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Programs in Curriculum & Teaching
Teachers College, Columbia University
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Programs in Curriculum & Teaching

In the Department of Curriculum & Teaching

Course Listing > Welcome

Course Listing

Program Courses:

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

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 4024 Planning and implementing programs for gifted students
Professor Borland. 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.

C&T 4026 Giftedness and intelligence: Theoretical approaches
Professor Borland. 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 4027 Differential instruction for gifted students
Professor Borland and Dr. Wright. 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 participant's 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 two credits will attend additional seminars to be scheduled during the class.

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

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 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 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 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 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 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.
Instructor(s): Chantal Francois

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): Chantal Francois, Daniel Friedrich, Michelle Knight, Jodene Morrell, Karen Zumwalt

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 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 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 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 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 5506 Advanced seminar-giftedness
Professor Borland. For doctoral students in Giftedness. Recent developments in theory and research in gifted education.

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 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 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 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

Other Courses:

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

HBSK4074 Development of reading comprehension strategies and study skills
Reading and study skills: Practical procedures based on research find-ings appropriate for teachers, counselors, and others. Discussion focuses on students in the middle elementary grades through young adulthood.
Instructor: Stephen Peverly

HBSK5373 Practicum in literacy assessment and intervention I
Prerequisite or corequisite: HBSK 4072, grade of B or better. This is the first of three practica that provide experience in the assessment and instruction of literacy skill including phonemic awareness, decoding, word recognition, vocabulary, fluency, spelling, expressive writing, and reading comprehension. Students receive clinical practice in administering, scoring, and interpreting a classroom test-based battery and providing an instructional intervention to a client with literacy difficulty. At this level, students work with children in early childhood and elementary education. All work is conducted in a clinical setting under the guidance of a supervisor and the course instructor. Besides assessment and intervention, students learn to conduct intake interviews and client conferences, conceptualize individuals’ learning patterns, interact with parents and other family members, follow ethical guidelines appropriate for the profession, prepare regular documentation, and write case reports to professional standard. Materials fee: $100.

HBSK5376 Practicum in literacy assessment and intervention II
Prerequisite or corequisite: HBSK 4072, HBSK 5373, grade of B+ or better. Students work in a clinical setting to provide assessment and interventions within the context of a diagnostic teaching model for an individual with literacy difficulties. Clinical work is conducted under the guidance of a supervisor and the course instructor. Profes-sional guidelines, practices, and writing continue to be emphasized. Materials fee: $100.

HUDK5024 Language development
Survey of research and theory in the development of language, beginning with communication and the origins of language in infancy and emphasizing acquisition of the forms of language in relation to their content and use.
Instructor: Peter Gordon

HUDM4122 Probability and statistical inference
Prerequisite: HUDM 4120 or undergraduate statistics course. Elementary probability theory; random variables and probability distributions; sampling distributions; estimation theory and hypothesis testing using binomial, normal, T, chi square, and F distributions.Lab fee $50.00
Instructor: James Corter

HUDM5122 Applied regression analysis
Prerequisite: HUDM 4122 or permission of instructor. Least squares estimation theory. Traditional simple and multiple regression models and polynomial regression models, with grouping variables including one-way ANOVA, two-way ANOVA, and analysis of covariance. Lab devoted to applications of SPSS regression program. Lab fee: $50.
Instructor: James Corter