development, K–12* TESOL PK–12 (48 credits) Language Education EDU 3230 Diagnosis and Case This program will provide Master’s Degree EDU 9003 Literacy Development for the Study Analysis of Literacy candidates with dual certification in Literacy First and Second Language Performance* (Prereq. 3220 5–12 and Teaching English to Speakers of Learners* and 3270) Other Languages (T.E.S.O.L) PK–12. It will OR EDU 3240 Case Study and Instructional give teachers the opportunity to enrich their EDU 3200 Language Acquisition and Strategies for Diverse Learners* classroom pedagogy with specialization in Literacy Development for (Pre-req. EDU 3230) literacy instruction and instruction for the General Education and English EDU 3264 Teaching Literacy through English Language Learners. A comprehensive Language Learners (ELLs), Literature, B–6 exam in both Literacy and TESOL occurs K–12* EDU 3270 Theories of and Strategies for separately at the end of each portion of the EDU 9006 Human Development in Teaching Literacy and English program. Comprehensive exams must be taken Cross-cultural Perspective Language Arts in the Content and passed during the last year of coursework EDU 9010 Linguistics for Teachers of Areas* provided that all core courses have been English Language (ELL) and OR successfully completed and with the approval Exceptional Learners* EDU 3283 Research and Strategies in of the student’s advisor. Students will be Or Literacy Leadership eligible for certification in Literacy 5–12 and EDU 9015 Structure of the English Language TESOL Core (18 credits) TESOL PK–12 at program completion and after passing the CST-exams in Literacy and TESOL. EDU 9012 Methods of Language and EDU 9001 Foundations Bilingual, Academic Assessment of ELLS Multicultural and Second General Core: (6 credits) and Exceptional Learners* Language Education EDU 9003 Literacy Development for the EDU 9711 Education and Accommodating Capstone Courses: Program Completion First and Second Language Needs of Individuals with (6 credits) Learners* Exceptionalities, K–12* EDU 3255 Practicum and Seminar in OR EDU 7266 Technology Literacy Based Literacy Instruction, 5–12 (50 EDU 3200 Language Acquisition and Applications in Content Area Hours) (Prereq. EDU 3230 Literacy Development for Learning in Regular and Special and 3240) . General Education and English Education Settings EDU 9014 Practicum and Seminar in Language Learners (ELLs), OR TESOL (100 hours) K–12* EDU 7666 Developing Curriculum To meet NY State certification requirements, EDU 9004 Content Area Instruction for Materials for the Web TESOL students must provide transcripts Linguistically/Culturally Diverse (for students with more showing 12 credits in a language other than Learners* technology background) English at admission or before completion of EDU 9006 Human Development in Literacy Core: (21 credits) program. Cross-cultural Perspective *Field Experience Courses EDU 9010 Linguistics for Teachers of EDU 3215 Research and Practice of English Language (ELL) and Teaching Writing/English Teaching Literacy B–6 and Teaching Exceptional Learners* Language Arts in General Children with Disabilities (48 credits) Or Inclusion Education, 5–12 This program will provide Master’s degree candidates with dual certification in Literacy B–6 and Teaching Children with Disabilities.

126 A comprehensive exam in both Literacy Capstone Courses: Program Completion EDU 9706 Curriculum Adaptation and Special Education occurs separately at (6 credits) and Modification Planning the end of each portion of the program. EDU 3250 Practicum and Seminar in for Exceptional Students: Comprehensive exams must be taken and Literacy Instruction, B–6 (50 Adolescent* passed during the last year of coursework hours) (Prereq. EDU 3230 and EDU 9711 Education and Accommodating provided that all core courses have been 3240) Needs of Individuals with successfully completed and with the approval Exceptionalities K–12* of the student’s advisor. Clinical Setting EDU 9719 Principles of Applied Behavior Analysis and Positive Behavioral Technology Core: (3 credits.) EDU 9702 Practicum in Special Education- Childhood Final Semester (150 Supports, K–12* EEDU3280 Digital Literacies and Learning hours: Special Education School EDU 9726 Curriculum and Instructional Clinical Setting) design for Teaching Literacy Methodology Core: (21 credits) Literacy to Individuals with *Field Experience Courses EDU 3200 Language Acquisition and Exceptionalities: Math, Literacy Development for Science, and Social Studies— General Education and Teaching Literacy 5–12 and Teaching Adolescent* English Language Learners (ELL) Children with Disabilities Generalist (48 EDU 9742 Formal and Informal K–12* credits) Educational Assessment of Individuals with EDU 3210 Research and Practice of This program will provide Master’s degree Exceptionalities—Adolescent Teaching Writing/English candidates with dual certification in Literacy (Prerequisite: EDU 9711)* Language Arts in General 5–12 and Teaching Children with Disabilities. EDU 9744 Curriculum and Instructional Inclusion Education, B–6 A comprehensive exam in both Literacy design for Teaching EDU 3220 Approaches, Materials, and and Special Education occurs separately at Literacy to Individuals with Performance Evaluation in the end of each portion of the program. Exceptionalities—Adolescent Literacy and English Language Comprehensive exams must be taken and Arts Development, K–12* passed during the last year of coursework Capstone Courses: Program Completion EDU 3230 Diagnosis and Case the sch oo l of E d u cat io n provided that all core courses have been (6 credits) Study Analysis of Literacy successfully completed and with the approval EDU 3255 Practicum and Seminar in Performance (Prereq. EDU 3220 of the student’s advisor. and 3270) Literacy Instruction, 5–12 (50 EDU 3240 Case Study and Instructional Literacy Methodology Core: (21 credits) hours) (Prereq. EDU 3230 and 3240) Strategies for Diverse Learners EDU 3200 Language Acquisition and EDU 9705 Practicum in Special Education- (Prereq. 3230) Literacy Development for Adolescent (150 hours: Special EDU 3264 Teaching Literacy through General Education and English Education School or Clinical Literature, B–6 Language Learners (ELL) K–12* Setting) EDU 3270 Theories of and Strategies for EDU 3215 Research and Practice of Teaching Literacy and English Teaching Writing/English *Field Experience Courses Language Arts in the Content Language Arts in General Areas* Inclusion Education, 5–12 Ph.D. in Literacy: Program of Study OR EDU 3220 Approaches, Materials, and The Doctor of Philosophy (Ph.D.) program EDU 3283 Research and Strategies in Performance Evaluation in in Literacy focusing on Diverse and At Risk Literacy Leadership Literacy and English Language Learners prepares professionals for these role options: Special Education Core (18 credits) Arts Development, K–12* EDU 3230 Diagnosis and Case Teacher Educator (College or University EDU 9707 Curriculum Adaptation Study Analysis of Literacy Faculty for Teacher Preparation, Research and and Modification Planning Performance* (Prereq. EDU Service) for Exceptional Students: 3220 and 3270) School Literacy Specialist (Reading or Childhood* EDU 3240 Case Study and Instructional Writing Specialist or Literacy Coach Developing EDU 9711 Education and Accommodating Strategies for Diverse Learners* Literacy for All Learners) Needs of Individuals with (Prereq. 3230) Literacy Leader Advocate (Agency, Exceptionalities K–12* EDU 3265 Teaching Literacy through Community, or School District Curriculum EDU 9712 Educational Assessment Literature, 5–12 Specialist–Developing, Organizing and of Individuals with EDU 3270 Theories of and Strategies for Supervising Literacy Programs) Exceptionalities* Teaching Literacy and English The Ph.D. program was approved by EDU 3241 Multi-sensory Approach to Language Arts in the Content the New York State Education Department in language Learning and Phonics Areas* January 2008. Instruction – Part I* Students holding a master’s degree or OR Special Education Core (21 credits) certificate in literacy and/or New York State EDU 9718 Curriculum and Instructional EDU 9704 Research in Collaborative certification in literacy may proceed to doctoral Design for Individuals with Partnerships and Strategic level course work. Those with background in Exceptionalities: Math, Science, Instruction for General, Special, other educational disciplines will need to take Social Studies – Childhood* and Inclusive Education: prerequisite literacy courses at the master’s EDU 9719 Principles of Applied Behavior Adolescent* level in conjunction with doctoral level Analysis and Positive Behavioral course work. Supports, K–12*

stjohns.edu/graduatebulletin 127 Students seeking to add literacy students with disabilities childhood (Grades campus with some coursework available on certification must first hold initial or 1–6); early childhood (B to Grade 2) or the Manhattan and LGIC sites. Please look on professional teacher certification and should adolescent level (Grades 7–12). The 48-credit the web for more information on these new consult the Certification Officer early in their career change early childhood, childhood programs. program. and adolescent special education programs, Students may enroll in up to four courses offered in collaboration with the Department Admission Requirements for Master’s a semester (fall, spring, summer) as a cohort of Curriculum and Instruction, are intended Program in Special Education while maintaining their professional positions for students seeking initial certification and 1. A baccalaureate degree from an accredited during the day. Course work is completed in who wish to obtain additional certification college or university. Undergraduate three years leaving the fourth year and beyond in teaching students with disabilities at the scholastic achievement must be such as for the dissertation. early childhood, childhood or adolescent level. Programs at the Staten Island and/or Queen’s to give reasonable assurance of success in Doctoral Course Work (42 Credits) campuses. work for an advanced degree. Normally this will be a “B,” both in the general average Literacy Doctoral Courses (18 credits) Elementary teachers can now enroll in the first completely online graduate degree and in the major field. EDU 3281 Foundations of Literacy Inquiry program in teaching children with disabilities 2. The special education program serves and Professionalism at the childhood level (Grades 1–6) recognized students who have received or who have EDU 3282 Models and Process of Reading by New York State for certification. Teachers qualified for the New York State initial and Writing Acquisition and who complete this online degree will be teaching certificate. Students who do not Competency eligible for a professional state certificate valid possess the certificate at the time they seek EDU 3283 Research and Strategies in for teaching students with disabilities at the admission will be accepted into the 48-credit Literacy Leadership childhood level (Grades 1–6). A “D” indicates program with the understanding that they EDU 3290 Special Topics in Literacy those courses that are offered online. Students must receive this teaching certification to EDU 3291 Seminar in Literacy for At Risk, have the option of enrolling in this 33-credit be eligible for institutional endorsement for Diverse Learners program online through online learning or live the New York State professional teaching EDU 3292 Dissertation Seminar on the Queens campus. In addition, the 33 certification. EDU 3293 Dissertation Seminar Continued credit 7–12 Generalist degree for high school 3. Submission of satisfactory standardized test (Requires continuous teachers is now offered on both Queens and scores on the GRE, MAT or PRAXIS Core is enrollment until completion of Staten Island campuses with some courses required for admission. dissertation) offered on the LIGC campus. The new 33 4. Applications for those individuals who credit program Teaching Students with meet program requirements but whose Research Methodology Courses (15 GPAs fall below 3.0 in their initial credits): disabilities at the early childhood level (B-2) is now offered on the Queens campus. certification area will be reviewed by EDU 3285 Research Perspectives in The 48-credit career change program in a committee of designated faculty Literacy childhood or adolescent special education is members to assess applicants’ potential EDU 7211 Educational Research and Data offered on both the Queens and Staten Island to successfully complete the program. Analysis II campuses with some coursework available on In such cases the committee may also EDU 7900 Qualitative Research: the Manhattan and LIGC campuses. Students request an interview with the candidate. Methodology and Analysis enrolled in the 48-credit program on Staten Upon committee recommendation, EDU 7901 Educational Research and Data Island may need to take courses at the Queens those applicants will be accepted as Analysis II campus or online. The 48-credit career change probationary students with the provision EDU 3820 Mixed Methods Research and program for early childhood special education that they achieve at least a 3.0 in each of Design is only offered at the Queen’s campus. the first four courses in the program. The Special Education Program for 5. In addition to meeting all academic Cognate Studies Courses (9 credits): teaching students with disabilities at the prerequisites, prospective online students To address the research focus, the advisor and childhood and adolescent levels are designed must interview with program faculty doctoral student must choose: Educational to foster the development of skills, attitudes, prior to admittance to determine if they Leadership, Special Education, Literacy, or and abilities needed to identify and remediate meet rudimentary computer proficiency TESOL. major learning and behavior disorders requirements, such as Internet experience, including autism. They also prepare teachers logging on, cutting and pasting text using Doctoral Dissertation to instruct children and youth who manifest word processing software, and attaching The doctoral student conducts an original learning and behavioral problems ranging documents as e-mail attachments. research study under the guidance of a faculty from mild to profound, regardless of etiology. 6. Applicants for the Teaching Students mentor and dissertation committee. Attention is paid to diagnosis, intervention, with Disabilities 7–12 Generalist Masters program planning and program evaluation. must enter with a total of twenty four Residency Requirement Completion of the special education master’s credits, either at the undergraduate or Students may fulfill the residency requirement programs qualifies students for New York State graduate levels, in the following content by a variety of means. initial or professional certification as a teacher areas: Social Studies (6 credits); Math of students with disabilities at the childhood (6 credits); English (6 credits) and Program in Special and adolescent levels, provided students have Science (6 credits). Candidates must have successfully completed all State mandated received initial teaching certification prior Education external tests, training modules, workshops to entering the program. and teaching experiences. 7. A comprehensive exam must be taken The Department of Education Specialties The 24-credit Advanced Certificates in during the last semester of coursework. This offers graduate level programs leading Childhood and Adolescence Special Education requirement does not apply to the Advanced to a professional state certificate valid for are offered on the Staten Island and/or Queens Certificate in Special Education. teaching students with disabilities: Teaching

128 Programs of Study EDU 9739 Practicum in Special Education for initial teaching certification (as – Early Childhood, Final determined by SOE Transcript evaluation Early Childhood and Teaching Students Semester (Completed EDU of Deficiencies at Admission) with Disabilities (Early Childhood) Master’s 7114 all Special Education • Obtain Fingerprint Clearance Degree Programs Coursework) (150 hours) Additionally, you must meet with the *Field Experience Courses Director of Field Experience to discuss and Early Childhood Education and Teaching agree upon a timetable for completion A Comprehensive exam must be taken and Children with Disabilities (B–2) Field of New York State Teacher Certification Change: (45 Credits) passed during the last year of coursework Exams and EdTPA, and request institutional provided that all core courses have been recommendation from the Director of successfully completed and with the approval Early Childhood Core (21 Credits) Certification by submitting an Institutional of the student’s advisor. EDU 3210 Research and Practice of Release Authorization Form (IRAF) and an Teaching Writing/English The CST – Students with Disabilities must be “Intent to Hire” letter when you have secured Language Arts in General and passed prior to graduation a teaching position in your desired area. Inclusive Education Instruction, All students who do not take EDU 9737 must Please see your advisor for specific B–6 complete a NY State mandated 3-hour autism information. Semester hour: 48 credits. EDU 7122 Programs in Early Childhood workshop. Education: Play, Social Early Childhood and Teaching Students Learning, and Early Childhood with Disabilities, B–2, Career Change Career Change Environments* Required courses: EDU 7126 Observing and Recording the A 48-credit Career Change Program leads to certification in both Early Education (B–2) Behavior of Young Children* Early Childhood Education-l Core Courses and Teaching Students with Disabilities (early EDU 7127 School, Family and Community (24 Credits): Partnerships for Early childhood special education). This program is Childhood Professionals. intended for students who have not received EDU 3210 Research and Practice of EDU 7114 Early Childhood Associate initial certification in early childhood education Teaching Writing/English

Teaching (Student Teaching) and who wish to obtain additional certification Language Arts in General and the sch oo l of E d u cat io n in teaching students with disabilities at the Inclusive Education Instruction, Students must pass, or attempt to pass, all early childhood level. B–6 of the required New York State Examinations The program is intended for students EDU 7122 Programs in Early Childhood (EAS, CST) prior to Associate Teaching. EdTPA whose academic background is outside the Education: Play, Social is completed during Associate Teaching. field of education and who do not presently Learning in Early Childhood hold a teaching certificate. Environments* Choose two courses (6 credits), including at This program is designed to foster the EDU 7123 Creative Arts in Linguistically/ least one field experience course. development of skills, attitudes, and knowledge Culturally Diverse and Inclusive EDU 7123 Creative Arts in needed to teach diverse populations of Early Childhood Settings* Linguistically/Culturally Diverse young children, birth to grade 2, in general EDU 7126 Observing and Recording the and Inclusive Early Childhood* education, early intervention, “integrated,” Behavior of Young Children in EDU 7128 Integrated Curriculum in Early and self-contained special education Early Childhood Settings* Childhood Settings* settings. The program prepares teachers in EDU 7127 School, Family and Community EDU 7129 Mathematics and Science in methods of developmental assessment and Partnerships for Early Early Childhood of curriculum development, modification Childhood Professionals and implementation. It also promotes skills EDU 7128 Integrated Curriculum in Early Special Education Core (24 Credits) for working with interdisciplinary teams and Childhood* EDU 9716 Curriculum and Instructional culturally diverse families to support the EDU 7129 Mathematics and Science in Design for Teaching Literacy to learning and development of children across Early Childhood Individuals with Exceptionalities: the range of abilities. Completion of this EDU 7114 Early Childhood Associate Childhood* Career Change Master’s program qualifies Teaching EDU 9737 Early Childhood Special students for New York State initial/professional Students must pass, or attempt to pass, all Education* dual certification as a teacher of students in of the required New York State Examinations EDU 9719 Principles of Applied Behavior general education programs, birth to grade (EAS, CST) prior to Associate Teaching. EdTPA Analysis and Positive Behavior 2 and of students with disabilities at the is completed during Associate Teaching. Supports, K–12* early childhood level, provided students have EDU 9733 Educational Assessment of successfully completed all state-mandated Special Education Core: Courses (24 Young Children with external tests, training modules and teaching Credits) Exceptionalities (Prereq. experiences. EDU 9733 Educational Assessment EDU 7126 and EDU 9737)* Upon completion of the first half of the of Young Children EDU 9734 Curriculum Modifications program, you may be eligible for internship with Exceptionalities* for Teaching Students with certification by the State Education Department (Prereqs EDU 7126, EDU 9737) Disabilities in Diverse Early and full time salaried employment in New EDU 9734 Curriculum Modifications Childhood Settings* York public and private schools, provided the for Teaching Students with EDU 9736 Early Intervention and following requirements are met: Disabilities in Diverse Early Provision of Services for • Complete all workshops (DASA – Anti- Childhood Settings* Preschoolers with Special bullying, School Violence Prevention, Child Needs (Prereq. EDU Abuse and Maltreatment) 7126 and EDU 9737)* • Satisfy NYS Liberal Arts requirements EDU 9738 Research on Issues in Early Childhood Special Education*

stjohns.edu/graduatebulletin 129 EDU 9736 Early Intervention and Provision EDU 9702 Practicum in Special Choose 2 Electives (6 credits) of Services for Preschoolers Education – Childhood (Final EDU 3220 Approaches, Materials, and with Special Needs* (prereqs Semester) Performance Evaluation in EDU 7126, EDU 9737) EDU 3210 Research and Practice of Literacy and English Language EDU 9738 Research on Issues in Early Teaching Writing/English Arts Development, K–12* Childhood Special Education Language Arts in General and EDU 3280 Digital Literacy and Learning (Capstone research project) Inclusive Education Instruction, EDU 9003 Literacy Development for First EDU 9739 Practicum in Special B–6 and Second Language Learners Education-Early Childhood EDU 7266 Technology for Teaching EDU 9716 Curriculum and Instructional Literacy Applications in *Field Experience Courses Design for Teaching regular and special education A Comprehensive exam must be taken and Literacy to Individuals with settings. passed during the last year of coursework Exceptionalities: Childhood* EDU 9003 Literacy Development for First provided that all core courses have been EDU 9737 Early Childhood Special and Second Language Learners successfully completed and with the approval Education* *Field Experience Courses of the student’s advisor. EDU 9719 Principles of Applied Behavior Analysis and Positive Behavioral A Comprehensive exam must be taken and The CST-Childhood Disabilities must be passed Supports, K–12 passed during the last year of coursework prior to graduation. provided that all core courses have been *Field Experience Courses Students who do not take EDU 9711 must successfully completed and with the approval **Comprehensive exams must be taken and complete a 3-hour NYS mandated autism of the student’s advisor. passed during the last year of coursework workshop. provided that all core courses have been The CST – Students with Disabilities must be successfully completed and with the approval passed prior to graduation Teaching Students with Disabilities: of the student’s advisor. All students who do not take EDU 9711 must Adolescence 7–12 Generalist (33 credits) The CST – Students with Disabilities must be complete a NY State mandated 3-hour autism This program, leading to state certification valid passed prior to graduation workshop. for teaching students with disabilities at the adolescence level, consists of two segments. All students who do not take EDU 9737 must complete a NY State mandated 3-hour autism Teaching Students with Disabilities: I. General Education Core Courses workshop. Childhood - Online Learning (33 credits) (6 Credits) I. Core Special Education Courses Teaching Students with Disabilities: EDU 3215 Research and Practice of (27 credits) Childhood (33 credits) Teaching Writing/English Language Arts in General and These programs leading to state certification EDU 3200 Language Acquisition and Inclusive Education Instruction, valid for teaching students with disabilities at Literacy Development for 5–12 the childhood level consist of two segments. General Education and English Language Learners (ELL) K–12* EDU 9003 Literacy Development for First I. Core Special Education Courses EDU 9700 Research in Collaborative and Second Language Learners (24 credits) Partnerships and Strategic EDU 9707 Curriculum Adaptation and Instruction for General, Special Core Special Education Courses (24 Credits) Modification Planning for and Inclusive Educational EDU 9704 Research in Collaborative Exceptional Students: Settings: Childhood* Partnerships and Strategic Childhood* EDU 9707 Curriculum Adaptation and Instruction for General, Special EDU 9711 Education and Accommodating Modification Planning for and Inclusive Educational Needs of Individuals with Exceptional Students* Settings—Adolescent Exceptionalities, K–12* EDU 9711 Education and Accommodating EDU 9706 Curriculum Adaptation EDU 9712 Educational Assessment Needs of Individuals with and Modification Planning of Individuals with Exceptionalities, K–12* for Exceptional Students- Exceptionalities* EDU 9712 Educational Assessment of Adolescent* EDU 9716 Curriculum and Instructional Individuals with EDU 9711 Education and Accommodating Design for Teaching Literacy to Exceptionalities* Needs of Individuals with Individuals with Exceptionalities: EDU 9716 Curriculum and Instructional Exceptionalities, K–12* Childhood* Design for Teaching Literacy to EDU 9719 Principles of A.B.A. and Positive EDU 9718 Curriculum and Instructional Individuals with Exceptionalities: Behavioral Supports, K–12* Design for Individuals with Childhood* EDU 9726 Curriculum and Instructional Exceptionalities: Math, Science, EDU 9718 Curriculum and Instructional Design for Individuals with Social Studies–Childhood Design for Individuals with Exceptionalities: Math, EDU 9719 Principles of Applied Behavior Exceptionalities: Math, Science, Science, and Social Studies– Analysis and Positive Behavioral Social Studies: Childhood* Adolescent* Supports, K–12* EDU 9719 Principles of Applied Behavior EDU 9742 Formal and Informal EDU 9700 Research in Collaborative Analysis and Positive Behavioral Educational Assessment Partnerships and Strategic Supports, K–12* of Individuals with Instruction for General, Special EDU 9702 Practicum in Special Exceptionalities–Adolescent* and Inclusive Educational Education—Childhood (Final (Prereq. EDU 9711) Settings: Childhood* Semester)

130 the school of Education 131

Technology for Literacy Based Technology in Content Area Applications Regular and Special Learning in Education Settings in Human Relations and Inclusive Multicultural Settings Digital Literacy and Learning Introduction to Research Methods Teaching and Learning: Adolescent* Student Teaching – Adolescent Innovative Strategies in Secondary Education: Social Studies* Innovative Strategies in Secondary Education: Science* Innovative Strategies in Secondary Education: Math* Innovative Strategies in Secondary Education: Foreign Language* Innovative Strategies in Secondary Education: English (ELA)* Research in Collaborative Partnerships and Strategic Instruction for General, Special and Inclusive Educational Settings: Adolescent* Curriculum Adaptation and Modification Planning for Exceptional Students: Adolescent* Education and Accommodating Needs for Individuals with Exceptionalities, K–12 Principles of A.B.A. and Positive Behavior Supports K–12* Curriculum and Instruction Design for Individuals with Exceptionalities: Math, Science, and Social Studies – Adolescent* Formal and Informal Educational Assessment of Individuals with Exceptionalities – Adolescent (Prerequisite: EDU 9711)* Curriculum and Instructional Design for Teaching Literacy to Individuals with Exceptionalities – Adolescent* stjohns.edu/graduatebulletin EDU 7267 EDU 7290 EDU 3280 OR EDU 7297 EDU 7295 EDU 7117 Choose one of the following: EDU 7291 EDU 7292 EDU 7293 EDU 7294 EDU 7296 Students must pass, or attempt to pass, all of the required New York State Examinations (EAS, CST) prior to Associate Teaching. EdTPA is completed during Associate Teaching. Special Education Core Courses (24 Credits) EDU 9704 EDU 9706 EDU 9711 EDU 9719 EDU 9726 EDU 9742 EDU 9744 Research in Collaborative Research in and Strategic Partnership General, Special Instruction for Educational and Inclusive Settings: Childhood* Curriculum Adaptation and Modification Planning for Exceptional Students: Childhood* Education and Accommodating Needs of Individuals with Exceptionalities, K–12* of Education of Assessment Individuals with Exceptionalities (Prereq. EDU 9711) Curriculum and Instructional Design for Teaching Literacy to Individuals with Exceptionalities: Childhood* Curriculum and Instructional Design for Individuals with Exceptionalities: Math, Science, Social Studies—Childhood* Principles of Applied Behavior Analysis and Positive Behavioral Supports, K–12* Practicum in Special Education—Childhood** (Final Semester) Prereq. EDU 7115 and all Special Education Coursework) Research and Practice of Teaching Writing/English Language Arts in General and Inclusive Education Instruction, 5–12 Psychological Foundations of Learning Socio-emotional, Cultural and Cognitive Aspect of Middle School/Adolescent Learners in General and Inclusive Settings EDU 9707 EDU 9711 EDU 9712 EDU 9716 EDU 9718 EDU 9719 EDU 9702 *Field Experience Courses A Comprehensive exam must be taken and passed during the last year of coursework provided that all core courses have been successfully completed and with the approval of the student’s advisor. The CST – Students with Disabilities must be passed prior to graduation All students who do not take EDU 9711must complete a NY State mandated 3-hour autism workshop. Adolescent Education and Teaching Students with Disabilities 7–12 Generalist with Subject Extensions, Career Change: (48 credits) Adolescent Education Core Courses (24 Credits) EDU 3215 EDU 7000 EDU 7106 II. Special Education Core (24 credits) II. Special Education EDU 9700 Curriculum and Instructional Curriculum design for teaching with Literacy to Individuals Exceptionalities–Adolescent* Special Practicum in (Prereq: Education—Adolescent Core) – All Special Education Final Semester Digital Literacy and Learning Technology for Literacy-Based Area in Applications in Content Regular and Special Education Settings Research and Practice of Teaching Writing/English Language Arts in General and Inclusive Education Instruction, B–6 Psychological Foundations of Learning Technology for Teaching Literacy Applications in regular and Special Education Settings (for students with limited technology background) Digital Literacy and Learning Current Trends Research and Assessment in Social Studies* Current Trends Research and Assessment in Science* Current Trends Research and Assessment in Mathematics* Teaching and Learning: Childhood* Childhood Associate Teaching OR

EDU 9744 EDU 9705 credits Technology (Core) 3 EDU 3280 OR EDU 7267 Childhood and Childhood Special Education (Internship) (48 Credits) I. General Education Credits (24 Credits) EDU 3210 *Field Experience Courses must be taken and A Comprehensive exam year of coursework passed during the last provided that all core courses have been successfully completed and with the approval of the student’s advisor. The CST – Students with Disabilities must be passed prior to graduation All students who do not take EDU 9711must complete a NY State mandated 3-hour autism workshop. EDU 7000 EDU 7266 OR EDU 3280 EDU 7135 EDU 7136 EDU 7137 EDU 7195 EDU 7115 EDU 7115I Students must pass, or attempt to pass, all Internship of the required New York State Examinations (EAS, CST) prior to Associate Teaching. EdTPA is completed during Associate Teaching. *Field Experience Courses EDU 9705 Practicum in Special Education Advanced Certificate in Teaching EDU 7266 Technology for Teaching – Adolescent* Children with Disabilities Generalist 7–12: Literacy Applications in regular (Final Semester) Adolescent (24 Credits) and special education settings. (Prereq. EDU 7117 and all Special Education Adolescent Certificate attached to an existing or EDU 3280 Digital Literacy Coursework) Master’s Program with Initial Certification. and Learning *Field Experience Courses EDU 9003 Literacy Development for First Special Education Core Courses (9 Credits) and Second Language Learner A comprehensive exam must be taken and EDU 9704 Research in Collaborative passed during the last year of coursework Special Education Core Courses Partnerships and Strategic provided that all core courses have been Instruction for General, EDU 9733 Educational Assessment successfully completed and with the approval Special and Inclusive of Young Children with of the student’s advisor. Educational Settings: Exceptionalities* Students who do not take EDU 9711 must Adolescent* EDU 9734 Curriculum Modification with complete a NY State mandated 3-hour autism EDU 9706 Curriculum Adaptation for Teaching Students with workshop. The CST—Students with Disabilities and Modification Planning Disabilities in Diverse Early must be passed prior to graduation. for Exceptional Students: Childhood Settings* Adolescent* EDU 9736 Early Intervention and Provision Advanced Certificate in Teaching Children EDU 9711 Education and Accommodating of Services for Preschoolers with Disabilities: Childhood (24 credits) Needs for Individuals with with Special Needs Childhood certificate attached to an existing Exceptionalities, K–12* (prereqs, EDU 9737)* Master’s Program with Initial Certification. EDU 9719 Principles of Applied Behavior EDU 9738 Research on issues in Early Analysis and Positive Behavior Childhood Special Education Special Education Core Courses (24 Credits) Supports, K–12* (Capstone research project) EDU 9700 Research in Collaborative EDU 9726 Curriculum and Instruction EDU 9739 Practicum in Special Education- Partnerships, Strategic Design for Individuals with Early Childhood Instruction for General, Special, Exceptionalities: Math, Science, EDU 9716 Curriculum and Instructional and Inclusive Educational and Social Studies—Adolescent * Design for Teaching Literacy to Settings: Childhood * EDU 9742 Formal and Informal Individuals with Exceptionalities EDU 9707 Curriculum Adaptation Educational Assessment Childhood* and Modification Planning of Individuals with EDU 9737 Early Childhood Special for Exceptional Students: Exceptionalities- Adolescent Education* Childhood* (prerequisite: EDU 9711)* EDU 9719 Principles of Applied Behavior EDU 9711 Education and Accommodating EDU 9744 Curriculum and Instructional Analysis and Positive Behavioral Needs for Individuals with design for teaching Supports, K-12 Exceptionalities, K–12* Literacy to Individuals with * Field Experience Courses EDU 9712 Educational Assessment of Exceptionalities—Adolescent* Individuals with Exceptionalities EDU 9705 Practicum in Special Education **Comprehensive exams must be taken and (prerequisite EDU 9711)* (150 Hrs.)–Adolescent* passed during the last year of coursework EDU 9716 Curriculum and Instructional Must be taken in your final semester. Must have provided that all core courses have been Design for Teaching completed all Special Education Coursework successfully completed and with the approval Literacy to Individuals with and CST—Students with Disabilities of the student’s advisor. Exceptionalities: Childhood * The CST Student with Disabilities must be EDU 9718 Curriculum and Instructional *Field Experience Courses passed prior to graduation. Design for Individuals with A comprehensive exam must be taken and All students who do not take EDU 9737 must Exceptionalities: Math, Science, passed during the last year of coursework complete a NY State mandatory 3-hour autism Social Studies—Childhood* provided that all core courses have been workshop EDU 9719 Principles of Applied Behavior successfully completed and with the approval Analysis and Positive Behavior of the student’s advisor. Teaching English to Supports, K–12* EDU 9702 Practicum in Special Education Students who do not take EDU 9711 must Speakers of Other (150 Hrs.) – Childhood* complete a NY State mandated 3-hour autism Languages (TESOL) Must be taken in your workshop. The CST—Student with Disabilities final Semester. Must have must be passed prior to graduation. and Bilingual Education completed all Special Education Coursework and CST—Students with Disabilities Teaching Students with Disabilities: (PK–12) Programs Early Childhood B- 2 (33 credits) *Field Experience Courses The department offers several advanced This program, leading to state certification degree programs in TESOL, and Bilingual A comprehensive exam must be taken and valid for teaching students with disabilities at Education. These programs prepare qualified passed during the last year of coursework the early childhood level, consists of two individuals to meet the educational needs provided that all core courses have been segments. of English Language Learners (ELLs) who are successfully completed and with the approval General Education Core Courses. children, adolescents and youth. There are six of the student’s advisor. EDU 3210 Research and Practice of graduate programs presently offered in TESOL Students who do not take EDU 9711 must Teaching Writing/English and and Bilingual Education. complete a NY State mandated 3-hour autism Inclusive Education Instruction, workshop. The CST—Students with Disabilities B-6 must be passed prior to graduation.

132 Programs Leading to New York State 2. Candidates must submit satisfactory scores Master’s Degree in TESOL (PK–12) Certification: on one of the standardized admission exams: (33 credits) Foundations (9 credits) • Master’s in TESOL, PK–12 (students holding GRE Analytical Writing or MAT EDU 9001 Foundations of Bilingual and initial certification) 3. New York State initial teacher certification Second Language Education • Dual Certification in Master’s: (Childhood or eligibility for teaching certification: Entry EDU 9002 Psychology and Sociology of Education (1–6) and TESOL (PK–12) into the TESOL program is open to those Language and Bilingualism* • Advanced Certificate in TESOL (PK–12) students who hold initial certification in EDU 9006 Human Development in Cross- (students holding a Master’s Degree) early childhood, elementary or childhood, Cultural Perspective • Bilingual Extension which extends most base middle childhood, secondary or adolescent certifications (demonstrated proficiency) education, literacy or special education. TESOL Professional Core (21 credits)

• Intensive Teacher Institute (ITI) program EDU 9711 Educating and Accommodating Students who do not hold initial • Clinically Rich ITI program the Needs of Individuals with certification should apply to the dual Exceptionalities, K–12* Childhood Education and TESOL Program. Accelerated weekend classes and online EDU 9003 Literacy Development for 4. International students are not required courses are available for our programs. First and Second Language to hold initial certification. However, Program Options Learners* international students who are interested OR •  All TESOL and Bilingual Education programs in possibly qualifying to apply for NY State EDU 9005 Teaching English to Speakers of prepare students to become exemplary teaching certification should consider the Other Languages: Theory and educators at PK–12 levels, including “non- 36-credit career change program option. Practice* certification” track programs. 5. Proficiency in English: Students who EDU 9004 Content Area Instruction for • International students who wish to obtain have foreign academic credentials must Linguistically/Culturally Diverse

New York State certification should pursue demonstrate proficiency in English at Learners* the sch oo l of E d u cat io n the 36-credit career change program. the start of the program by passing oral OR • Students, including international students language and written reading and writing EDU 9009 Teaching Strategies in the or those whose career goals are outside proficiency tests in English administered by ESL and Bilingual Classroom: teaching in the traditional New York State the University’s ESL Department. Students Science, Mathematics and public PK–12 classroom and, who do not who do not demonstrate adequate English Social Studies* wish New York State certification should opt language proficiency will be required to EDU 9010 Linguistics for Teachers of for non-certification track program. take ESL course work to bring their English English Language (ELL) and •  Students who enroll in a TESOL program language proficiency up to the required Exceptional Learners* already possessing initial New York State level, as recommended by the ESL Director. EDU 9012 Methods of Language certification will receive endorsement for Such coursework will be used to meet a and Academic Assessment NYS professional certification upon program program prerequisite and will not count for English Language and completion. towards meeting the credits required for the Exceptional Learners* TESOL degree. EDU 9014 Practicum and Seminar in Study Abroad and Global Studies 6. Although not a prerequisite, all TESOL TESOL. Comprehensive exams Opportunities students must have 12 credits of a are to be taken during same The TESOL and Bilingual Education Programs language other than English before applying semester as this course. EDU 9015 The Structure of the English offer expanding, cultural study-abroad for state certification. TESOL students must Language opportunities where students have the take the CST in TESOL for certification. opportunity to take TESOL courses. Currently, Bilingual Extension students must take Technology Course (3 credits.) the Bilingual Education Assessment (BEA). we offer short-term programs in Italy, France, EDU 7266 Technology for Teaching International students are exempt from Spain and Greece. Literacy Applications in Regular these language requirements. and Special Education Settings Applicants seeking New York State 7. A comprehensive exam must be taken (Childhood Education) Certification during the last semester of Master’s Degree OR Program coursework. This requirement does EDU 7267 Technology for Literacy-Based Admission Requirements: TESOL (PK–12) not apply to to the advanced Certificate in Applications in Content Area Master of Science Programs TESOL or the Bilingual Extension. Learning in Regular and Special 1. A baccalaureate degree from an accredited Program of Study: Education Setting (Adolescent college or university, which includes a Education) Master of Science in TESOL concentration or major in one of the liberal OR arts and sciences and no fewer than six The master’s program in TESOL Grades PK–12 EDU 7666 Advanced Technology in semester hours in each of the following is a 33-credit program which includes course Education academic areas: English, mathematics, work in three areas: foundations, TESOL OR science and social studies. In addition, professional core and technology. Extensive EDU 3280 Digital Learning and Literacy certification candidates must have 12 in-depth field experiences at exemplary school sites are included for all students. A hours in a language other than English Career Change Dual Certification: upon graduation. Undergraduate scholastic comprehensive exam must be taken and passed Childhood (1–6) and TESOL (PK–12) MSED achievement must be such as to give during the last year of coursework provided Programs (36 credits MSED) reasonable assurance of success in work for that all core courses have been successfully Students who seek initial certification should an advanced degree. Normally, this will be a completed and with the approval of the take this program of study. “B,” both in the general average and in the student’s advisor. Field work is required. Students admitted to the Dual Childhood major field.

stjohns.edu/graduatebulletin 133 Education and TESOL master’s program must seeking NYSED certification are exempt from Admission Requirements: complete 36 credits of coursework as follows: these requirements. TESOL Advanced Certificate Program (15 credits) I. Core Childhood Education Courses A comprehensive exam must be taken and (12 or 15 credits) Select either EDU 7195 passed during the last year of coursework Candidates wishing to obtain the Advanced or EDU 9015 provided that all core courses have been Certificate in TESOL must have initial certification successfully completed and with the approval in Education. They may add the 15–credit EDU 3280: Digital Literacy and Learning* of the student’s advisor. coursework in TESOL Advanced Certificate as a Select two from the following three: wraparound to their Master’s certification. Upon completion of the first half of the EDU 7135: Current Trends, Research and program, you may be eligible for internship Course Requirements Assessment in Social Studies* certification by the State Education Department EDU 7136: Current Trends, Research and and full time salaried employment in New EDU 9002 Psychology and Sociology of Assessment in Science* York public and private schools, provided the Language and Bilingualism* EDU 7137: Current Trends, Research and following requirements are met: EDU 9003 Literacy Development for Assessment in Mathematics* • Complete all workshops (DASA – Anti- First and Second Language All students must take: bullying, School Violence Prevention, Child Learners* EDU 7195: Teaching and Learning: Abuse and Maltreatment) EDU 9004 Content Area Instruction for Childhood** • Satisfy NYS Liberal Arts requirements for Linguistically/Culturally Diverse EDU 7115: Childhood Associate Teaching initial teaching certification (as determined Learners* (taken in last 6 credits of entire by SOE Transcript evaluation of Deficiencies EDU 9010 Linguistics for Teachers of program)* at Admission) English Language (ELL) and OR • Obtain Fingerprint Clearance Exceptional Learners* EDU 7151: Internship {Completed at least Additionally, you must meet with the EDU 9012* Methods of Language 21 credits and have passed all Director of Field Experience to discuss and and Academic Assessment NYS General Ed exams: ATSW”, agree upon a timetable for completion for English Language and CST*, LAST*-a/1 test scores of New York State Teacher Certification Exceptional Learners. sent to St. John’s)* Exams and EdTPA, and request institutional Total: 15 credits recommendation from the Director of *Field Experience Courses Students must pass, or attempt to pass, all Certification by submitting an Institutional of the required New York State Examinations Release Authorization Form (IRAF) and an Bilingual Education Extension (ALST, EAS, CST) prior to Associate Teaching. “Intent to Hire” letter when you have secured a Advanced Certificate Admission EdTPA is completed during Associate Teaching. teaching position in your desired area. Requirements: Bilingual Extension– II. TESOL Foundations (6 credits) Please see your advisor for specific information Advanced Certificate EDU 9001: Foundations of Bilingual and Candidates wishing to obtain the bilingual Second Language Education* Advanced Certificate extension can add the 15-credit course work to EDU 9711: Education and Accommodating their initial or professional certificate programs Needs of Individuals with Programs in early childhood education; childhood Exceptionalities, K-12* TESOL Advanced Certificate Program education; career and technical education; TESOL Professional Core (15 or 18 credits) students with disabilities in early childhood, or The division department offers a 15-graduate Select either EDU 7195 or EDU childhood, or middle childhood, or adolescence; credit course sequence leading to a bilingual 9015 students who are blind or visually impaired; extension certificate or TESOL Advanced EDU 9003: Literacy Development for First students who are deaf or hard of hearing; Certificate. Coursework will provide students and Second language Learners* students with speech and language disabilities, with the theory, multicultural perspectives, EDU 9004: Content Area Instruction for literacy education B–6, 5–12, and pupil and practical background to work in bilingual linguistically/Culturally Diverse personnel services. and/ or dual-language classroom settings. The Learners * five course sequence will allow the initially EDU 9010: Linguistics for Teachers of Course Requirements certified teacher to obtain the knowledge and English language (ELL) and EDU 9001 Foundations of Bilingual, skills of: (1) the theories of bilingual education Exceptional Learners* Multicultural and Second and bilingualism; (2) the multicultural EDU 9012: Methods of Language Language Education* viewpoints of education; (3) the social, and Academic Assessment EDU 9002 Psychology and Sociology of psychological, and psycho-linguistic aspects for English Language and Language and Bilingualism* of bilingualism; (4) the methods of teaching Exceptional Learners* EDU 9005 Teaching English to Speakers English language arts and first language arts EDU 9014: Practicum and Seminar in of Other Languages and Dual to bilingual English language learners; and (5) TESOL* Language Instruction* methods of teaching content area instruction EDU 9015: The Structure of the English EDU 9009 Content Area Instruction for to bilingual English language learners, using Language Linguistically/Culturally Diverse both the native language and English. *Field Experience Courses Learners* Students must pass the required N.Y. State EDU 9012* Methods of Language and Although not required prior to matriculation examination for certification. Academic Assessment of ELLS into the TESOL program, all TESOL students Field work is a requirement for most program and Exceptional Learners* must have 12 credits of a language other than coursework. Total: 15 credits English before applying for State certification.

TESOL students must take the CST in TESOL *Field Experience Courses for certification. International students not

134 Intensive Teacher Institute in Bilingual Special Education - Advanced Certificate Program (15 credits)

Advanced Certificate in TESOL and Bilingual Extension programs Intensive Teaching Institute in Bilingual Education and English as a Second Language is partially funded by New York State Education Department (NYSED) in partnership with St. John’s University, Graduate Programs in Teaching English to Speakers of Other Languages, and Bilingual Education. These programs address the shortage of certified Bilingual and TESOL teachers. The ITI-BE 15-credit course sequence programs offered at St. John’s University are structured to prepare certified special education teachers and Pupil Personnel Service providers who are currently employed as NYS public school teachers and counselors with an advanced the school of E ducation certificate or bilingual extension from New York State Education Department. For further information, please contact the Program Coordinator at 718-990-6407 or refer to stjohns.edu.

Applicants with International Credentials All credentials in support of an application to a graduate program must be evaluated by World Education Services, Inc. (WES) or GLOBE Language Services, Inc. Conditional admission is available for students with low TOEFL scores. You may enter through “the Language Connection” program until proficiency is achieved. The TESOL Program requires all graduate applicants who are nonnative speakers of English, as indicated on the admissions application, or who do not hold a prior degree from an accredited American college or university, to submit scores from the TOEFL (Test of English as a Foreign Language) examination. Successful candidates present a score of 500 on the paper-based test; 173 on the computerized test; 61 on the internet- based test; or 5.0 on the IELTS (International English Language Testing System). Students with foreign credentials who wish to teach in New York State public schools will need to satisfy the requirements for entry into the initial TESOL certificate program, including passing the appropriate New York State certification examinations. Students must consult with International Students and Scholar Services Office.

stjohns.edu/graduatebulletin 135 Courses

EDU 3200 Language Acquisition and speaking, listening, and reading. Teachers learning/ language differences and disabilities. Literacy Development for General will learn to use multisensory materials and Students must receive a “B” or better in this Education and English Language Learners technology to enhance children’s reading to course to proceed to EDU 3250. No grade INC (ELL) K–12 writing and writing to reading skills. They (incomplete) will be given for this course. Field Examines theories of first- and second-language will also demonstrate their knowledge for work required. (Diagnostic instruments must acquisition and literacy development of native teaching writing in a variety of original, be purchased). Field work required: 20 hours. English speakers and English-language learners imaginative works, as well as, narrative and Credit: 3 semester hours. including construct of emergent literacy, early expository texts, that observe conventions EDU 3241 Multi-sensory Approach to oral language development and relationship of of genres and use of figurative language Language Learning and Phonics Instruction oral to written language. Field work required: and text structure. Teachers will enable their Part I 20 hours Credit: 3 semester hours. students to communicate clearly to an external Study of the underlying principles of audience improving their form, content and EDU 3210 Research and Practice of multi-sensory language learning with an style of writing using appropriate language and Teaching Writing/English Language Arts in emphasis on the structure of language. Part grammar. Credit: 3 semester hours. Fee $25. General and Inclusive Education, B–6 I also includes learners with dyslexia. Course This course is designed to instruct teachers to EDU 3220 Approaches, Materials, and requires specialized manuals and diagnostic develop effective Literacy/ English Language Performance Evaluation in Literacy and instruments.*Note: If you wish to receive Arts skills for early childhood and elementary English Language Arts Development, K–12 certification from the Orton Academy, you school children. Teachers will learn to Study and analysis of approaches and materials must take both EDU 3241 and EDU 3242 plus incorporate the Common Core State Standards for literacy and English Language Arts a 100-hour practicum over the course of both in writing, grammar, speaking, listening and instruction focusing on language acquisition, semesters. Field work required: 100 hours reading. Teachers will learn to use multisensory word identification, vocabulary development, across two cources. Credit: 3 semester hours. materials and technology to enhance children’s comprehension, Common Core ELA EDU 3242 Multi-sensory Approach to reading to writing and writing to reading skills. competencies and motivational aspects for Birth Language Learning and Phonics Instruction They will also demonstrate their knowledge through Grade 12. This course will also provide Part II for teaching writing in a variety of original, teachers with knowledge of and methods of Prerequisite EDU 3241. Study of various imaginative works, as, well as, narrative and teaching the New York State Common Core diagnostic instruments, administration of expository texts that observe conventions of Standards. Field work at the childhood or relevant academic and diagnostic tests, and genres and use of figurative language and adolescent level: Required 20 hours. Credit: 3 designing specific therapeutic interventions text structure. Teachers will enable their semester hours. incorporating the principles of multi-sensory children to communicate clearly to an external language learning. Requires specialized manuals audience improving their form, content and EDU 3228 Curriculum and Instructional and diagnostic instruments. *Note: If you style of writing using appropriate language and Design for Teaching Literacy to Individuals with Exceptionalities — Adolescent wish to receive certification from the Orton grammar. Credit: 3 semester hours. Fee $25. Examines theories and models of how Academy, you must take both EDU 3241 and EDU 3215 Research and Practice of adolescents with exceptionalities process and EDU 3242 plus a 100-hour practicum over the Teaching Writing/English Language Arts in learn from the oral and written languages. Field course of both semesters. Field work required: General and Inclusive Education, 5–12 work required. Credit: 3 semester hours. 100 hours across two courses. Credit: 3 This course is designed to instruct teachers to semester hours. develop effective Literacy/ English Language EDU 3230 Diagnosis and Case Study Arts skills for middle school and adolescent Analysis of Literacy Performance EDU 3250 Practicum and Seminar in students. Teachers will learn to incorporate Prerequisite: 3220 and 3270. Open only to Literacy Instruction (Grades Birth–6) students matriculated in M.S.or Advanced the Common Core State Standards in writing, Prerequisites EDU 3230 and EDU 3240. Certificate Literacy Programs. Principles and grammar, speaking, listening and reading. Students complete a comprehensive supervised practices of assessing and correcting literacy Teachers will learn to use multisensory materials case study as part of a practicum component. performance; use of formal and informal and technology to enhance children’s reading After reviewing the case study with the reading, writing, and perceptual tests to instructor, a plan of remedial instruction to writing and writing to reading skills. They establish reading levels and behaviors for will also demonstrate their knowledge for is designed. Fifty (50) hours of practicum students in either Grades K–6 or 5–12. experience is required: teaching literacy to a teaching writing in a variety of original, Students will construct a comprehensive case imaginative works, as well as, narrative and student at the early childhood or childhood study as a means of communicating assessment levels, (Grades Birth–6). Field work required: 50 expository texts, that observe conventions of results to parents, caregivers and school hours. Credit: 3 semester hours. genres and use of figurative language and text personnel. Students must receive a “B” or structure. Teachers will enable their students better in this course to proceed to EDU 3240. EDU 3255 Practicum and Seminar in to communicate clearly to an external audience No grade INC (incomplete) will be given for Literacy Instruction (Grades 5–12) improving their form, contents and style this course. Field work required; diagnostic Prerequisites EDU 3230 and EDU 3240. of writing using appropriate language and instruments must be purchased. Field work Students complete a supervised case study as grammar. Credit: 3 semester hours. Fee $25. required: 20 hours. Credit: 3 semester hours. part of a practicum component. After reviewing the case study with the instructor, a plan of EDU 3217 Research and Practice of EDU 3240 Case Study and Instructional Teaching Writing/English Language Arts in remedial instruction is designed. Fifty (50) hours Strategies for Diverse Learners General and Inclusive Education, B–12 of practicum experience is required: teaching Prerequisite EDU 3230. Study and analysis of This course is designed to instruct teachers to literacy to a student at the adolescent or high literacy development, individual differences develop effective Literacy/ English Language school level (Grades 5–12). Field work required: and language difficulties experienced by the Arts skills for early childhood, elementary, 50 hours. Credit: 3 semester hours. diverse learner. As a continuation of EDU middle school and adolescent students. 3230, students learn to adapt instructional EDU 3260 Emergent Literacy Within a Teachers will learn to incorporate the Common strategies and specialized procedures for Constructivist, Social Context Core State Standards in writing, grammar, Review of theory, research and related models

136 of emergent literacy; examination of literacy writing development, motivation and affective reading and writing revealing that literacy behaviors and instructional procedures for engagement through the grades, integration acquistion and development involves young children. Credit: 3 semester hours. of reading/writing strategies in the content integrating a complex network of interactive areas, classroom management via grouping processes. Literacy is studied through the EDU 3262 Individualizing Reading patterns and progress monitoring assessment. viewpoints of different disciplines and explored Instruction through Literature, Media Field work on course project required. Credit: through a range of theoretical models within and the Arts 3 semester hours. each discipline. Credit: 3 semester hours. Selection, evaluation, and organization of alternative approaches to implement a EDU 3274 Innovative Approaches to EDU 3283 Research and Strategies in program stressing individual needs; theories Thinking and Literacy Development for the Literacy Leadership and techniques of individualization and Gifted Learner Prerequisites: EDU 3220, 3230 and 3270. classroom management procedures; emphasis Study of theories and models for developing Explores research and evidence-based practice on examination and critical analysis of and extending reading and writing for gifted in pre-school to grade 16, literacy program materials and modes of utilization. and talented students through literature, assessment, curriculum development and Credit: 3 semester hours. poetry and content materials. Credit: 3 community advocacy and outreach. This course semester hours. addresses International Reading Association EDU 3264 Teaching Literacy through standards for preparing literacy coaches and Literature, Grades B–6 in General and EDU 3278 Curriculum and Instructional reading specialists. Credit: 3 semester hours.. Inclusive Settings Design for Teaching Literacy to Individuals Explores reading-writing connections, with Exceptionalities B–12 EDU 3285 Research Perspectives in Literacy techniques and strategies that promote Examines theories and models of how children Open to student in advanced or doctoral children’s active construction of meaning with exceptionalities and diverse and at-risk programs. Review of major topics (e.g. through the use of quality literature. Field work students process oral and written language; comprehension) in literacy research with required: 10 hours. Credit: 3 semester hours. discusses how to plan and implement specific emphasis on the appropriate application the sch oo l of E d u cat io n programs that focus on emergent literacy, of research designs and data analysis EDU 3265 Teaching Literacy through reading and writing; included is focus on methodologies. Credit: 3 semester hours. Literature, Grades 5–12 in General and curriculum adaptation and design, teaching Inclusive Settings EDU 3290 Special Topics in Literacy strategies and monitoring techniques. Field Emphasizes reading and writing relationships, Open to students in advanced or doctoral work required. Credit: 3 semester hours. student cooperation, classroom management, programs. Course analyzes current issues literature discussion groups and circles and the EDU3280: Digital Literacies and Learning and design approaches in literacy theory and writing process approach in responding actively This course focuses on understanding practice and examines emerging initiatives in to literature. Field work required: 10 hours. theoretical, research, and practical notions the literacy field. Doctoral students begin to Credit: 3 semester hours. of teaching and learning using technology identify a potential domain and focus of inquiry in online and offline spaces. Topics of for the dissertation. Credit: 3 semester hours. EDU 3268 Teaching Literacy through investigation include creating content, finding Literature, Grades B–12 in General and EDU 3291 Seminar in Literacy for At Risk, Inclusive Settings and critically evaluating information, sharing Diverse Populations Students expand and develop their and communicating, comprehension, and Open to students in advanced or doctoral understandings about the conventions, style, assessment related to digital literacy and programs. Explores theories, research and issues genres, audiences, and purposeful nature of learning in grades K–12. Through this course, in literacy education for at risk and diverse the craft of writing, through the integration students will reflect on theories and their own populations. Emphasis is on the influence of of quality literature into reading and writing digital-age literacy practices and managing poverty and inequality issues in literacy issues. instruction. Field work required: 10 hours. social network spaces, critically analyze and Credit: 3 semester hours. Credit: 3 semester hours. synthesize research findings and features of digital tools, participate in discussions about EDU 3292 Dissertation Seminar EDU 3270 Theories of and Strategies for various topics in the field of new literacies, and Students continuously register for Dissertation Teaching Literacy and English Language develop web-based learning activities for a Seminar until the dissertation is completed Arts in the Content Areas range of classroom contexts. and the degree is awarded The proposal is a Presents theories of and instructional Strategies document in which the student outlines the for Teaching Literacy and English Language Arts EDU 3281 Foundations of Literacy Inquiry need for the study, a literature review, the and Professionalism in the Content Areas in regular and inclusive procedures and design of the study among Open to students in advanced or doctoral settings through print and technological means. other sections. The student also selects a faculty programs. Introduces foundations of literacy Emphasis on comprehension, vocabulary, and member who serves as a mentor. A dissertation research, the range of methodologies and motivation through informational reading and study cannot be conducted until all course methods of inquiry, and examines the current writing consistent with the competencies of requirements are met and satisfactory scores on state of research appropriate to the literacy English Language Arts of the Common Core the third annual portfolio are achieved to satisfy field, including points of concern and debate. Standards. Field work required: 20 hours. the doctoral culminating requirement. Credit: 3 Students establish a digital portfolio to Credit: 3 semester hours. semester hours. document progress and achievement in their EDU 3271 Literacy Best Practices Informed doctoral program to be assessed annually by EDU 3293 Dissertation Seminar Continued by Research the literacy doctoral faculty across three years. Students continuously register for Dissertations Examines literacy instruction as informed by Credit: 3 semester hours. seminar until the dissertation is completed and scientifically based research and best practices the degree is awarded. Directed research and EDU 3282 Models and Process of Reading of the field. Course components focus on chapter writing occur under guidance from the and Writing Acquisition and Competency the processes of word reading to include dissertation mentor and committee members. Prerequisites: Edu 3220, 3230, 3270. Examines phonemic awareness and phonics, vocabulary Credit: 3 semester hours. development, fluency, reading comprehension, the diverse viewpoints and approaches to

stjohns.edu/graduatebulletin 137 EDU 3925 Maintaining Matriculation EDU 5301 Leadership Values, Decision and evidence-based practices. It addresses Master’s students not registered for other Making, and Multicultural Organization current policies and legislation pertinent to courses must register for 3925 until all degree This course develops leadership abilities at education such as charter schools, merit requirements are completed and the degree is the school district level in implementing an pay, and responsiveness to federal and state granted. No credit. Offered each semester. educational vision that incorporates respect for mandates. Credit: 3 semester hours. diversity and special needs based on theories, EDU 3820 Mixed Methods Research ethical values, and evidence-based practices EDU 5425: Personality, Society and Culture and Design for multicultural organizations. It addresses This class explores the impact of society and Prerequisites: EDU 3285 or 5655, all aspects of district operations, including culture on the development of personality. It and EDU 7900. curriculum, instruction, staffing, and facilities examines the sociological, psychological and This course provides an introduction to management, as they pertain to meeting the anthropological approaches to examining mixed methods research and design, focused needs of diverse groups. Internship hours personality. It considers the confluence of on applications in educational settings. required. Credit: 3 semester hours. nature and nurture in personality development Particular attention is given to the design and as well as the various socio-cultural factors implementation of research that combines EDU 5415 Introduction to Educational and how they may impact personality qualitative and quantitative data collection and Administration formation and development. Also included is analysis. Credit: 3 semester hours. This course develops leadership at the school an examination of some of the research tools building level in communicating effectively EDU 5103 Educational Governance and available in personality research. Credit: 3 with diverse stakeholders in the school system, Policy Issues semester hours. leading comprehensive long-range planning This course develops leadership abilities at to improve all aspects of schools, creating a EDU 5426 Perspectives on Education the school district level in designing and supportive learning environment, and managing This class explores the limits and possibilities executing district-wide systems to improve school finances and facilities to support of schooling in achieving an educational student achievement; communicate effectively achievement of educational goals. Internship experience that is equitable and excellent. It with school boards and other constituents hours required. Credit: 3 semester hours. examines the various theoretical perspectives to develop and execute policies; and lead (functional, conflict, symbolic, interactionist) comprehensive long-range planning, informed EDU 5418 Administrative Theory and how they contribute to an understanding by multiple data sources. Internship hours in Education of what constitutes achievement. Additionally, required. Credit: 3 semester hours. This course develops understanding of theories it considers how ascribed characteristics of of leadership as they apply to educational EDU 5104 School District Legal Aspects and race, gender and class intersect with the settings, and builds leadership abilities in Personnel Administration daily interactions of teachers and students articulating a vision with accompanying goals This course develops leadership abilities at in classrooms (testing, tracking, and teacher and objectives, planning the implementation the school district level in communicating expectations) to play an exacting role in the of the vision, and incorporating multiple and working effectively with diverse groups construction of academic success or failure. perspectives and alternative points of view, of personnel; supporting, supervising, and Credit: 3 semester hours. which include differentiated instruction evaluating personnel consistent with district and strategies for diverse populations. EDU 5471 Leadership in Instructional and state policies; creating a culture conducive The development of a personal plan for Supervision to student learning and staff professional improvement is emphasized. Internship hours This course develops leadership strategies and development; and setting a high standard for required. Credit: 3 semester hours. skills at the school building level that are professional conduct by example. Credit: 3 essential for supervising staff within schools semester hours. EDU 5419 Advanced Study in and leading professional development to Organizational Theory EDU 5105 Multicultural Social realize the school vision and create a The second course in theoretical perspectives Organizations cohesive school culture. It discusses various closely considers a number of theories to This course focuses on developing and supervisory approaches grounded in research give practitioners access to the research leading instructional settings conducive to on instructionally effective schools, and builds literature of the fields and the frame problems equitable education from a multi-cultural leadership abilities in using differentiation as researchable questions. As an advanced perspective. Current issues in multi-cultural strategies for adults and students, and doctoral course, the primary focus is on education will be discussed through case multiple data sources to improve all aspects different perspectives on theory building in studies, with the intent of preparing of the educational program. Internship hours educational administration. Second, there is educational leaders to create culturally required. Credit: 3 semester hours. the substance of contemporary theories as responsive classrooms and schools. Particular they relate to organizational structures and EDU 5499 General Review and Exam attention will be given to the collaboration of processes. Third, the instructional strategy Preparation-SBL students, staff, parents, community members. incorporates the intellectual tasks involved This course provides a comprehensive review The responsibilities and obligations of in developing a conceptual framework for of administrative principles and practices leaders in today’s multicultural society will be candidates’ own doctoral research. emphasized on the State licensing examination addressed. Credit: 3 semester hours. Credit: 3 semester hours. for School Building Leaders. EDU 5300 Organizational Theory and Credit: 1 semester hour. EDU 5420 Politics of Education Planned Change in Education This course develops leadership abilities at EDU 5551 Organization and Administrative This course develops leadership abilities at the the school district level in interacting and Leadership in Higher Education school district level to lead comprehensive, communicating effectively with school boards, An examination of the basic aspects of long-term improvement based on theoretical, community agencies, and diverse groups to college and university organization including analytical, and evidence-based frames of enhance educational programs based on the background, development, goals, and reference. Major theoretical constructs theoretical perspectives, advocacy initiatives, functions of public and private colleges underlying organizational culture, curriculum and universities; the legal status, boards of development, and planned change are control, state and local controls, professional discussed. Credit: 3 semester hours.

138 the school of Education 139

stjohns.edu/graduatebulletin Internship hours required. Internship hours Credit: 3 semester hours. Credit: 3 semester hours. responsibility. responsibility. hours. Credit: 3 semester Community Relations EDU 5651 School in Education at thedevelops leadership abilities This course and level in communicating school building community membersworking effectively with support for improvingand organizations to build achievement, andstudent engagement and student learning andcreate opportunities for long-rangegrowth. It includes developing family, andplanning for building student, to identify issues andcommunity relationships propose solutions. Internship hours required. Credit: 3 semester hours. and EDU 5655 Educational Research Data Analysis I or the professor’s (Prerequisite: EDU 5650 permission.) This course provides an introduction to the principles of statistical inquiry and their application of an evidence- based approach to educational problems. Students will formulate research questions and hypotheses and use descriptive and inferential statistics to investigate research reports. Students will have hands-on use of computer technology and SPSS to organize and analyze data. Students will learn to use measures of central tendency and variability, standard scores, the normal distribution, correlation and regression, t-tests, ANOVA, and chi-square as well as to compute and interpret statistical power. EDU 5701 Critical Analysis and Review of Research in Education The course prepares Ed.D. students for developing Chapter 2: Literature Review for the dissertation process. Students examine current theories and research and connect these ideas to their own dissertation research topic. The understanding of how to connect theory and research to a research topic is explored. The format and organization of writing the Literature Review is investigated. Credit: 3 semester hours. EDU 5721 Collective Negotiations This course develops leadership at the school district level in implementing federal, state, and district policies regarding contractual and personnel matters. It includes an overview of the legal, financial, and ethical aspects of negotiation. EDU 5741 Finance in Education This course develops leadership abilities at the school district level to create and sustain financial and operational conditions that enable the achievement of State learning standards, implement employment agreements, and allocate resources in accordance with federal and state regulations. The collective bargaining process is discussed, along with the Credit: 3 semester hours. Credit: 3 semester their relationship to academic advising, will be to academic advising, their relationship explored. Relations and Faculty-Student EDU 5558 – Models in Higher Education Pedagogical overview provides a comprehensive This course within the approaches utilized of pedagogical environment, including American postsecondary and inquiry-based constructivist, reflective, also include, but are not approaches. Topics will and developmental limited to, the psychological contemporary college instructional needs of the various economic and student, as well as the Credit: 3 sociocultural factors contributing. semester hours. Leadership and EDU 5571 Administrative Planned Change abilities at theThis course develops leadership supervision of theschool building level in effective day-to-day operational practices of the school, and managing school finances from federal, state, and local sources, facilities, and personnel, to achieve educational goals for students, teachers, and other stakeholders. This includes major theoretical constructs underlying organizational culture, curriculum development, and planned change, and support of personnel to assist in their professional development. Internship hours required. Credit: 3 semester hours. EDU 5599 General Review and Exam Preparation SDL This course provides a comprehensive review of administrative principles and practices emphasized on the State licensing examination for SDL. Credit: 1 semester hour. EDU 5632 Organization and Administration of the Elementary and Secondary School Curricula This course develops leadership ability at the school district level to implement long- range planning in curriculum development, instructional strategies, classroom organization, and assessment through examination of the historical development of elementary, middle, and high school curricula. It addresses how policies are constructed at the district level for curriculum adoption and monitoring, and processes for change. Internship hours required. Credit: 3 semester hours. EDU 5650 School Based Data Analysis This course develops leadership abilities at the school building level in using multiple data sources to identify present issues in the school and propose solutions. The course introduces students to basic statistical tools for individual, classroom, department, and school-based data-analysis to support school improvement. It includes interpretation of standard scores and the reliability and validity of assessments. It addresses the need to implement ethical decision-making, and establish accountability systems for student achievement and fiscal Credit: 3 semester hours. Credit: 3 semester hours. Credit: 3 semester hours. associations and accreditations. Credit: 3 associations semester hours. Problems in the Issues and EDU 5552 of Higher Education Administration provides a unique opportunity This course and and discuss selected current to examine problems in the pertinent issues and significant education through a administration of higher including the following: study of relevant topics of higher education. governance and control Credit: 3 semester hours. in EDU 5553 Financial Management Higher Education scope of issues This course looks at a broad management, in Higher Education financial projections, resource including budgeting, fiscal The decision- allocation, and fund-raising. within the context making process is examined of tuition and other revenue, as well as responsiveness to the political and economic climate. EDU 5554 Global Studies Programs and Distance Education in Higher Education This course examines the increasing use of technology in Higher Education for global partnerships, networking, and online course delivery. It includes an examination of distance education practices in various universities both in the US and overseas. Credit: 3 semester hours. EDU 5555 Data Management and Accountability in Higher Education This course examines the various systems that are used to track and analyze data for the various functions within institutions of Higher Education. These include student, faculty, institutional, and financial reporting systems. A special emphasis is on reporting for purposes of federal, state, and accreditation agency accountability. EDU 5557 Recruitment, Retention, and Academic Advisement in Higher Education This course provides a comprehensive overview of the foundations of academic advising, including its history, philosophical and theoretical perspectives, and delivery models, as well as the application and influence of academic advising strategies and practices in modern colleges and university. In addition, an overview of historical and current recruitment and retention theories and practices, and EDU 5556 Psychology and Development of Students in Higher Education This course looks at the research on student- related issues in higher education, with a view to providing programs and opportunities that enhance students’ college experiences and encourage college completion. A special emphasis is placed on supporting students from diverse backgrounds, including students of poverty, students who are first-generation college goers, and students from immigrant backgrounds. development of a management information EDU 5811 Administration and Supervision course analyzes current issues, design, and system, and effective ways to communicate of Services for Diverse Students approaches for emerging initiatives. Approved financial information to stakeholders. Internship This course develops leadership abilities at from dept. Chairperson and GPC. Credit: 3 hours required. Credit: 3 semester hours. the school building and school district levels semester hours. in planning, organizing, implementing, and EDU 5743 Educational Planning: An evaluating support services for students with EDU 5990 Doctoral Research Seminar Integration of Professional Capital Agendas special education needs, English language Students who have passed the doctoral Building upon the framework of 21st Century learners, and other groups with learning needs comprehensive examination and completed all Shared Leadership model, the course focuses to maximize their educational outcomes. The coursework requirements register for Research on developing human capital to improve course includes establishing accountability Seminar for 3 credits for each semester until teacher and staff effectiveness and student systems for support services, and applying the dissertation is completed and the degree achievement. The course will investigate statutes and regulations as required by federal is awarded. Credit: 3 semester hours. Offered professional learning communities, recruitment and state laws. Internship hours required. each semester. and retaining teachers/staff, mentoring plans, Credit: 3 semester hours. EDU 6121 Orientation to Mental Health professional development, coaching, and Counseling educational policies. Global initiatives are EDU 5890 Independent Study: Prerequisites: None. This course is designed explored through the connection of local, state Administration and Supervision for beginner level mental health counseling and federal agendas. Those “lenses” that are Prerequisite: Permission and approval of students. This course will provide students with specified and explicated by students within the the Chairperson is required. Open to only knowledge, perspectives, and an introduction course place a major emphasis on improving qualified students who wish to pursue an to the skills necessary for effective practice as a leadership practices through the analysis of advanced research project in administration and culturally competent mental health counselor. case studies, panel discussions, team work, supervision along with a faculty mentor. SJU students will gain the skills necessary for video reviews and simulations. Credit: 3 Credit: 3 semester hours. working with individuals from diverse cultural semester hours. EDU 5925 Maintaining Matriculation– backgrounds in settings such as hospitals, EDU 5761 School-Based Business Master’s Degree clinics, state programs and/or private practices. Administration for Administrators Master’s degree students not registered for The course places an emphasis on ethical and and Supervisors other courses must register for 5925 until all legal considerations in counseling. This course develops leadership at the school degree requirements are completed and the Credit: 3 semester hours. building and school district levels in identifying degree is granted. No credit. Fee required. revenue sources, forecasting building and district EDU 6122 Orientation to School Counseling EDU 5935 Maintaining Matriculation– expenditures, applying accounting principles, Prerequisites: None. This course is designed Advanced Certificate developing data-informed facility and personnel for beginner level school counseling students. Advanced Certificate students not registered plans, and implementing a strategic business This course will provide an examination of the for other courses must register for 5935 until plan in accordance with ethical principles and transforming role of the profession, which all degree requirements are completed and the federal and state regulations. Internship hours includes understanding the dynamics of the degree is granted. No credit. Fee required. required. Credit: 3 semester hours. culture of education, in the 21st century. Students will be introduced to the essential EDU 5940 Maintaining Matriculation– EDU 5791 Legal Aspects of the Doctoral Degree concept of successful counseling by learning Administration of Schools Doctoral students who have NOT passed their about interaction of ethical and legal standards This course develops leadership abilities at comprehensive examinations and are NOT and practices, technology, current research and the school building level in setting standards registered for other courses must register best practices. Credit: 3 semester hours. for ethical behavior by example; encouraging for 5940 until all degree requirements are initiative, innovation, collaboration, and mutual EDU 6125 Brief Counseling of Children and completed and the degree is granted. No respect; and applying statutes and regulations Adolescents credit. Fee required. and implementing school policies in accordance Prerequisites: EDU 6206, 6208. This course introduces students to brief counseling with ethical principles, and federal and state EDU 5950 School Building Leader laws, including managing personnel issues, Internship methods and techniques for children and resolving conflicts, and implementing mandated The SBL Internship develops leadership at the adolescents. Interviewing techniques and services. Internship hours required. school building level by facilitating hands- case conceptualization in terms of evidence- Credit: 3 semester hours. on experiences in every aspect of school based practices will be emphasized. Strategies administration, accompanied by reflective for professional counselors to document the EDU 5800 Case Studies in Educational analyses, and connections between evidence- effectiveness of counseling interventions will Administration based research and practice. Credit: 3 also be presented. Credit: 3 semester hours. This course develops leadership at the school semester hours. district level in meeting State standards for EDU 6127 Introduction to Counseling leaders through the analysis of cases that EDU 5951 School District Leader Internship Prerequisites: None. This course is designed represent issues in implementing the vision, The SDL Internship develops leadership at for the beginner level of school and mental goals, curricula, instructional practices, the school district level by facilitating hands- health counseling. It will provide students with assessment practices, student support, on experiences in every aspect of district knowledge, perspectives, and an introduction school organization, personnel management, administration, accompanied by reflective to the skills necessary for effective practice as community relations, accountability analyses, and connections between a culturally competent counselor. Students procedures, and laws that impact educational evidence-based research and practice. will be introduced to the essential concept of programs throughout the district. Credit: 3 semester hours. successful counseling by learning about the Credit: 3 semester hours. interaction of ethical and legal standards and EDU 5980 Special Topics in Educational practices, technology, current research, and Leadership best practices. Credit: 3 semester hours. Course offered for advanced studies. A

140 the school of Education 141

stjohns.edu/graduatebulletin EDU 6305 is designed to provideEDU 6305 is Credit: 3 semester hours. Student must file application with programStudent must 6305 Practicum in School Counseling EDU 6305 Practicum 6262. EDU 6122, 6205, 6264, Prerequisites: ** insemester prior to enrollment advisor the practicum. of 100 hours with a minimum graduate students school in an approved of clinical experiences of 40 hours ofcounseling setting. A minimum services and 60direct counseling/consultation with students, schoolhours of indirect services are required at thepersonnel, and families, by a qualified sitesite. Supervision is provided St. John’s Universitysupervisor, an approved a faculty member.clinical associate and by seminar with aThis course includes a weekly the student will receivefaculty member, where related to theindividual and group supervision field experience. Credit: 3 semester hours. Counseling EDU 6306 Practicum in School with Bilingual Students Prerequisite: EDU 6122 or 6127, 6205, 6264, 6262. **Student must file application with program advisor the semester prior to enrollment in practicum. EDU 6306 is designed to provide graduate students with a minimum of 100 hours of clinical experience in an approved bilingual school counseling setting. A minimum of 40 hours of direct counseling/ consultation services, and 60 hours of indirect services with students, school personnel and families, are required at the site. Supervision is provided by a qualified bilingual site supervisor, an approved STJ clinical associate and by a faculty member. This course includes a weekly seminar with a faculty member, where the student will receive individual and group supervision related to the field experience. Credit: 3 semester hours. EDU 6307 Research in Counseling Prerequisite: EDU 6262. This introductory course examines the major qualitative and quantitative models used in counseling research along with the appropriate methodologies for critically will Students results. research analyzing review articles in the professional literature. In addition they will be required to prepare a research proposal consisting of a review of the literature and proposed methodology for the study. EDU 6310 Practicum in Clinical Mental Health Counseling Co-requisites: EDU 6270. This course consists of placement in an approved clinical setting (hospital, outpatient clinic, etc.) for a minimum of 100 hours during which the student will engage in a minimum of 40 hours of direct service with clients and the remaining hours performing indirect services under the supervision of an approved site supervisor. The practicum experience provides students with the opportunity to integrate theoretical knowledge with practical experience and to apply particular treatment approaches specific to client populations. In addition to the on-site Credit: 3 practices, social media, guest speakers and media, guest speakers practices, social Students’ demonstrations. student technique component is an essential active participation hours. Credit: 3 semester of this course. in Counseling EDU 6262 Assessment course None. This introductory Prerequisites: various psychological involves the study of the and techniques relevant assessment instruments working in to the professional counselor or private practice. schools, clinical settings, of test instruments The psychometric properties ethical use with and their appropriate and be discussed. Students diverse populations will to demonstrate taking this course will have various strategies to their competence in using Fee $75. complete a case study. Credit: 3 semester hours. and Techniques EDU 6264 Counseling Skills Prerequisites: None. This course introduces students to the counseling skills and techniques that make a counselor successful either in a school or clinical setting. The major approaches to counseling, including counseling microskills, will be studied and demonstrated by the professor and students in a supportive classroom environment. Instruction will include didactic instruction, video presentation, audio taping of clients, and role playing. Active participation in this course is required. semester hours. EDU 6270 Case Conceptualization, Treatment Planning and Psychopharmacology Prerequisites: Completion of 24 credits in the clinical mental health program and permission of the advisor. This seminar course in mental health counseling will develop advanced interviewing skills and techniques necessary for differential diagnosis, case conceptualization, and treatment planning using the DSM 5, as well as, for maintaining and terminating the psychotherapeutic relationship. The appropriateness of consultation and collaboration with other mental health providers will be discussed. In addition, the basic classifications, indications, and contraindications of commonly prescribed psychopharmacological medications will be studied along with a discussion of the need for appropriate referrals for medication evaluations. Credit: 3 semester hours. EDU 6301 Career Development Prerequisites: None. This course will enable students to acquire the knowledge and skills necessary to understand and intervene in other individual’s career development as well as understand the variables influencing their own career path. Interrelationship among lifestyle, work place, and career planning are explored. Career development theories, occupational, educational and personal/social information sources and delivery systems, and organization of career development programs are studied Credit: 3 semester hours.

6205 Group Dynamics EDU 6205 Group involves None. This course Prerequisites: principles of group dynamics— the study of content, group process including: group theories, developmental stage components, roles and group members’ leadership styles, work factors of group behaviors, therapeutic group effectiveness. and methods of evaluating are required Students taking this course assignments that to develop activities and knowledge of a demonstrate their cumulative small in a 10-hour topic, and participate specific group activity. Credit: 3 semester hours. EDU 6206 Psychosocial Development: Across the Lifespan Prerequisites: None. This course provides an and development, overview of human growth course focuses on the across the lifespan. This in understanding psychosocial factors involved individuals across the lifespan, in various cultures, including: current understanding about neurobiological behaviors, models of psychopathology and resilience as well as their relationship with positive development and mental health. Credit: 3 semester hours. EDU 6207 Developmental Counseling Co-requisites: EDU 6590. The primary objective of this course is to analyze the different developmental stages, established by expert theorists within the counseling field. Students will be required to utilize this knowledge through practical applications. Students will combine theory and practice by developing age and cognitively appropriate activities. The challenging course work will enable students to conceptualize and create developmentally appropriate school counseling group and individual activities. Credit: 3 semester hours. EDU 6208 Counseling and Personality Theories Prerequisites: None. This course reviews the major theories of counseling, as well as their associated counseling techniques and applications. Students taking this course are required to analyze their similarities and differences, among the theories presented, in order to develop an integrated approach to counseling a client in a provided case study. Credit: 3 semester hours. EDU 6211 Crisis Prevention and Intervention I Prerequisites: None. This course is designed to introduce and increase students’ conceptualization of prevention and intervention methodologies, as these terms apply to manage crisis situations either in a school or community setting. Both proactive and reactive strategies will be discussed and demonstrated. This course also utilizes the following resources to provide the most current and accredited methods: research best supervision, students will participate in a weekly and multimedia presentation, interviews, and role- EDU 6591 Internship in School Counseling II on-campus seminar in which group supervision playing. Credit: 3 semester hours. Prerequisite: EDU 6590. **Student must file will be provided. A comprehensive case study application with program advisor the semester EDU 6364 Counseling the Substance Abuser is required as part of this course. Credit: 3 prior to enrollment in the second internship. Prerequisites: None. This course is designed semester hours. The second internship is designed to provide to introduce students to issues relevant to advanced graduate students with a minimum EDU 6311 Internship in Clinical Mental substance abuse and addiction. The biological, of 300 hours of supervised clinical experience, Health Counseling I psychological and sociological factors related including a minimum of 120 direct service Prerequisites: EDU 6310. This course consists to the use of alcohol and other drugs will be hours in an approved school counseling of placement in an approved clinical setting studied. Assessment, counseling, and treatment setting and the remaining hours of indirect (hospital, outpatient clinic, etc.) for a minimum approaches are considered as well as the service. Supervision is provided through various of 300 hours during which the student utilization of appropriate community resources methods by a qualified site supervisor, an will engage in a minimum of 120 hours of and support services. Credit: 3 semester hours. approved STJ clinical associate, and by a faculty direct service with clients and the remaining member. This course includes a weekly group hours performing indirect services under the EDU 6424 Case Studies and Community seminar with a faculty member. supervision of an approved site supervisor. Resources in Counseling Credit: 3 semester hours. The internship experience is the second field Prerequisites: Completion of 24 credits in the clinical mental health program and experience for students and provides them with EDU 6592; 6593 Internship in Bilingual permission of the advisor. This course examines additional opportunities to enhance their clinical School Counseling I, II the symptoms, causes, and experience of interviewing and assessment skills, individual and The prerequisites and course description are the various types of psychological disorders. An group counseling skills, and consultation skills same as 6590 and 6591, except that the field emphasis on the case study approach is used under the supervision of an approved supervisor. site is a multicultural school and the candidate to understanding these conditions as well as In addition to the on-site supervision, students works primarily with bilingual/bicultural incorporating theory, research, and socio- will participate in a weekly on-campus seminar students. Credit 3–6 semester hours. in which group supervision will be provided. A cultural issues in developing appropriate comprehensive case study is required as part of treatment options. Credit: 3 semester hours. EDU 6595 Organization and Administration of Personnel Services this course. Credit: 3 semester hours. EDU 6455 Directed Study in Counselor Prerequisites: School program core courses. This Education EDU 6312 Internship in Clinical Mental course focuses on integrating theoretical and Prerequisite: Permission of the Advisor and Health Counseling II practical skills from the prerequisite courses in the Program Coordinator. Directed study in an Prerequisites: EDU 6311. This course consists order to develop and evaluate comprehensive area of competence relevant to the student’s of placement in an approved clinical setting counseling programs in schools. The American counseling program. Student works with an (hospital, outpatient clinic, etc.) for a minimum School Counseling Association model is used to advisor to develop an appropriate study plan. of 300 hours during which the student guide various activities. The various roles of the Credit: 3 semester hours. will engage in a minimum of 120 hours of school counselor and types of services provided direct service with clients and the remaining EDU 6530 Multicultural Counseling are discussed. Credit: 3 semester hours. hours performing indirect services under the Prerequisites: completion of 12 credits in the supervision of an approved site supervisor. EDU 6606 and 6607 Supervision of program and permission of the advisor. This Counseling The internship experience is the third field theoretical and experiential course introduces Prerequisites: Completion of master’s program experience for students and provides them with students to multicultural issues in counseling in counseling, adequate experience as a additional opportunities to enhance their clinical theory, practice, and research. Emphasis is practitioner, and permission of the Program interviewing and assessment skills, individual placed on three dimensions of multicultural Coordinator. This first course explores models of and group counseling skills, and consultation competence: (a) awareness of one’s own supervision and the various processes involved skills under the supervision of an approved culture, biases, and values; (b) knowledge in supervision. The second course involves the supervisor. In addition to the on-site supervision, of other cultures; and (c) skills in counseling, evaluation and critique of counseling sessions students will participate in a weekly on-campus educating, and advocating for and with through actual supervision of counselor trainees. seminar in which group supervision will be ethnically diverse populations. Credit: 3–6 semester hours. provided. During the on-campus seminar topics Credit: 3 semester hours. on counselor wellness will also be explored. A EDU 6590 Internship in School Counseling I EDU 6610 Spiritual Issues in Counseling comprehensive case study is required as part of Prerequisite: EDU 6305 and permission of and Psychotherapy this course. Credit: 3 semester hours. the student’s advisor. Students must file Prerequisites: None. This course focuses on current research that relates to the integration EDU 6314 Counseling and Special application with program advisor and file an of spirituality and best-practice counseling and Education application the semester prior to enrollment psychotherapy. Credit: 3 semester hours. Prerequisites: EDU 9711 or equivalent and in the internship. The internship is designed permission of advisor. This course is designed to provide advanced graduate students with a EDU 6650 Consultation and Evaluation minimum of 300 hours of supervised clinical for school counseling and clinical mental health Prerequisites: Completion of 24 credits in the experience, including a minimum of 120 direct counseling students. The focus of this course School Counseling course sequence. This course service hours in an approved school counseling involves learning the issues, concerns, and best- provides the counselor with the knowledge and setting and remaining hours of indirect service. practice interventions that support educational skills necessary to analyze the culture of school Supervision is provided through various and social equity for the exceptional student/ methods by a qualified site supervisor, an settings in order to maximize the effectiveness individual. Understanding the concepts of approved STJ clinical associate, and by a faculty of consultation interventions. In addition there impairment, disability, and handicap, current member. This course includes a weekly group is an emphasis on the integration of the theory legislation, incidence and prevalence of seminar with a faculty member. Students are and practice of learning and/or behavioral exceptional students and how counselors can best required to have malpractice insurance. problems of students in K–12 settings. Students advocate and empower persons and families to Credit: 3-6 semester hours. will also be taught how to write grants to offer every chance for life success and satisfaction provide needed resources in their school. will be studied. Students will be taught by didactic Evaluation of outcomes will also be discussed. Credit: 3 semester hours.

142 the school of Education 143

stjohns.edu/graduatebulletin Credit: 3 semester hours. Credit: 3 semester hours. supervision at both the Pre-K and the grades the grades at both the Pre-K and supervision 4-1/2 days per week. Attendance 1–2 levels, is required. at weekly seminars hours. Credit: 3 semester Associate Teaching EDU 7115 Childhood Completion of pedagogical Prerequisite: of the Graduate coursework and permission Teaching. Observation Committee on Associate in an approved and participation in teaching University supervision elementary school under levels, and elementary at both the primary (1–3) at weekly 4-1/2 days per week. Attendance seminars required. Credit: 3 semester hours. EDU 7117 Adolescent Education Associate Teaching of pedagogical Prerequisite: Completion of the Graduate coursework and permission Teaching. Observation Committee on Associate and participation in teaching in an approved school under University supervision at both the grades 7–9 and the 10–12 levels, 4-1/2 days per week. Attendance at weekly seminars required. EDU 7120 Individualization: Diagnosing Students’ Instructional Needs The development of diagnostic skills to analyze individual learning styles and to then develop instructional prescriptions on the basis of that data. EDU 7122 Programs in Early Childhood Education: Play, Social Learning in Early Childhood Environments This course examines historical, philosophical and current perspectives on early childhood education programs, including their implications for the role of play in children’s development and learning in all domains, cognitive, linguistic, physical, emotional, social, and aesthetic. Field work required: 20 hours. Credit: 3 semester hours. EDU 7123 Creative Arts in Linguistically/ Culturally Diverse and Inclusive Early Childhood Settings Through workshop experiences, readings, and reflection, students become familiar with process-oriented approaches to young children’s creativity in the arts and with rationales for infusing creative arts into curriculum. Issues regarding sensory integration and assistive technology are explored. Field work required. Credit: 3 semester hours. EDU 7124 Literature in Early Childhood This course explores the important role of literature in developing young children’s oral language and literacy in relation to current early childhood performance standards in the language arts. Credit: 3 semester hours. EDU 7126 Observing and Recording the Behavior of Young Children This course focuses on young children’s growth and development and explores the reasons for and methods of observing young children Field work required: 20 hours. Credit: 3 semester hours. Credit: 3 semester hours. EDU 7114 Early Childhood Education Associate Teaching Prerequisite: Completion of pedagogical coursework and permission of the Graduate Committee on Associate Teaching. Observation and participation in teaching in an early childhood school under University 7004 Essential Readings in Curriculum Readings in Curriculum EDU 7004 Essential Century from the 20th which of the 20th century, Important books discussed. curriculum are read and have shaped of the theoretical perspectives The relevance society today are discussed to school and and fiscal of current political within the context climate. pedagogy EDU 7005 Culturally Relevant and Curriculum students to scholarship The course introduces pedagogy for related to culturally relevant students. marginalized and underrepresented influences Students examine the manifold like race, class, of culture—including factors teaching and place, gender, and language—on in-school and out- learning within and across explore opportunities of-school contexts. They culturally relevant and challenges to promote learning and to foster social and cultural justice for students, families, and communities. Credit: 3 semester hours. EDU 7006 Study Abroad Elective: International Perspectives in Education The study of educational philosophy, culture, policy and practices in early childhood, childhood and adolescent settings abroad. Group travel program elective; offered annually. Credit: 3 semester hours. EDU 7106 Understanding the Middle Grades Learner This course will focus on understanding, celebrating and nurturing the young adolescent. Course topics include historical perspectives on the middle school philosophy, foundations for middle level curriculum theory, characteristics of young adolescents, including physical, cognitive, moral, psychological and social-emotional attributes: identity development; home and community involvement; and the future of the middle grades movement. Credit: 3 semester hours. EDU 7107 Methods of Teaching in the Middle Grades This course will focus on understanding how to organize school structures and classroom practice to best facilitate learning for the young adolescent. Course topics include: advisory, teaming, scheduling, curriculum, assessment, instruction, athletics and the arts, teacher dispositions that lead to positive learning environments, and the future of the middle school in relation to the 21st-century skills movement. Credit: 3 semester hours. Credit: 3 semester hours. Credit: 3 semester hours. EDU 7003 Current Issues and Change Theory in Curriculum Controversial issues related to teaching, learning, supervision and curriculum change; essential knowledge that shapes a person’s philosophy of curriculum. Credit: 3 semester hours. EDU 7001 Curriculum Instruction and Teaching Basic theories and principles of curriculum and instruction; emphasis on developing and designing a curriculum plan, as well as historical, philosophical and social foundations of curriculum. Credit: 3 semester hours. EDU 7002 Early Childhood Study Abroad Elective: International Perspectives in Early Childhood Education The study of educational philosophy, culture, policy and practices in early childhood settings abroad. Group travel program elective; offered annually. oundations in Mental Health Foundations EDU 6651 and Consultation Counseling This Core 6121, 6205, 6264. Prerequisites: information students with basic course provides mental health and practices of on the principles include and consultation. Topics counseling health philosophy of mental the history and identity, the roles counseling, professional professional of the mental health counselor, to practice, various ethics, integrating theory organizational contexts of practice and prevention, consultation structures, assessment, of how diversity and an understanding of mental health influences the practice counseling. EDU 6925 Maintaining Matriculation degrees who are Students seeking master’s courses must register not registered for other requirements are for 6925 until all degree completed and the degree is granted. No credit. Offered each semester. EDU 6935 Maintaining Matriculation Advanced Certificate students who have not registered for other courses must register for 6935 until all diploma requirements are completed and the diploma is granted. No credit. Offered each semester. EDU 7000 Psychological Foundations of Learning This course takes a critical perspective on the psychological issues that help contextualize American schools and explain student achievement. We will examine topics related to the psychological facets of learning and education, respectively. The course is aimed at providing students with conceptual tools essential for understanding education. The psychological foundations of the course address of the nature of schooling from the perspective students’ cognitive development. It examines both concepts and applications of learning theories. and teacher-child interaction in diverse early EDU 7195 Teaching and Learning: research tools are being used to study teaching educational settings. Field work required: 15 Childhood and learning with emerging technologies. Upon hours. Credit: 3 semester hours. This course is designed to provide prospective completion of the course, students will develop teachers of elementary school students a literature review and research plan in an area EDU 7127 School, Family and Community with focused knowledge of learning and of interest for their dissertation proposal. Partnerships development as they relate to teaching Credit: 3 semester hours. This course takes an ecological perspective on strategies and techniques in both urban and supporting children’s learning and development EDU 7290 Human Relations in Multicultural rural settings. Field work required: 15 hours. through strengthening positive links between and Inclusive Settings Credit: 3 semester hours.. school, family, and community. Examines roles The course will focus on improving of members in interdisciplinary teams and EDU 7211 Educational Research and communication skills and relationships with collaborative partnerships in assessing and Data Analysis II parents, students, administrators and members planning for young students with disabilities. Prerequisite: EDU 5655. This course develops of the community in a multicultural society. Credit: 3 semester hours. knowledge and applications of advanced Credit: 3 semester hours. univariate and multiunivarate inferential EDU 7128 Integrated Curriculum in Early EDU 7291 Innovative Strategies in statistical methods, multiple correlation and Childhood Secondary Education: Social Studies regression, principles of measurement, internal Students learn to design and implement This course examines issues, perspectives validity, power analysis and effect size. Students integrated curriculum including both teacher- and strategies related to developing a critical will have hands-on use of statistical software planned and child-initiated learning experience pedagogy of reflective practice in secondary such as SPSS to organize and analyze data to address state learning standards in social social studies education, and is designed and engage in critical analyses of published studies, language arts, mathematics, science, around four interrelated themes: 1. Exploring research that exemplifies a variety of statistical and technology. Field work required: 15 hours. the theoretical and historical underpinnings techniques. Credit: 3 semester hours. Credit: 3 semester hours. of history education; 2. Understanding best EDU 7217 Creating Basic Audiovisual Media practices related to methods of social studies EDU 7129 Mathematics and Science in (CF.LIS 217) education at the adolescent level; 3. Examining Early Childhood Creation and evaluation of multi-media planning and assessment practice and purpose In this course, students explore the teaching programs for all libraries. Independent projects through reflective self-evaluation, and 4. and learning of scientific and mathematical will require additional laboratory time. Developing pedagogical practices that are concepts and processes through content Credit: 3 semester hours. Field trip may be responsive to the context of urban schools of relevance and interest to children, Pre-K required. Library Science fee: $25. and inclusive of the multifaceted identities of through second grade. Includes evaluating and metropolitan adolescents and their families. integrating technology resources into lesson EDU 7222 Philosophical, Historical, and Field work required: 20 hours. planning for inquiry-based learning. Credit: 3 Sociological Foundations of Education Credit: 3 semester hours. semester hours. This course focuses upon current issues and problems within the field of curriculum. The EDU 7292 Innovative Strategies in EDU 7135 Current Trends, Research and course examines conceptions of curriculum Secondary Education: Science Assessment in Social Studies as well as historical, philosophical, social, This course examines issues, perspectives Current practices and trends; an examination psychological, and intellectual foundations of and strategies related to developing a critical of selected innovative programs and the those conceptions. Credit: 3 semester hours. pedagogy of reflective practice in secondary development of skills and techniques for social science education, and is designed around four studies instruction. Field work required: 15 EDU 7266 Technology for Teaching Literacy interrelated themes: hours. Credit: 3 semester hours. in Regular and Special Education Settings 1. Exploring models and theories related to Technology utilization for literacy-based EDU 7136 Current Trends, Research and methods of science teaching and learning; instruction. Emphasis is placed on the ways Assessment in Science 2. Understanding current research on best that technology can be used in the classroom Current practices, trends and examination practices related to methods of science to acquire information, communicate, and of selected innovative programs and the education at the adolescent level; enhance learning in grades Pre K–5. development of skills and techniques for 3. Examining planning and assessment Credit: 3 semester hours. instruction in science. Field work required: 15 practice and purpose through reflective self- hours. Credit: 3 semester hours. EDU 7267 Technology for Literacy-Based evaluation, and Applications in Content Area Learning in 4. Developing pedagogical practices that are EDU 7137 Current Trends, Research and Regular and Special Education Settings responsive to the context of urban schools Assessment in Mathematics Technology utilization for literacy-based and inclusive of the multifaceted identities of An examination of the present-day curriculum instruction in the content areas. Emphasis is metropolitan adolescents and their in elementary school mathematics in addition placed on the ways that technology can be families. to current practices and trends with emphasis used to acquire information, communicate, and Field work required: 20 hours. Credit: 3 on the content of modern mathematics. enhance learning in grades 6–12. semester hours. Field work required: 15 hours. Credit: 3 semester hours. Credit: 3 semester hours. EDU 7293 Innovative Strategies in EDU 7270 Research Seminar: Investigating Secondary Education: Mathematics EDU 7138 Current Trends and Research in and Evaluating Research in the Field of This course examines issues, perspectives the Teaching of Language Arts Instructional Technology and strategies related to developing a critical Current practices and trends; examination This course will focus on investigating and pedagogy of reflective practice in secondary of selected innovative programs and the evaluating current research findings and mathematics education, and is designed development of skills and techniques for methodologies in the field of instructional around four interrelated themes: 1. Exploring language arts instruction. Field work required: technology. Students will explore how theories, 15 hours. Credit: 3 semester hours. research methodologies and technology

144 the school of Education

145

stjohns.edu/graduatebulletin Credit: 3 semester hours. Credit: 3 semester hours. Credit: 3 semester hours. identifying and reporting suspected child abuse, reporting suspected identifying and and and the prevention and maltreatment violence of child abduction, school intervention abuse. A tobacco and other drug and alcohol, of field work 25 days or 150 hours minimum of attendance required. required. Seminar hours. Credit: 3 semester and EDU 7319 Approaches, Strategies Development Materials for Literacy to reading Study of various approaches strengths and instruction; analysis of classroom grouping weaknesses of each mode; for reading and management procedures instruction. 7334 School Media Centers EDU 7334 School Media Centers (Cf. LIS 234) and functions Introduction to the organization Discussion of the of school media centers. educational setting, program relationships within the school and the community, finances and budgeting, staffing, services and program planning. Emphasized are operations of the building level media program. Credit: 3 semester hours. Field trip required. EDU 7399 Field Research in Reading and Learning This course serves as a combined seminar and practicum in which a variety of approaches to teaching students to read are explored and field-tested. Students are required to use previous research as the basis for the development of experimental study focuses on the application of varied reading ideologies for students with diverse learning styles and to submit their findings in a manuscript for publication. EDU 7410 Identification of the Gifted and Talented This course examines the identification of gifted/ talented and high ability students and factors involved with the development of their talents. Multiple criteria are illustrated in the identification process and special emphasis is placed on diverse students. This course is designed to satisfy NY State license extensions for teaching gifted students, for which an Internship will be required. Credit: 3 semester hours. EDU 7411 Introduction to Designing Programs, Curriculum and Materials for the Gifted and Talented This course develops ability in the design of appropriate programs, curriculum and materials for gifted/ talented and high-ability students groups along with a critical review of relevant research and contrasts of alternative models and perspectives within gifted education. This course is designed to satisfy NY State license extensions for teaching gifted students for which an Internship will be required. Credit: 3 semester hours. Field work required: 20 hours. Field work required: 15 hours Credit: 3 semester hours. Credit: 3 semester hours. EDU 7302 Early Intervention and Provision of Services for Preschoolers with Special Needs (cf. EDU 9736) Highlights needs of infants, toddlers and preschoolers with or at risk for developmental delays or disabilities. Examines assessment and intervention processes and strategies in a variety of natural environments and issues in the transition to preschool environments. Field work required: 15 hours. Credit: 3 semester hours. EDU 7303 Research on Issues in Early Childhood Special Education Focus on relationships between research, theory and practice in providing appropriate services for infants, toddlers and young children with special needs. Credit: 3 semester hours. EDU 7304 Practicum in Special Education- Early Childhood (cf. EDU 9739) (Prerequisites EDU 7114, Core Special Education courses and permission of instructor) Applications of instructional strategies for students with disabilities in inclusive or special education settings, under university supervision. Students will learn the means for Credit: 3 semester hours. EDU 7301 Curriculum Modifications for Teaching Students with Disabilities in Diverse Early Childhood Setting (cf. EDU 9734) Focuses on adapting general education curriculum, methods, technology, resources and materials to support students over a wide range of disabilities and cultural/linguistic backgrounds in meeting state learning standards. ntroduction to Introduction EDU 7297 Research Methods of qualitative and Surveys methods issues inquiry into educational quantitative B–12from Grade and inclusive in mainstream linguistic, by racial, ethnic, settings marked analyze diversity. Students will and cultural relevant to selected and synthesize research topics in literacy, home-school-community areas relations and other program-related childhood, of interest in early childhood, education for adolescent education or disadvantaged inclusive, educationally students. of EDU 7300 Educational Assessment Exceptionalities Young Children with (cf. EDU 9733) and EDU 7126. Use of Prerequisites: EDU 9737 for assessment formal and informal strategies and evaluation of young children with exceptionalities. Emphasis in interdisciplinary and family collaborator in collection and analysis of assessment data for formulation of interventions. models and theories related to methods theories related to methods models and 2. teaching and learning; of mathematics best current research on Understanding to methods of mathematics practices related 3. Examining the adolescent level; education at and purpose assessment practice planning and and 4. self-evaluation, through reflective practices that are Developing pedagogical of urban schools responsive to the context identities of and inclusive of the multifaceted and their families. metropolitan adolescents hours. Credit: 3 Field work required: 20 semester hours. in EDU 7294 Innovative Strategies Foreign Language Secondary Education: perspectives This course examines issues, developing a critical and strategies related to practice in secondary pedagogy of reflective and is designed foreign language education, around four interrelated themes: 1. Exploring models and theories related to methods of foreign language teaching and learning; 2. Understanding current research on best practice related to methods of foreign language education at the adolescent level; 3. Examining planning and assessment practice and purpose through reflective self-evaluation, and 4. Developing pedagogical practices that are responsive to the context of urban schools, and inclusive of the multifaceted identities of metropolitan adolescents and their families. Field work required: 20 hours. Credit: 3 semester hours.. EDU 7295 Teaching and Learning Adolescent This course involves planning for instruction with a view toward differentiated instructional strategies for all students in both urban and rural settings, in the several content areas, paying special attention to current standards. Field work required: 20 hours. Credit: 3 semester hours. EDU 7296 Innovative Strategies in Secondary Education: English (ELA) This course examines issues, perspectives and strategies related to developing a critical pedagogy of reflective practice in secondary ELA education, and is designed around four interrelated themes: 1. Exploring models and theories related to methods of ELA reaching and learnings; 2. Understanding current research on best practices related to methods of ELA education at the adolescent level; 3. Examining planning and assessment practice and purpose through reflective self-evaluation, and 4. Developing pedagogical practice that is responsive to the context of urban schools and inclusive of the multifaceted identities of metropolitan adolescents and their families. Field work required: 20 hours. Credit: 3 semester hours. EDU 7412 Teaching Creative Thinking and research plan; and (c) assisting students in the technology itself. Learners also engage in Problem Solving to Gifted and Talented defining themselves as researchers, who are to activities that involve applying effective design Students be future leaders in the area. Credit: 3 semester and teaching strategies to a course module This course responds to immediate and long- hours. appropriate for their teaching. range needs of gifted/talented and high-ability Credit: 3 semester hours. students by promoting the achievement of EDU 7579 Observational Analysis basic skills and experience in creative thinking for Teachers EDU 7665 Leadership in Technology I and problem solving both globally, and within Macro-and micro-analyses of teaching through (cf. EDU 5665) various subject areas, along with critical review the use of affective, cognitive, verbal and non- This course develops leadership abilities at the of relevant research. This course is designed to verbal observational systems are discussed, school building and school district levels to satisfy NY State license extensions for teaching along with a critical analysis of current research understand the administrative and instructional gifted students for which an Internship will be on teaching approaches and practices. uses of technology; validate improvements required. Credit: 3 semester hours. Credit: 3 semester hours. in curriculum development and instructional practices through the integration of technology; EDU 7413 Professional Collaboration and EDU 7580 Analysis of Teaching and to make decisions about future hardware Leadership in Gifted Education Educational Process and software enhancement, consistent with This course will cover collaborative models The relationships that exist between the National Technology Standards, as they of professional development and program instructional objectives and teaching behavior; pertain to classroom, school, and district goals evaluation for gifted/talented and high- applications of human development and for students, including students with diverse ability students’ education, major issues and learning concepts as they relate to specialized learning needs; and to make decisions about leadership concerns in the field, e.g., including teaching methods and materials. Research future technology for professional development underrepresented populations and integrated results and selected generic theories of teaching at all levels. Credit: 3 semester hours. gifted practices school-wide and system-wide. behavior are used to extend the teacher’s Students will investigate how to network and concept of the teaching-learning process. EDU 7666 Developing Curriculum disseminate information on gifted education. Credit: 3 semester hours. Materials for the Web This course is designed to satisfy NY State This course explores online technology tools EDU 7585 Capstone: Assessment of the license extensions for teaching gifted students that can enhance teaching and learning in the Learning Process for which an Internship will be required. K–12 classroom. Fueled by research and real This culminating course in the Master of Credit: 3 semester hours. world applications, this course examines several Education students’ teacher education program forms of interactive multimedia and online EDU 7440 Designing, Implementing and offers an opportunity for students to design, plan, experiences that support student cognition Evaluating In-Service Programs draft, revise, and finalize a research /thesis project. through the use of appropriate websites and This course examines, though reading and This project demonstrates the understandings the creation of tools like wikis, WebQuests, and discussion of current research and literature, and analyses of education that the students have curriculum webs. A curriculum web is a website characteristics as well as theoretical frameworks accumulated through their university course work designed to support a specific curriculum plan of effective in-service design processes. Models and field work. 3 semester hours. while utilizing electronic resources. Students of effective in-service programs are analyzed will evaluate, design, and construct assistive and adapted to address students’ educational EDU 7590 Communications and learning tools that integrate powerful topics needs and settings. Credit: 3 semester hours. Human Relations The educational implications of prejudice with innovative online resources that embrace EDU 7550 Introduction to Doctoral and sexism are examined as well as the principles of the common core. This course Research development of skills necessary to identify will cover detailed procedures, standards and This seminar will be the springboard for needs of adolescents; training for group protocols for technology integration in the doctoral dissertation research through facilitating related to the classroom and the classroom and provide students with firm introducing students to the resources available development of communication skills are also understanding of ways to support the diverse and processes involved in constructing a discussed. Credit: 3 semester hours. learning needs and interests of students. dissertation study. Students will learn how The course assumes a basic knowledge of EDU 7663 Using Technology in the Study to conduct a conceptual and methodological computers, including use of e-mail, the of Qualitative Research Methodology analysis of prior research in their fields of study, Internet, and word processing. Most important Students in this course will learn how how to design feasible and ethical research this class assumes a willingness to put time and qualitative data analysis software can be used projects, and strategies for dissemination of energy into the planning and development of as a tool to enhance the research analysis research. Credit: 3 semester hours. online resources and assignments. process. This course will integrate theory with Credit: 3 semester hours. EDU 7555 Planning for Curriculum applications, as well as provide instruction Development in Elementary and on how to use the software. Students will EDU 7667 Foundations of Instructional Secondary Schools use both text analysis and qualitative analysis Design for Technology-Supported Learning Theories of learning and relevant research; software programs in a study where they This course provides an introduction to study of the curriculum decision-making design the instruments, collect the data, and instructional design for technology-supported process; research evaluation and practice analyze the results. Credit: 3 semester hours. learning. The purpose is that students gain an concerning operational aspect of educational understanding of the field, learn to analyze EDU 7664 Foundations of Online Learning objectives; behavioral analysis of educational a subject domain and to design, develop, This course provides an introduction to the tasks. Credit: 3 semester hours. implement, and evaluate technology-supported field of e-learning and distance education. learning experiences to facilitate student EDU 7559 Introduction to The course provides learning opportunities to construction of knowledge in that domain. Doctoral Research understand the foundations, theories, research, Students will apply knowledge of approaches This course will lay the foundation for doctoral and delivery technologies of distance education. to teaching and learning of cognitive, psycho- research by (a) stimulating student thinking on Learners explore current e-learning tools used motor and affective goals, approaches to current national issues in the field of education; in online and blended instruction. The emphasis formative evaluation of instructional design and (b) assisting students in acquiring the basic is on pedagogy and the learner, rather than research tools they need for formulating a

146 the school of Education 147

This Credit: 3 semester hours. stjohns.edu/graduatebulletin No credit. Fee required. Credit: 3 semester hours. course will expand student expertise in thecourse will expand student used when conductingparadigms and strategies narrative forms ofethnographic and other design and implementresearch. Students will reflective analyticfield-based projects, apply findings usingtechniques, and communicate will also developvarious approaches. Students used for qualitative datafamiliarity with software text, artifacts, andanalysis as applied to narrative media. EDU 7925 Maintaining Matriculation – Master’s Degree Master’s degree students not registered for other courses must register for 7925 until all degree requirements are completed and the degree is granted. No credit. Fee required. EDU 7935 Maintaining Matriculation – Advanced Certificate Advanced Certificate students not registered for other courses must register for 7935 until all degree requirements are completed and the degree is granted. No credit. Fee required. EDU 7940 Maintaining Matriculation – Doctoral Degree Doctoral students not registered for other courses must register for 7940 until all degree requirements are completed and the degree is granted. EDU 7980 Special Topics in Educational Leadership Courses offered for advanced studies. A course analyzes current issues, design, and approaches for emerging initiatives. Approval from Dept. Chairperson and GPC. EDU 7990 Doctoral Research Seminar Students who have passed the doctoral comprehensive examination and completed all coursework requirements register for Research Seminar for 3 credits for each semester until the dissertation is completed and the degree is awarded. Credit: 3 semester hours. Offered each semester. EDU 8000 Community Immersion Research Seminar I The Community Immersion Research Seminar I is a year-long, 3-credit course that students enroll in during their first year of their doctoral program. In this course, students will develop and sustain relationships with and among communities in local and/or global contexts. In so doing, students will apply developing in earlier research courses through practical courses through in earlier research The course and field-based studies. applications data instrument development, will include data analysis and advanced collection strategies using statistical software. techniques hours. Credit: 3 semester Research EDU 7902 Advanced Qualitative in Education Prerequisites: EDU 5655, EDU 7900. Credit: 3 semester hours. Credit: 3 semester hours. Credit: 3 semester hours. 7712 Change Theory and EDU 7712 Change the Curriculum students of this course is to help The purpose of the organization to better understand in and to suggest ways school systems about specialists can bring which curriculum and change in a systematic educational change strategies planned way. Curriculum recently developed and tactics based upon and theory are scientific knowledge, concepts considered. Theory EDU 7715 Issues in Curriculum: and Development historical evolution of This course reviews the well as the works of curriculum as a field as to this evolution. those who have contributed conceptions Traditional as well as contemporary and development of curriculum theory, design are compared. Credit: 3 semester hours. EDU 7800 Multivariate Data Analysis Prerequisite: EDU 5655 and 7211. This course examines advanced research and statistical design approaches, including multiple and logistic regression, discriminant analysis, MANOVA, HLM, causal modeling, factor analysis and validity and reliability assessment. Students will have hands-on use of computer technology and statistical software such as SPSS to organize and analyze data. Credit: 3 semester hours. EDU 7890 Independent Study – Instructional Leadership Prerequisite: Permission and approval of Chairperson is required. Open to only qualified students who wish to pursue an advanced research project in a curriculum or teaching area along with a faculty mentor. Credit: 3 semester hours. EDU 7891 Independent Study – Curriculum and Instruction Prerequisite: Permission and approval of Chairperson is required. Open only to qualified students who wish to pursue an advanced research project in a curriculum or teaching area along with a faculty mentor. Credit: 3 semester hours. EDU 7900 Qualitative Research – Methods in Education This course focuses on a variety of qualitative approaches to discipline and inquiry that can be brought to bear on the problems in education and also examines underlying theoretical frameworks of these approaches. The course provides opportunities for students to develop knowledge and skills in the various qualitative techniques and methods. EDU 7901 Educational Research and Data Analysis III Prerequisites: 5655 and 7211. This course advances the principles and concepts developed

Credit: 3 semester hours. II EDU 7669 Leadership in Technology (cf. EDU 5669) This course Prerequisite: EDU 5665/7665. to make focuses on using technology effective school data-driven decisions for leadership. It explores the role of data in making effective instructional, financial, and administrative decisions in schools Development and application of data-management and data-driven decision-making processes are in emphasized. Current research on technology educational settings is critically examined. Credit: 3 semester hours. EDU 7701 Research Development in Instructional Strategies Emphasis is placed on leadership strategies and supervisory skills for instructional improvement and teacher’s professional growth; current trends and innovations in planning, ofdevelopment, implementation and evaluation supervisory programs. From classroom lectures and discussions, readings from current literature, and the preparation of written assignments, the student should acquire specific knowledge of effective practices in instructional supervision. Credit: 3 semester hours. EDU 7703 Analysis of Alternative Innovative Strategies The purpose of this course is to examine educational alternatives through historical, sociological and philosophical analyses of schools and education. Study of the origin, the characteristics and the current directions of educational alternatives provide the framework for this course. Credit: 3 semester hours. EDU 7708 Trends and Techniques in the Evaluation of Programs This course will provide information about approaches to formative and summative program evaluation. It will include the establishment of evaluation criteria and standards, data gathering and analysis techniques, utilization of evaluation data, criteria for judging evaluations, and ethical issues in program evaluation. Case studies will be used to illustrate application of theoretical issues in evaluation to practical situations. Credit: 3 semester hours. communication and collaboration technologies and collaboration communication of a learning experience. in the design hours. Credit: 3 semester Technology EDU 7668 Computer in Education in which considers the three ways This course in instruction; as tutors, computers can be used of each of these tools, or tutees. Examples of the theories uses are examined in terms implicit in each. of learning and curriculum allow teachers to Authoring systems, which instruction, are used. design computer-assisted understandings of research that relates to conduct, and interpret naturalistic studies. particular emphasis on their personal histories pedagogical practices in and for the classroom Additionally, students will critically examine in that regard. Students will develop and enact and community, as well as research that qualitative data not only to identify current proactive work with families towards that aim. relates to poverty, equity, and corresponding research trends, but also to consider how data Finally, students will develop an understanding policies and practices. Students will (re)create can inform decision-making and shape future of the process of framing the educational transformational strategies and approaches to research. experiences of all constituents. actualize in concert with communities. During EDU 8004 Visions of Research II: EDU 8008 Global Perspectives the first semester in their doctoral program, Quantitative Methods for Collecting and within Education students will visit various communities, and Analyzing Data This course extends existing understandings students will select a focal community by the Does student involvement in community affairs of the world and addresses evolving forms start of their second semester. impact achievement? Is there a relationship of international relations and cooperation in EDU 8001 Community Immersion Research between school curricula and community- education. It orients students to understand Seminar II based education? These and other questions various theoretical perspectives on globalization Prerequisite: EDU 8000 Community Immersion I that may stem from students’ research and changes to world order, and encourages The Community Immersion Research Seminar experiences will be the target of this doctoral- reflection on the changing context for II is a year-long, 3-credit course that students level course. More specifically, the course will international relations in education. It also enroll in during their second year of their focus on quantitative approaches to studying introduces students to key organizations doctoral program. In this second year of the and analyzing community-related meaning and contributors involved in education seminar, students will sustain meaningful making, including the discussion of causal internationally through reviews of policies and relationships with and among members of a and correlational questions students develop practices, in, but not limited to county-level local community. In so doing, students will while in the field. Students will develop governmental offices, bilateral aid donors, apply developing understandings of research understandings and skills necessary to design international non-governmental organizations, that relates to pedagogical practices in and and interpret studies based on statistical and regional organizations. It encourages for the classroom and community, as well methods. Additionally, students will critically debate, writing, and/or field work on global as research that relates to poverty, equity, examine quantitative data not only to identify perspectives as they relate to approved topics and corresponding policies and practices. In current research trends, but also to consider related to course material and the student’s this second year of Community Immersion, how statistical measurement can inform program. students will refine, hone and deepen decision-making. EDU 8009 Critical and Historical relationships with community members; EDU 8005 Visions of Research III: Research Perspectives within Education and working by, with and for the community, Design for Studying Community Educational Research students will develop understandings of the Prerequisite: EDU 8003 Visions of Research I This course will assist students in understanding community’s strengths and needs. and EDU 8004 Visions of Research II both historical and critical perspectives EDU 8002 Community Immersion Research This course focuses on educational research within the landscape of American education. Seminar III methodology to prepare students to use Drawing upon readings from leaders in the Prerequisite: EDU 8000 Community Immersion appropriate models, research designs, and field, students will explore epistemology, II evaluation techniques and to study educational pedagogy, and curriculum. In this course, The Community Immersion Research Seminar problems in curriculum and instruction. students will engage with texts and with each III is a year-long, 3-credit course that students Students will develop a proposal for an other to identify epistemological stances and enroll in during their third year of their doctoral education field-based research project. to craft their own. Students will engage in a program. In this third year of the seminar, series of short writings, all accompanied by EDU 8006 Philosophies of Education students will build on their relationships with peer review and significant feedback from This course provides a study of the educational members of a local community to co-construct the professor. The course will culminate in an implications of Idealism, Realism, Neo- ways to enhance the lives of community extended piece of writing that will showcase members. In so doing, students will apply Thomism, Experimentalism and Existentialism. the students’ abilities to engage in scholarly developing understandings of research that Significant factors will include the curricula analysis and critique. Students in this course relates to pedagogical practices in and for emphasis, preferred method, ethics, and will develop these analyses within their strands the classroom and community, as well as aesthetics stressed by each philosophy. and within the field of education as a whole. research that relates to poverty, equity, and Attention is placed on the learner’s ability to It is an expectation of the course that students corresponding policies and practices. In the identify and describe his or her own philosophy develop their academic writing such that they final semester of this course, students will of education. Study of philosophical theories are equipped to put forth their own ideas in craft a plan for their dissertation research that will assist in understanding the source of many speaks to the needs and desires of the focal clear, cogent, and concise academic writing. popular opinions and perceptions regarding community. education: the anxiety that education is adrift; EDU 8010 Dissertation Proposal Seminar EDU 8003 Visions of Research I: the concern that educational aims are vague, Prerequisite: Requires Chair’s Permission. Qualitative Inquiry conflicting, and not conducive to loyalty; beliefs The Dissertation Seminar is a year-long, What is the experience of an educators’ team that standards have been seriously replaced; 3-credit course typically taken in the third in a charter school? What is the educational uncertainty about the role of education in year of the program. This course will assist experience of immigrant families in a particular a democratic society; uncertainty about the students as they prepare a dissertation community? These and other questions that connection of theory to practice. proposal, thus guiding them as they transition may stem from students’ community and from coursework to dissertation research and EDU 8007 Families and Communities as research experiences will be the focus of this writing. Drawing upon prior and concurrent Partners in Education doctoral-level course. More specifically, the coursework in research methodologies and This course engages doctoral students in course will address qualitative approaches to community immersion research, as well as research and activities built to develop and studying and analyzing community-related strand and elective courses, students will enrich understandings of how families and meaning making. Students will develop communities can partner with educators understandings and skills necessary to design, toward improving education for all, with

148 determine a compatible research strategy for EDU 9004 Content Area Instruction for phonology, morphology, and syntax. Analysis of dissertation work and develop a proposal for Linguistically/Culturally Diverse Learners major challenges in English grammar for ELLs. an original research project that would make Prepares students with the necessary skills for Credit: 3 semester hours. a significant contribution to both the field and teaching science, mathematics, and social studies EDU 9025 Maintaining Matriculation the communities within which the project is through English as a second language and, as Master’s students not registered for other situated. Furthermore, students will determine a means for improving English language skills. courses must register for 9025 until all degree a writing strategy for the dissertation and Field work required. Credit: 3 semester hours. requirements are completed and the degree is develop an understanding of the process of EDU 9005 Teaching English to granted. No credit. Offered each semester. submitting and defending the dissertation. Speakers of Other Languages and EDU 9700 Research in Collaborative EDU 8011 Dissertation/Matriculation Dual Language Instruction Partnerships and Strategic Instruction for Prerequisite: Requires Chair’s Permission. Theoretical and practical aspects of teaching General, Special and Inclusive Educational English to speakers of other languages and Settings: Childhood EDU 8012 Dissertation/Matriculation dual language instruction for all age groups This course shows students how to become Prerequisite: Requires Chair’s Permission. and language proficiency levels. informed consumers of qualitative and Credit: 3 semester hours. EDU 8013 Advanced Research Methods quantitative research methods as they apply Prerequisite: EDU 8003 Visions of Research I, EDU 9006 Human Development in Cross- to general, special and inclusive education. EDU 8004 Visions of Research II, and EDU 8005 Cultural Perspective Research study will include examining Visions of Research III. Presents a cross-cultural framework for the techniques for promoting collaborative This is the fourth methods course in the Ph.D. study of birth through adolescent development. partnerships and strategic instruction and in Curriculum and Instruction, and it offers Emphasis is placed on the effects of cultural, learning for general and special educators. doctoral students advanced methods to collect, heritage characteristics and socioeconomic Models of collaboration, theoretical approaches analyze, and interpret material and immaterial

levels. Credit: 3 semester hours. to school-based collaboration and roles of the school of E ducation artifacts, verbal and nonverbal communication, members of interdisciplinary teams will be EDU 9009 Teaching Strategies in the and digital and nondigital meaning making. examined. Field work required: 10 hours. ESL and Bilingual Classroom: Science, Innovative spaces, resources, and techniques Credit: 3 semester hours. will be explored. Mathematics and Social Studies Prepares students with the necessary skills for EDU 9702 Practicum in Special EDU 8014 Advanced Topics: Literature teaching science, mathematics and social studies Education – Childhood Review through English as a second language and as Prerequisites: Core Special Education Courses The Advanced Topics course offers students a means for improving English language skills. and permission of instructor. In this combined the opportunity to explore special topics Field work required. Credit: 3 semester hours. practicum seminar course, participants will and develop specific skills. This particular apply research on instructional strategies in EDU 9010 Linguistics for Teachers of course provides an in-depth examination and educational settings. Students will learn the English Language (ELL) and analysis of the Literature Review in advance means for identifying and reporting suspected Exceptional Learners (cf. EDU 9710) of a doctoral candidate’s preparation of the child abuse, and maltreatment and the An introduction to the fundamental principles dissertation proposal. This course is aligned prevention and intervention of child abduction, of descriptive and theoretical linguistics and the with the Ph.D. in Curriculum and Instruction school violence and alcohol, tobacco and other application of linguistic analyses to the teaching by supporting students as they analyze existing drug abuse. Field work required: 150 hours. of language. (Field work of five hours required.) literature reviews, as well as develop and apply Credit: 3 semester hours. the skills necessary to prepare an exemplary Credit: 3 semester hours. EDU 9704 Research in Collaborative literature review. EDU 9012 Methods of Language and Partnerships and Strategic Instruction for Academic Assessment for ELLs and EDU 9001 Foundations of Bilingual and General, Special and Inclusive Education: Exceptional Learners Second Language Education Adolescent Methods for adapting and utilizing instruments History, and legal/political underpinnings of This course shows students how to become to assess language proficiency and cultural American education with an emphasis on informed consumers of qualitative and learning in TESOL, bilingual education and programs for linguistically diverse learners; quantitative research methods as they apply exceptional learners with second-language examination of exemplary principles, policies, to general, special and inclusive education. competencies. Field work required. educational models, research, assessment and Research study will include examining Credit: 3 semester hours. technology. Credit: 3 semester hours. techniques for promoting collaborative EDU 9002 Psychology and Sociology of EDU 9014 Practicum and Seminar in TESOL partnerships and strategic instruction and Language and Bilingualism Open only to TESOL majors and prerequisite learning for general and special educators. Social and psychological aspects of bilingualism core courses needed. Observation and field- Models of collaboration, theoretical approaches in the context of current theory and research based teaching using conventional and to school-based collaboration and roles of on first- and second-language acquisition and technological resources in elementary and members of interdisciplinary teams will be use from birth through adolescence. Field work secondary level TESOL classrooms, under examined. Field work required: 10 hours. required. Credit: 3 semester hours. University supervision. Attendance at a weekly Credit: 3 semester hours. on-campus seminar is required. Thesis is EDU 9705 Practicum in Special EDU 9003 Literacy Development for First conducted based on independent research. Education: Adolescent and Second Language Learners Field work required. Credit: 3 semester hours. Provides students with theory and practice and Prerequisites: Core Special Education Courses necessary knowledge and skills for teaching EDU 9015 Structure of the and permission of instructor. In this combined literacy and language arts to monolingual and English Language practicum seminar course, participants will linguistically/culturally diverse learners. Field Linguistic description and analysis of the major apply research on instructional strategies in work required. Credit: 3 semester hours. subsystems of present-day American English; educational settings. Students will learn the means for identifying and reporting suspected

stjohns.edu/graduatebulletin 149 child abuse, and maltreatment and the in school, clinic and/or community settings. in meeting state learning standards. Field work prevention and intervention of child abduction, Materials fee: $25. Field work required: 20 required: 15 hours. Credit: 3 semester hours. school violence and alcohol, tobacco and other hours. Credit: 3 semester hours. EDU 9736 Early Intervention and Provision drug abuse. Field work required:150 hours. EDU 9716 Curriculum and Instructional of Services for Preschoolers with Special Credit: 3 semester hours. Design for Teaching Literacy to Individuals Needs (cf. EDU 7302) EDU 9706 Curriculum Adaptation and with Exceptionalities: Childhood Highlights needs of infants, toddlers and Modification Planning for Exceptional Examines theories and models of how children preschoolers with or at risk for developmental Students: Adolescent with exceptionalities process and learn from the delays or disabilities. Examines assessment Theories and practice for creating and oral and written languages and ways to develop and intervention processes, technologies, and managing environments that foster learning, curriculum, material and multiple research- strategies in a variety of natural environments acceptance, positive behaviors and developing validated instructional strategies adaptations and issues in the transition to preschool techniques for differentiated instruction. in literacy for students with a full range of environments. Field work required: 15 hours. Field work required: 10 hours. Credit: 3 abilities. Field work required: 20 hours. Credit: 3 Credit: 3 semester hours. semester hours. semester hours. EDU 9737 Early Childhood Special EDU 9707 Curriculum Adaptation and EDU 9718 Curriculum and Instructional Education Modification Planning for Exceptional Design for Individuals with Exceptionalities: Provides an understanding of child development Students: Childhood Math, Science, Social Studies: Childhood for young children with exceptional needs. Theories and practice for creating and Focuses on planning and implementing Identification, assessment and intervention managing environments that foster learning, curriculum, material, technology, and multiple- strategies are presented in the context of the acceptance, positive behaviors and developing validated instructional strategies and programs historical, social and legal foundations of special techniques for differentiated instruction. in mathematics, social studies and science for education. Field work required: 15 hours. Field work required: 10 hours. students with a full range of abilities. Field work Credit: 3 semester hours. Credit: 3 semester hours. required: 20 hours. Credit: 3 semester hours. EDU 9738 Research on Issues in Early EDU 9710 Linguistics for Teachers of EDU 9719 Principles of Applied Behavior Childhood Special Education English Language (ELL) and Exceptional Analysis and Positive Behavioral Focus on relationships between research, theory Learners (cf 9010) Supports, K–12 and practice in providing appropriate services An introduction to the fundamental principles This course familiarizes special education for infants, toddlers and young children with of descriptive and theoretical linguistics and the teachers with appropriate behavioral special needs. Field work required: 10 hours. application of linguistic analyses to the teaching approaches and methods for the instruction Credit: 3 semester hours. of language. Field work required. Credit: 3 and management of individuals with disabilities. semester hours. Field work required: 15 hours. EDU 9739 Practicum in Special Education Early Childhood (cf. EDU 7304) Credit: 3 semester hours. EDU 9711: Education and Prerequisites: EDU 7114, Core Special Accommodating Needs of Individuals EDU 9726 Curriculum and Instructional Education courses and permission of instructor. with Exceptionalities, K–12 Design for Individuals with Applications of instructional strategies for This course presents an overview of issues Exceptionalities: Math, Science, and Social students with disabilities in inclusive or involving exceptional learners, students with Studies: Adolescent special education settings, under university diagnosed disabilities as well as English Focuses on planning and implementing supervision. Students will learn the means for Language Learners, children with special curriculum, material, technology, and multiple- identifying and reporting suspected child abuse, health-care needs, and children at-risk for validated instructional strategies and programs and maltreatment and the prevention and school failure. The entire human development in mathematics, social studies and science for intervention of child abduction, school violence from childhood to adolescent will be treated. students with a full range of abilities. Field and alcohol, tobacco and other drug abuse. A Focal points of the course lie in issues of work required: 15 hours. minimum of 25 days or 150 hours of field work demographics, current events, the 7 disability Credit: 3 semester hours. required. Seminar attendance required. categories including autism, characteristics EDU 9733 Educational Assessment of Credit: 3 semester hours. and remediation of all learners, pertinent Young Children with Exceptionalities laws, community resources, the role of EDU 9742 Formal and Informal Educational (cf. EDU 7300) technology (assistive and instructional) and Assessment of Individuals with Prerequisites: EDU 9737 and EDU 7126. Use of Exceptionalities: Adolescent accommodations. Students will learn about the formal and informal strategies for assessment Prerequisite: EDU 9711. Centers on the process of special education from assessment, and evaluation of young children with diagnosis and evaluation of individuals with the IEP, to the annual CSE meeting and exceptionalities. Emphasis in multiple research- exceptionalities. Formal and informal methods subsequent placement. Field work required: 15 validated instructional strategies and of assessing student learning will be addressed hours. Credit: 3 semester hours. adaptations in literacy for students with a full as well as the means of analyzing one’s own EDU 9712: Educational Assessment of range of abilities. Field work required: 20 hours. teaching practice and skill in using information Individuals with Exceptionalities Credit: 3 semester hours. gathered through assessment and analysis to Centers on the diagnosis and evaluation of EDU 9734 Curriculum Modifications for plan or modify instruction. Field work required individuals with exceptionalities. Formal and Teaching Students with Disabilities in for interviews, observations, and assessment informal methods of assessing student learning Diverse Early Childhood Settings procedures in school, clinic and/or community will be addressed as well as the means of (cf. EDU 7301) settings. Field work required: 20 hours. analyzing one’s own teaching practice and Focuses on adapting general education Credit: 3 semester hours. skill in using information gathered through curriculum, methods, technology, resources and assessment and analysis to plan or modify EDU 9744 Curriculum and Instructional materials to support students over a wide range design for teaching Literacy to Individuals instruction. Field work required for interviews, of disabilities and cultural/linguistic backgrounds with Exceptionalities: Adolescent observations, and assessment procedures Examines theories and models of how youth with exceptionalities process and learn from

150 the oral and written languages and ways to develop curriculum, material and multiple research-validated instructional strategies and adaptations in literacy for students with a full range of abilities. Field work required: 20 hours. Credit: 3 semester hours. EDU 9955 Maintaining Matriculation Master’s students not registered for other courses must register for EDU 9955 until all degree requirements are completed and the degree is granted. No credit. Offered each semester. Fee required.

For a complete listing of approved courses, please contact the Dean’s office. the school of E ducation

stjohns.edu/graduatebulletin 151 Faculty

Sandra S. Abrams, Professor, B.A. Seokhee Cho, Professor, B.A., M.A. Ewha Andrew D. Ferdinandi, Associate Professor, Washington University, M.A., American Women’s University, Korea; Ph.D. in Ed.Psy., B.S., M.S., P.D., Ed.D., St. John’s University. University, M.A., New York University, Ph.D., University of Alberta, Canada; Gifted Education, Counselor Education; Working with Mental Rutgers University. Adolescent Education; Educational measurement and evaluation, Illness and Dual Diagnosis Individuals; Video Gaming, Virtual Environments, and Cognitive Psychology, Learning Psychology, Assisting Troubled Teens with Substance Learning; Digital Literacies in Academic and Individual differences, Education of Learning Abuse and Truancy. Social Domains. Disabled, Instructional Methodology, Mary Ellen Freeley, Associate Professor, Anthony Annunziato, Associate Professor, Teacher Training, Open Education, Early B.A. St. Joseph’s College; M.S. Queens College; B.A., CUNY Queens College; M.S.Ed., Childhood Education. Ed.D., St. John’s University; Instruction, CUNY Queens College; Ed.D., Teachers Kyle Demeo Cook, Assistant Professor, B.A., Administration, Supervision and Leadership. College Columbia University. Educational M.Ed., Ph.D. Boston College; Early childhood Elizabeth Gil, Assistant Professor, B.A., New Administration; Educational Finance; education access and policy, the transition York University; M.S., Michigan State University; Professional Development; Educational Policy. to kindergarten, collaboration between early M.S., College of St. Rose; Ph.D., Michigan State Katherine C. Aquino, Assistant Professor, childhood and K-12 education, educational University. research. B.S., Fordham University; M.A., Georgian E. Francine Guastello, Associate Professor, Court University; Ph.D., Seton Hall University; Gina Cicco, Associate Professor, B.S., M.S., B.S., M.S., Ed.D., St. John’s University. Literacy; Adv. Cert., Manhattan College. Socio- Ed.D., St. John’s University. Online instruction, Exploring multi-sensory techniques for teaching academic transitioning into and within the the use of online education for counselors- dyslexic children and adults; Effective practices postsecondary environment; students with in-training, partnerships among school in literacy leadership; Parental involvement in disabilities; student-college match; post- counselors and teachers, perceptions on the student academic success; Improving teacher traditional students; assessment and program role of school counselors. effectiveness in writing instruction. review; instructional design and delivery within Randall Clemens, Associate Professor, B.A., Smita Guha, Associate Professor, B.A., postsecondary curriculum. University of Maryland; M.S.Ed., Johns Hopkins M.A. University of Calcutta; M.Ed., Ph.D. David L. Bell, Dean and Associate Professor, University; Ph.D., University of Southern State University of NY at Buffalo. Math and B.S., University of Illinois Urbana-Champaign; California. Urban poverty; At-risk students; technology in Early Childhood Instructions. M.Ed., Ed.D., Loyola University at Chicago; Educational reform. Aliya E. Holmes, Associate Professor, B.S., Diversity, Equity, and Inclusion; Teacher Barbara Cozza, Professor, B.F.A. CUNY-Hunter M.S., Ph.D., University of Albany. Teacher Professional Development, Math Education and College; M.S. CUNY—Hunter College; Ph.D. mentoring related to technology integration Coaching. Fordham University. SBL/SDL Professional in the classroom, online learning, professional James S. Bethea, Associate Professor, B.S., Diploma, Curriculum and instruction, development. Mount Olive College; M.S., Boston University; professional development, cognition, Samuel E. Jackson, Assistant Professor, B.S. Ph.D., The University of Iowa. Spirituality in international education. Woman in higher York College; M.A. Brooklyn College Graduate Counseling; Students with Disabilities, Substance education leadership, educational reform issues School of Education; Ph.D.,The Graduate Abuse and International Rehabilitation in Poor and PK-16 partnerships. School and University Center, City University of and Developing Countries. Della DeKay, Associate Professor, B.A., New York. Urban Education. Brett Elizabeth Blake, Professor, B.A., State Southwest Missouri University; M.A., Teachers Elena Jurasaite-O’Keefe, Associate Professor, University of New York, Stony Brook; M.A., College, Columbia University; Ed.D., Teachers M.H., Vilnius State University, Lithuania; Ph.D., Northwestern University; Ph.D., University of College; JD Pace Law School. TESOL, Cultural University of Siauliai, Lithuania; Ph.D., University Illinois at Chicago. Socio-cultural dimensions of Diversity, Philosophy and History of Education. of Michigan. adolescent language and literacy development Catherine DiMartino, Associate Professor, Ishita Khemka, Associate Professor, B.A., Delhi among urban and English-language learners; B.A., Haverford College; M.A., Columbia University: M.A., Teachers College, Columbia language acquisition; gender equity; curriculum University, Teachers College; M.A., Columbia University; Ph.D., Columbia University. reform in middle schools. University, Graduate School of Arts and Research in special education, intellectual James R. Campbell, Professor, B.S., Fordham Sciences; M.S., Columbia University, Teachers College; Ph.D., New York University, The and developmental disabilities and autism; University; M.S., Syracuse University; Ph.D., interpersonal decision-making theory, peer- New York University. Instructional Process and Steinhardt School of Culture, Education and Human Development. victimization, bullying, and abuse prevention Analysis; Gifted Education. training; arts and literacy. Bilge Cerezci, Assistant Professor, B.S., Michael P. Downton, Associate Professor, Ming-hui Li, Associate Professor, B.A., Bosphorus University, Turkey; M.S., Erikson B.A. Purdue University, Ph.D., Indiana Soochow University, Taipei, Taiwan; M.A., Institute; Ph.D., Loyola University, Chicago. University, Learning and Developmental Sciences. University of Colorado; Ed.D., Texas Tech Elizabeth Chase, Assistant Professor, B.A., University. Counselor Education; Stress Barnard College, Columbia University; M.S.T., Robert Eschenauer, Associate Professor, B.A., and Self-Efficacy as Predictors of Coping; Pace University; Ed.D., Teachers College, St. Francis College; M.S., St. John’s University; Counseling Socially Troubled Children and Columbia University. Ph.D., St. John’s University; Adv. Certificate Parent-Child Relationships. School Psychology, City College, Counselor Xioajun June Chen, Assistant Professor, B.A., Education; Assessment, Individual Counseling, Stephen Kotok, Assistant Professor, B.A., Hunan University, China; M.Ed., University Outcome Research, Therapeutic Communi- University of Wisconsin; M.S., University of of Manchester, UK; Ph.D., Purdue University. cation, Clinical Hypnosis, Reflective Practice. Pennsylvania; M.A., Teachers College, Columbia Interdisciplinary learning and teams, issues University. of technology integration, international Erin M. Fahle, Assistant Professor, B.S., Rebecca Louick, Assistant Professor, A.B., development and cultural perspectives on Georgetown University; M.S., Georgetown Amherst College; M.S.Ed., City University of instructional technology. University; Ph.D., Stanford University. Education Policy; Quantitative Methods; Gender Studies; New York – Hunter College; Ph.D., Boston Sociology of Education. College.

152 Mary Ann Maslak, Professor, B.M.T., Rene S. Parmar, Professor, B.A., University Min Wang, Assistant Professor, M.A., Arkansas B.M.E., Shenandoah University; M.Ed., Ph.D., of Jabalpur (India); M.Ed., Vanderbilt Tech University; M.A., East China Normal Pennsylvania State University. Gender Equity University; Ph.D., University of North Texas. University, Shanghai; Ph.D., Boston College. in Education; Social Mobility and Education; Educational Evaluation, Mathematics International and Comparative Education. for Students with Learning Disabilities, Donald R. McClure, Assistant Professor, Educational Assessment, Evaluation. B.Mus., Central Michigan University; M.Ed., Ceceilia Parnther, Assistant Professor, University of Notre Dame, Ph.D., Michigan B.F.A., West Virginia University; M.Ed., Loyola State University. University Chicago; Ph.D., Western Michigan Seung Eun McDevitt, Assistant Professor, University. Academic Integrity promotion and B.S., Bucknell University; M.A., Brooklyn cheating prevention with emphasis on the College, CUNY; Ed.D., Columbia University. role of course design, institutional support, Immigrant children and English language and faculty development; college access and learners with disabilities; teacher education and persistence with emphasis on the role of development in early childhood/early childhood institutional mentors; meaning making of special education; teacher diversity. mentorship. Maria Mello, Assistant Professor, B.A., Barbara Peltzman, Associate Professor, B.S., Swarthmore College; M.Ed., Vanderbilt Mills College of Education; M.S., St. John’s University; Ph.D., Vanderbilt University. University; Ed.D. Curriculum and Instructional Transition to adulthood for adults with Practices, Teachers College, Columbia intellectual disabilities and autism; housing and University; PD, Reading, Hofstra University. residential living; acquisition of independent Yvonne K. Pratt-Johnson, Professor, B.A., the school of E ducation living skills; inclusive postsecondary education State University of New York at Stony Brook; for young adults with IDD; special education M.S., Georgetown University; M.A., M.Ed., advocacy; and service delivery system for Ed.D., Teachers College at Columbia University. underserved communities. Bilingual Education and TESOL; Literacy Regina Mistretta, Professor, B.S., St. John’s Development Among Second Language University; M.S., Brooklyn College; Ed.D., Learners; Jamaican Creole/Educating Crede- Teachers College at Columbia University. Speaking Students in American Schools. Mathematics Education in Elementary, Middle Heather Robertson, Associate Professor, B.A., and Secondary School Levels, Professional Syracuse University; M.S., Texas A&M; Ph.D., Development 1–8, Technology Education in Virginia Tech. Military to civilian career transition Mathematics. Parental involvement in and life satisfaction of veterans and military mathematical learning. families, college parent involvement and student Nancy Montgomery, Associate Professor, retention in higher education settings. B.S., M.S., Indiana University; PhD., New York Jerrold Ross, Professor and Dean Emeritus, University. Adolescent Education; English/ B.S., New York University; M.S., Queens Literacy Education; especially the teaching College, CUNY; Ph.D., New York University; of writing, writing with computers and D.Hum. (HON), Emerson College. Education, cooperative learning; Arts Education. Arts Education, Administration and Nancy Morabito, Assistant Professor, B.A., Assessment. University of Virginia; M.Ed., Vanderbilt Michael R. Sampson, Professor, B.S. University; Ph.D., Vanderbilt University. East Texas State University; M.Ed., Texas Teachers’ conceptions and Teaching of the A and M—Commerce; Ph.D., University of nature of Science. Arizona. Reading comprehension, English Audrey Figueroa Murphy, Associate language acquisition and historical research as Professor, B.A., Queens College, Spanish an author of children’s literature. Education; M.S., St. John’s University, Bilingual Mary Beth Schaefer, Associate Professor, Education; P.D., Ed.D., St. John’s University, B.A., Queens College; M.A., Queens College; Administration and Supervision. M.A., Texas Woman’s University; Ed.D., Daniel Ness, Professor, B.A., SUNY at University of Pennsylvania. Adolescent Literacy; Albany; M.A., Columbia University, Teachers Middle School; Career Development in College; M.A., Columbia University, Graduate Secondary Schools; Socio-Cultural Influences in/ School of Arts and Sciences; M.S., Columbia among Readers’ Responses to Literature. University, Teachers College; Ph.D., Columbia John Spiridakis, Professor, B.A., State University, Graduate School of Arts and University of New York at Stony Brook; M.S., Sciences. Ph.D., Florida State University. Bilingual/ Allan Ornstein, Professor, B.A., City College Multicultural Education and TESOL, second and of New York; M.A., Brooklyn College; M.A., heritage language research development. Ed.D., New York University. Education Olivia Stewart, Assistant Professor, B.A., Curriculum, Instruction and Teaching. University of Arizona; M.Ed., Arizona State University; Ph.D., Arizona State University. Digital Literacies, Multiliteracies, Multimodality, Writing, Alternative Authoring Paths, Sociocultural Theory.

stjohns.edu/graduatebulletin 153