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Curriculum & Teaching
Teachers College, Columbia University
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The Department of

Curriculum & Teaching

Course Listing > Welcome to the Department of Curriculum & Teaching

Course Listing

Department Courses:

Please check the Class Schedule or contact the department for specific course availability for each semester:

C&T 4000 Disability, exclusion and schooling
For students preparing to be both general and special-education teachers. Exploration of the historical, legal, cultural, and social/emotional experiences and representations of the characteristics of people across the full range of disabilities. The course focuses on life contexts, including education, family (caregiver), employment, and independent living as well as lifespan transitions. It draws on a wide range of interdisciplinary scholarship and ways of knowing.

C&T 4001 Differentiating Instruction in Inclusive Classrooms
For students preparing to be both general and special-education teachers. This course is designed to foster collaborative, problem-solving relationships among general and special education teachers and student families in designing and modeling inclusive pedagogies and practices for diverse learners. It also overviews the classroom uses of assistive instructional technologies and other accommodations in a laboratory format.

C&T 4002 Curriculum theory and history
The nature and design of educational activities: theory, research, and practice of curriculum design.
Instructor(s): Daniel Friedrich

C&T 4004 School change
Major themes include state of the field regarding school change, schools as social organizations, the individual in the organization, theories of change, and implementation strategies and processes.
Instructor(s): Thomas Hatch, Michelle Knight

C&T 4005 Principles of teaching and learning
Examination of the relationships among teaching, learning, and assessment; teaching as a profession; and schools as complex social organizations.
Instructor(s): Robert Monson

C&T 4020 The environments of school
Space, objects, and territoriality; school and classroom size; the environment as hidden curriculum; risk and stress in school; interrelationship of the cognitive, social and physical conditions and outcomes of schools and classrooms.

C&T 4021 Nature and needs of gifted students
Psychological factors, personal and social, affecting identification and development of gifted children and youth; implications for education, counseling and guidance.

C&T 4022 Instructional models in the education of gifted students
A review and application of special instructional systems for educating the gifted. Special attention devoted to frameworks developed by Bloom, Gordon, Parnes, Renzulli, Stanley, Tannenbaum, and Taylor. Course also offered as summer workshop C&T 4822.

C&T 4023 Differentiated curriculum for gifted students
This course examines the characteristics of appropriate and defensible curriculum for gifted children and youth. Particular emphasis is placed on instructional strategies, curriculum theories, flexible grouping techniques, and meeting the needs of gifted learning in the regular classroom.
Instructor(s): Lisa Wright

C&T 4025 Educating young potentially gifted children
Examination of theories and practices relevant to the education of the young (preschool through second grade) potentially gifted child with particular focus on talent development, differentiated curriculum, nontraditional identification techniques, at-risk children, and parent education.
Instructor(s): Lisa Wright

C&T 4029 Creativity: Its nature and nurture
An examination and critical appraisal of theories of creativity, test development to measure creativity, and methods designed to enhance the creativity of children and adults.

C&T 4032 Gender, difference, and curriculum
This course offers a multifaceted, interdisciplinary introduction to thinking about school curricula, policies, and practices as gendered. Gender will not be considered in isolation but as interwoven and complicated with cultural, racial, religious, class, and sexual identities, among others. The course materials will move beyond the identification of the problems to examine various efforts to create gender-sensitive curricula and programs.

C&T 4047 Socio-cultural approaches to teaching students with learning disabilities
Planning and implementing sociocultural, multicultural, and inquiry-based procedures for teaching students with substantial academic difficulties and for monitoring that instruction in a range of school environments. Emphasis is on classroom discourse and includes both oral and written language instruction.

C&T 4051 Supervision for elementary and secondary schools
Theory and practice of supervision in elementary and secondary schools. Emphasis is on the role of the supervisor in improvement of instruction and curriculum development. Students practice techniques for improving supervisory skills through role playing, case studies, and analysis of teaching. Attention given to creating programs for continuous professional growth of elementary and secondary school teachers, paraprofessionals, and leadership personnel.

C&T 4052 Designing curriculum and instruction
Application of models for designing curriculum and instruction. Students design curriculum in collaborative groups.

C&T 4078 Curriculum and teaching in urban areas
Analysis of social context and resources for curriculum and teaching in urban areas.
Instructor(s): Michelle Knight

C&T 4080 Risk and resilience in early development
A first course in child development, pre-birth through age 8, within a family context. Primary focus is on the impact of risk and disability on developmental outcomes, and those factors that promote resilience in young children, with and without disabilities, and their families.
Instructor(s): Susan Recchia

C&T 4083 Working with families of young children with disabilities
This course offers current and historical perspectives on the role of families in the lives of young children with special needs, with a focus on family structures, resources, and concerns. Students will explore strategies for facilitating partnerships between families and professionals that support the developmental and educational needs of young children with disabilities.

C&T 4112 Integrated Curriculum in Early Childhood Educations (full-year course)
A two-semester course focused on integrated theories and methods in ECE/ ECSE. Will incorporate historical and sociocultural contexts, emphasis on physical and interpersonal environments in early childhood settings, centrality of play, social studies and science, adapting curricula for full range of abilities from infancy through grade 2.
Instructor(s): Susan Recchia

C&T 4113 Early childhood methods and programs
Comparative study of traditional, current, and innovative program models designed for children from birth through 8 years of age.

C&T 4114 Multicultural approaches to teaching young children
Analysis of major curriculum models for learning in young children through use of culturally and environmentally-derived content.
Instructor(s): Mariana Souto-Manning

C&T 4117 Play: The roots of competence in young children
The origins of play and related aspects of development with implications for practice.

C&T 4119 Issues and interdisciplinary methods for working with parents of young children
Issues such as separation, problematic behaviors, and assessment are examined in the development of interdisciplinary strategies for working with parents of young children, with and without disabilities. Sessions are taught by an interdisciplinary team of faculty and invited speakers from special education, clinical psychology, early childhood education, psychiatry, pediatrics, and social work.
Instructor(s): Janet Hoffman

C&T 4121 Early childhood teaching strategies within a social context
Exploration of the teaching strategies used in early childhood education through analysis of the social contexts out of which they have arisen. Emphasis on assimilation and application of differing strategies through workshop format.

C&T 4122 Issues in parenthood and education
Examination of relevant theory and research on parent development. Topics include transition to parenthood, pregnancy, parenting children of different ages, at-risk parents, parenting the special needs child, and single parenthood. Methods of working with different parent populations are addressed.

C&T 4123 Curriculum and instruction in elementary education
Permission required. An introduction to teaching, learning, and curriculum in elementary classrooms, including: learning processes, instructional planning, child observation and assessment, classroom management and environments, working in urban, diverse, and inclusive settings, and culture and community. The course emphasizes the relationship between theory and practice, and supports students in the development of self-analytic, reflective, and problem solving skills. Special fee: $100.
Instructor(s): Britt Hamre, Celia Oyler

C&T 4124 Curriculum development in elementary education
Permission required. Continuation and extension of C&T 4123, with an emphasis on curriculum design issues, standards, and multi-level curriculum development. Students work in teams to develop multi-grade/age curriculum.
Instructor(s): Britt Hamre, Celia Oyler

C&T 4130 Critical perspectives in elementary education
Required for all professional certification M.A. students (elementary). Co-requisite: C&T 4502 (section 1). Examination of issues related to contemporary elementary education in the United States from the perspective of teacher as a reflective practitioner and curriculum maker, with a focus on teaching for social justice. Designed to complement students' master's action research projects.
Instructor(s): Daniel Friedrich, Karen Zumwalt

C&T 4131 Language and Literacy in the Early Childhood Curriculum
Introduction to research and practices related to early communication and literacy in early childhood settings (birth through grade 2). Focus will be on children whose first language is English, as well as English language learners, and on curricula and adaptations for full range of learners. (3 credits toward state literacy requirement).
Instructor(s): Mariana Souto-Manning

C&T 4132 Learning and teaching in the primary reading/writing classroom
Permission required. Examines principles of literacy learning in young children and introduces theories, practices, and materials for teaching reading/ writing in primary grades.
Instructor(s): Lucy Calkins, Mariana Souto-Manning

C&T 4133 Learning and teaching in the intermediate reading/writing classroom
Permission required. Examines strategies for teaching, organizing, and assessing reading and writing in intermediate grades.
Instructor(s): Lucy Calkins

C&T 4136 Methods and materials for reading instruction
A survey of approaches to reading instruction from kindergarten through middle school with a critical examination of modern methods, materials, trends, and issues.
Instructor(s): Jodene Morrell

C&T 4137 Literacy and learning in the content areas
Introduction to theory, research, and practice on the role of literacy in learning mathematics, social studies, science, and the arts. Examination of talk, texts, and reading/writing practices used in content area teaching.

C&T 4138 Teaching literacy in the early years
Examination of theory, research, and practice of literacy learning and teaching in the early years, including children who are English language learners and children experiencing difficulty with school literacy. Emphasis on alternative models of designing literacy curricula, selection and use of materials (including technologies), and methods of assessing and teaching decoding, spelling, fluency, text use, and comprehension.
Instructor(s): Marjorie Siegel

C&T 4139 Constructing critical readers
Prerequisite: C&T 4138. Examination of theory and practice on teaching reading in intermediate grade classrooms. Consideration of curriculum design, assessment practices, teaching methods and children's literature. Emphasis on curricular structures and strategies for teaching comprehension and critical analysis of fiction and nonfiction texts.

C&T 4140 Literature for younger children
Critical study of literary trends and materials for children in prekindergarten, kindergarten, and early grades. Consideration of developmental issues and reader response theory relating to young children.

C&T 4141 Literature for older children
The course integrates theory and practice for teachers. Topics include writing development, research on writing, models for responding to and evaluating student writing, and classroom methods for teaching the writing process in elementary classrooms.

C&T 4143 Multicultural social studies in the elementary and middle school
Permission required. Teaching, learning, and curriculum development in social studies including a critical examination of content and methodology, current practices and issues, state, and professional standards. Materials fee: $20.
Instructor(s): Britt Hamre, Victoria Hunt, Celia Oyler

C&T 4145 Critical perspectives in secondary education
A comprehensive examination of adolescent development and learning as they relate to issues of curriculum, teaching, and learning.
Instructor(s): Michelle Knight

C&T 4151 Teaching of writing
The course integrates theory and practice for teachers. Topics include writing development, research on writing, curriculum development, methods of teaching writing, models for responding to and evaluating student writing, and classroom methods for teaching the writing process in elementary classrooms.

C&T 4159 Teacher education programs
Current developments in programs for the preparation and professional development of teachers for elementary and secondary schools.

C&T 4160 Supervision in initial teacher education programs
Theory and practice of supervision of student teachers. This course will help students develop supervisory skills through case studies, role playing, and analysis of teaching.

C&T 4161 The teacher: Socio-historical, cultural contexts of teaching
Exploration of what it means to be a teacher through analysis of historical studies, teacher autobiographies, proposals for change, and personal reflection. Focus questions are: What is a good teacher? What is a professional teacher? Prerequisite: PreK-12 teaching experience.
Instructor(s): Karen Zumwalt

C&T 4200 Fieldwork in curriculum and teaching
Permission required. Majors work under guidance. Students should have had previous coursework with their supervising staff member and should select a problem relating to this work.

C&T 4301 Formal assessment of exceptional students
Permission required. Participation in educational assessment of referred children. Analysis of observational and standardized test data; formulation of educational enrichments, accommodations, and modifications. Conducted in the Dean Hope Center for Educational and Psychological Services or in appropriate community facilities. Course meets double sessions. Lab fee: $150.

C&T 4302 Supervised practicum in the educational assessment of young children with exceptionalities
Permission required. Prerequisite: C&T 4080. Participation in educational assessment of young children with exceptionalities. An introduction to formal and informal assessment strategies and their applications to work with young children. Analysis of observational and test data; formulation of educational interventions. Lab fee: $150.
Instructor(s): Susan Recchia

C&T 4308 Field experiences in early childhood/early childhood special education
A practicum for students in the Early Childhood initial certification program that serves as a prerequisite for student teaching. Field experiences will relate to work in other courses and be paired with an ongoing seminar designed to respond directly to issues as they arise in field placements.
Instructor(s): Susan Recchia

C&T 4311 Advanced practicum--teaching students with disabilities
Permission required. Part-time practicum in New York City schools, coupled with critical special education core classes. Co-requisites: C&T 5080, 5081, and 5905.

C&T 4501 Teaching and learning in the multicultural classroom
Student diversity (characterized by gender, race, ethnicity, language, special needs, and sexual orientation) is examined in relation to decisions about methodology, curriculum, instructional materials, student grouping, home-school-community relationships, and teachers' professional growth and development.

C&T 4502 Master's project
Permission required. Required for M.A. students in the Curriculum and Teaching Program. Students work to develop proposals to initiate required Master's action research project.
Instructor(s): Daniel Friedrich, Michelle Knight, Jodene Morrell, Karen Zumwalt

C&T 4503 Problems: Curriculum and Teaching-independent Study
Majors work individually or in small groups with a staff member. Students should have had previous coursework with their supervising staff member and should select a problem relating to this work.

C&T 4615 Young children and social policy: Issues and problems
Overview of social policy towards young children as it affects classroom practice and professional goals. Situations such as child abuse, divorce and custody, student classification, and foster care are examined.

C&T 4702 Student teaching-giftedness
Observation and student teaching. Permission required. Course requires 3-5 days a week for participation in community, school, and agency programs and a weekly seminar on campus.
Instructor(s): Lisa Wright

C&T 4708 Student teaching-infancy and early childhood
Observation and student teaching. Permission required. This two-course sequence requires 3-5 days a week for participation in community, school, and agency programs and a weekly seminar on campus.

C&T 4726 Professional laboratory experiences/student teaching (year-long) in elementary education
Permission required. Students must begin in the fall term. Students engage in an intensive field placement under the sponsorship of a classroom teacher with supervision shared by the cooperating teacher and Teachers College staff members. The experience begins with a three-week practicum period, followed by a ten-week student teaching experience; students spend a minimum of 3 1/2 days in the classroom each week. Assignments to classrooms provide an emphasis on education for both younger and older children in a range of urban settings, including opportunities in the College's Professional Development Schools. Offered in conjunction with C&T 4123 and C&T 4124. Students applying to student teach must file a Declaration of Intention to Student Teach by April 15th prior to the fall term.

C&T 4729 Professional laboratory experiences/student teaching (year-long) in elementary education
Permission required. Students engage in an intensive field placement under the sponsorship of a classroom teacher with supervision shared by the cooperating teacher and Teachers College staff members. The experience begins with a three-week practicum period, followed by a ten-week student teaching experience; students spend a minimum of 3 1/2 days in the classroom each week. Assignments to classrooms provide an emphasis on education for both younger and older children in a range of urban settings, including opportunities in the College's professional development schools. Students applying to student teach must file a Declaration of Intention to Student Teach by April 15th prior to the fall term.

C&T 4802 Models of curriculum and teaching
An institute focusing on current issues in curriculum and teaching, such as innovative models of teaching or curriculum development in specific settings. Topics vary and institute may be taken more than once for credit.

C&T 4822 Instructional models in the education of gifted students
What should gifted students learn? How can we differentiate the curriculum for gifted learners in order to meet their special needs more effectively? These and other questions will be addressed in this three-day workshop devoted to the discussion, analysis, and evaluation of instructional models designed or adapted for gifted students. Emphasis will be placed on the principles of curricular differentiation and on providing an overview of a range of models designed to modify content, enhance the development of thinking skills, and enhance creativity.

C&T 4835 Improving reading instruction
An institute focusing on current issues in reading and related areas. Includes oral and written language development and children's literature.

C&T 4842 Institute: Content area literacies
Introduces K-12 teachers to a toolkit of theories and practices to aid them in rethinking and redesigning literacy practices used in teaching mathematics, science, social studies, and other content areas.

C&T 4853 Multisensory teaching of basic language skills for students with learning disabilities
Ms. Rowe. Introduction to the theoretical and practical issues of teaching a Multisensory Instructional Language approach in reading, spelling, and handwriting, and in the structure of English, based on Alphabetic Phonics to dyslexic students. Offered in fall and summer terms. Materials fee: $30.

C&T 4854 Multisensory teaching of basic skills I
Ms. Rowe. Prerequisite: C&T 4853. Two day-long workshops combined with the teaching of Alphabetic Phonics curriculum in school settings. Extension of practice in Schedule II, teaching reading, spelling, and handwriting.

C&T 4855 Multisensory teaching of basic skills II
Ms. Rowe. Prerequisite: C&T 4854. Two day-long workshops combined with the teaching of Alphabetic Phonics curriculum in school settings. Extension of C&T 4854.

C&T 4858 Institute: Teaching of reading
Designed to help teachers of grades K–8 develop a theoretical framework for the teaching of reading and a repertoire of strategies of enhancing students' independence and skills as readers.

C&T 4899 Federal Policy Institute
The Federal Policy Institute (FPI) is designed to give students a first-hand opportunity to meet with key policy leaders around the most crucial, contemporary policy issues. Key themes will include: the enduring values of American education and how they shape current policy; current issues in national educational reform; and the role of the federal government in shaping educational policy.
Instructor(s): Sharon Kagan

C&T 4900 Research and independent study: Curriculum and teaching
Master's degree students undertake research and independent study under the direction of a faculty member.
Instructor(s): James Borland, Lucy Calkins, Celia Genishi, Sharon Kagan, Michelle Knight, Nancy Lesko, Celia Oyler, Susan Recchia, Marjorie Siegel, Karen Zumwalt

C&T 5000 Theory and inquiry in curriculum and teaching
Required of and limited to first-year Ed.D. students in the Department of Curriculum and Teaching; must be taken in both the fall and spring semesters. Introduction to and exploration of important problems and issues in curriculum and teaching, methods of formulating questions, and modes of inquiry appropriate to doctoral-level research.
Instructor(s): James Borland, Michelle Knight, Nancy Lesko

C&T 5006 Readiness for school: Pedagogical and political issues
Course examines different conceptions of school readiness, focusing on challenges faced by practitioners and policy makers. Participants will examine different approaches to the implementation and assessment of readiness.

C&T 5023 Giftedness and intelligence: Theoretical Approaches
Theories of cognition as they relate to the issues of intelligence and creativity presented as a basis for conceiving of students as exceptional and for differentiating their curriculum.

C&T 5024 Planning and implementing programs for gifted students
Examination of factors affecting planning and implementation of programs for the gifted, components of gifted programs, and systems approach to program planning. Students develop written program plans for specific settings.
Instructor(s): James Borland

C&T 5036 Child and family policy
Course provides a foundation of knowledge concerning the role of child and family perspectives in informing public policy.

C&T 5037 Literacy, culture and the teaching of reading
Examines current practices of reading instruction in light of theory and research on literacy as a social, cultural, and political practice. Emphasis on intersections of class, race/ethnicity, gender, and sexuality as critical axes for understanding culturally-specific language and literacy practices, and as a basis for re-imagining reading instruction rooted in the experiences of students.
Instructor(s): Jodene Morrell

C&T 5042 Special topics in children's literature
Study of specific genres or curriculum issues in children's literature. Topics are announced in course schedules distributed each semester. Registration not limited to one term.

C&T 5053 Staff development processes and procedures
Concepts and practices related to staff development, professional education, and organizational improvement. Attention given to applications of staff development using institutional cooperation, organizational dynamics, and research on teacher training. Designed for principals, supervisors, curriculum directors, and others concerned with staff and program development to deal with change in their own institutional contexts.

C&T 5074 Curriculum and teaching policy
Prerequisite: C&T 4004. Examination of the theoretical and political bases of curriculum and teaching policies and their influences on school organizations and teaching practices. Explores the policy-making process from policy design through implemen-tation.
Instructor(s): Daniel Friedrich

C&T 5080 Access to full participation in schools
This course is designed to offer an in-depth understanding of issues that frame the participation of students with disabilities in various educational settings. It will critically examine the legal and structural framework that regulates the education of students with disabilities. This course will explore current pedagogical practices within the field of special education, while it simultaneously seeks to build the tool-kit of teachers to meet the needs of students with varying kinds and degrees of educational needs. This will involve a critical examination of classroom structures for participation that have traditionally been made available to students with disabilities as well as the exploration of alternate ones that can facilitate the learning and development of a diverse student body.

C&T 5081 Collaborative communication in cultural contexts
This course is designed for students taking the Inclusive Elementary Disability Studies Core, as well as for students in the CUED program with a Disability Studies Concentration. This course will explore, from a disability studies perspective, strategies for developing effective communication and interpersonal interaction skills appropriate for both collaborative and consultative relationships in schools. Focus will be on the development of these skills in interactions with both school professionals and family members of students. Particular attention will be paid to the development of these skills in ways that are responsive and relevant to diverse students.

C&T 5112 Issues in child care and education: Infancy through school age
An examination of such issues as inclusion, equity, effects of welfare reform, training needs, and the role of transdisciplinary supports within the context of recent demographic, social, political, and economic changes in our society. Public and private sector responses to newly emerging issues, the dilemmas posed, and recommended solutions. Evaluations of the adequacy of the responses to the demand for child care, and the nature, characteristic, and quality of the supply. Invited speakers present perspectives from education, health and mental health, government, business, the community, advocacy, and communication.

C&T 5114 Development of multicultural curriculum for the early
Exploration of dynamics of curriculum development for young children from three through eight years of age. Participants will design a curriculum using principles of curriculum construction and a multicultural, inclusive philosophy. Prerequisite: C&T 4114 or equivalent.

C&T 5118 Infant and toddler development and practice
Permission required. Theory is related to practice and research with infants, toddlers, and families. Students participate in classroom practice and meet for weekly seminar on-site at the Rita Gold Early Childhood Center. Enrollment is for one or two semesters.
Instructor(s): Susan Recchia

C&T 5302 Advanced practicum-giftedness
Permission required. Guided experiences for advanced students in Giftedness. Supervised group field visits. Initial internships arranged. Students submit reports analyzing experiences.
Instructor(s): Lisa Wright

C&T 5305 Advanced practicum-teaching students with disabilities
Permission required. Part-time practicum in New York city schools, coupled with critical special education core classes. Co-requisites: C&T 5080, 5081, and 5905.

C&T 5308 Advanced practicum-infancy and early childhood
Permission required. Students engage in action research at their practicum sites.
Instructor(s): Susan Recchia

C&T 5321 Practicum in early childhood education: Curriculum development, observation, and assessment in early childhood
Permission required. Supervised professional field experiences in early childhood settings. Emphasis on emerging issues and refinement of practice.
Instructor(s): Celia Genishi

C&T 5323 Supervision and the organization of programs for families with young children
Prerequisites: C&T 5118. Assessment procedures, supervision, and social policy are related to the development and administration of programs for families with infants and toddlers.

C&T 5502 Introduction to qualitative research in curriculum and teaching
Introductory seminar on methods in qualitative research, with focus on case studies in classrooms and schools.
Instructor(s): Celia Genishi

C&T 5513 Seminar in early childhood education
Required of all second-year doctoral students in early childhood education and early childhood special education and open to other post-master's students with permission. Examination of underlying issues and currents in early child-hood education, with formulation of initial research plans.

C&T 5514 Seminar in early childhood education
Required of all second-year doctoral students in early childhood education and early childhood special education and open to other post-master's students with permission. Examination of underlying issues and currents in early child-hood education, with formulation of initial research plans.
Instructor(s): Sharon Kagan, Susan Recchia, Mariana Souto-Manning

C&T 5515 Infancy research seminar
Permission required. Research in infant development is facilitated and coordinated through exploration of a variety of research methods within a seminar format.
Instructor(s): Susan Recchia

C&T 5800 Institute: Teaching of writing
The focus of the institute will be on the teaching of writing with the participants also working on their own writing. There will be a combination of large group presentations, small interactive sessions, and writing workshops. Separate sections will be offered for advanced participants. A partial list of topics to be covered includes: the central role of planning and curriculum development in the teaching of writing, methods for holding our students accountable for doing their best work, classroom structures that support inquiry and collaboration, and using literature to help students craft their writing. The Institute is appropriate for elementary and secondary teachers.

C&T 5810 Differential instruction for gifted students
This three-day workshop provides participants with the opportunity to learn about and discuss new challenges and approaches to identifying and educating gifted students. Presentations and discussions will provide the core for each day. Small group work and individual consultations will also be integrated throughout the three days. The emphasis of these sessions will be on the creation of practical products and practices that can be used in the participants' schools. Schools are also encouraged to send both individuals and teams with clearly articulated issues and problems they would like to have discussed. Students enrolled for 2 credits will attend additional seminars to be scheduled during the class.

C&T 5853 Advanced multisensory teaching of basic language skills for students with learning disabilities
Ms. Rowe. Prerequisites: C&T 4853, C&T 4854, and C&T 4855. In-depth extension of multisensory techniques for teaching reading strategies, spelling situations and formulas, advanced syllable division, lesson planning, dictionary skills, composition, and comprehension. Two-week summer session.

C&T 5854 Advanced multisensory teaching of basic skills I
Faculty. Two day-long workshops to extend and refine skills in advanced phases of curriculum while teaching in school settings.

C&T 5855 Advanced multisensory teaching of basic skills II
Faculty. A continuation of C&T 5854. Four day-long workshops.

C&T 5902 Independent study--giftedness
Permission required. Qualified students work under guidance on practical research problems. Proposed work must be outlined prior to registration; final written report required.

C&T 5905 Seminar in learning disabilities and disability studies in education
Permission required. Students work in small groups under guidance on practical problems related to teacher-as-scholar practitioner, teacher-as-classroom researcher, and teacher-as-change agent. Emphasis on ethical practices for diverse learners. Special fee: $25.

C&T 5908 Independent study--infancy and early childhood
Permission required. Qualified students work under guidance on practical research problems. Proposed work on research problems must be outlined prior to registration; final written report required.
Instructor(s): Susan Recchia

C&T 6200 Field study in designing curriculum and instruction
Permission required. Field experiences in relation to designing, conducting, and evaluating programs in curriculum and instruction.

C&T 6259 Fieldwork in preservice teacher education
Fieldwork in preservice teacher education.

C&T 6260 Fieldwork in preservice teacher education
Fieldwork in preservice teacher education

C&T 6400 Internship program in curriculum research
Permission required. Firsthand experience in a center where curriculum research is in progress.
Instructor(s): Lucy Calkins

C&T 6405 Advanced internship-learning disabilities
Permission required. Postmaster's level. Intensive professional internship designed to meet individual student's needs. Students submit reports analyzing experiences.

C&T 6408 Advanced internship-infancy and early childhood
Permission required. Post-master's level. Intensive professional internship at agency chosen to meet individual student's needs. Students submit reports analyzing experiences.
Instructor(s): Susan Recchia

C&T 6452 Internship program in supervision and curriculum improvement: Professional
Permission required. Prerequisite: C&T 4160 or C&T 4051. Work with curriculum leaders in an ongoing program. Fieldwork involves school system problems and leadership processes.

C&T 6453 Internship program in supervision and curriculum improvement : Initial
Permission required. Prerequisite: C&T 4160 or C&T 4051. Work with curriculum leaders in an ongoing program. Fieldwork involves school system problems and leadership processes.

C&T 6501 Studies in curriculum and teaching
Permission required. Integrating seminar provides an opportunity for students to discuss issues and questions fundamental to the field of curriculum and teaching.
Instructor(s): Michelle Knight, Marjorie Siegel

C&T 6502 Studies in curriculum and teaching
Permission required. Integrating seminar provides an opportunity for students to discuss issues and questions fundamental to the field of curriculum and teaching.
Instructor(s): Sharon Kagan, Celia Oyler

C&T 6503 Seminar in Field Research
Permission required. Corequisite: C&T 6200-C&T 6201. Collect and organize data and report field study findings. Abstract generalizations or limited theories as guides to practice and further research.

C&T 6505 Spencer Seminar
Faculty. This seminar is designed to prepare doctoral students to conduct collaborative school-based inquiry focused on educational practice in elementary, middle, and high schools or early childhood settings. Special attention is given to issues of school-university collaboration, context-sensitive research methodologies, urban educational improvement, and the relation of research to development in school settings. Participation in field research and development is required.

C&T 6506 Advanced Seminar - giftedness
For doctoral students in Giftedness. Recent developments in theory and research in gifted education.
Instructor(s): James Borland

C&T 6507 Advanced seminar-learning disabilities
For doctoral students in learning disabilities and related fields. Recent developments in theory and research as related to learning disabilities from psychological, educational, sociological, and other sources.

C&T 6508 Advanced seminar-infancy and early childhood
For doctoral students in early childhood, early childhood special education, and related fields. Recent developments in theory and research as related to current issues in the field.
Instructor(s): Susan Recchia

C&T 6532 Seminar in reading/language arts and related research
Permission required. Open only to advanced master's and doctoral students with a specialization in literacy or a related area who have completed recent methods courses in literacy. In-depth study and discussion of trends and issues in literacy development and instruction.

C&T 6533 Advanced study of children's literature
Permission required. Issues and problems relating to the formulation of knowledge about children's literature.
Instructor(s): Lucy Calkins

C&T 6551 Seminar in supervision and curriculum improvement
Permission required. Prerequisite: C&T 4051, C&T 4005, or equivalent. Primarily for doctoral students. Intensive study of selected problems. Major emphasis on formulation of supervision strategies and curriculum change.

C&T 6569 Seminar in theory and research in curriculum
Permission required. Critical study of classroom environment as a laboratory for teacher education.

C&T 6900 Directed research and theory development in curriculum and teaching
Permission required.
Instructor(s): James Borland, Lucy Calkins, Celia Genishi, Sharon Kagan, Michelle Knight, Nancy Lesko, Celia Oyler, Susan Recchia, Marjorie Siegel, Karen Zumwalt

C&T 6914 Advanced studies in early childhood and childhood education
Permission required. Identification and theoretical and empirical investigation of selected topics, problems, and issues in early childhood and childhood education. Topics vary. May be taken more than once for credit.

C&T 6915 Advanced studies in early childhood and childhood education
Permission required. Identification and theoretical and empirical investigation of selected topics, problems, and issues in early childhood and childhood education. Topics vary. May be taken more than once for credit.

C&T 7500 Dissertation seminar in curriculum and teaching
Two semesters required of all doctoral candidates in the department unless proposal is defended in the first semester. Development of doctoral dissertations and presentation of proposals for approval.
Instructor(s): Michelle Knight, Karen Zumwalt

C&T 7501 Dissertation seminar in curriculum and teaching
Professors Genishi, Knight, Schoonmaker and Zumwalt. Two semesters required of all doctoral candidates in the department unless proposal is defended in the first semester. Development of doctoral dissertations and presentation of proposals for approval.
Instructor(s): Celia Genishi

C&T 8900 Dissertation advisement in curriculum and teaching
Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D. degree.
Instructor(s): James Borland, Lucy Calkins, Celia Genishi, Sharon Kagan, Michelle Knight, Nancy Lesko, Celia Oyler, Susan Recchia, Marjorie Siegel, Karen Zumwalt