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Literacy Specialist
Teachers College, Columbia University
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Literacy Specialist

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 4000 Disability, exclusion, and schooling

This course explores the ways disability status and other facets of identity (such as race, ethnicity, language background, gender, sexuality, religious affiliation) interact with the cultural practices of exclusion in schooling.  There is a central focus on ableism in schools, curriculum, and instruction.  Students learn inclusive classroom pedagogies to mitigate exclusionary pressures in schools and work toward equitable practices and outcomes.

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, including co-teaching and co-planning 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-Manuel

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 4021 Nature and needs of gifted students

This introductory course in gifted education explores a number of issues related to the psychology and education of gifted students, including conceptions of giftedness, educational provisions for gifted students, creativity, and economically disadvantaged gifted students. Issues of race, class, gender, and disability status as they interact with the construct of giftedness are examined.

C&T 4022 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 course 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. Issues of defining giftedness and of defensible differentiated curriculum will also be explored.

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 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-Manuel

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 4114 Multicultural Approaches to Teaching Young Children

Professor Souto-Manning. Exploration of aspects of professional preparation needed for teaching from a multicultural perspective: first, the disposition toward inquiry needed for ongoing self-development; second, the knowledge and skills needed to infuse multicultural curriculum content, program designs, and teaching strategies; and third, the creation of a context through which participants can examine issues of social justice.


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 4123 Curriculum and instruction in elementary education

Permission required. An introduction to teaching, learning, and curriculum in elementary classrooms, including learning processes; instructional planning; student observation and assessment; classroom management; 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, problem solving skills and instructional planning. Special fee: $100.


Instructor(s): Britt Hamre, Celia Oyler

C&T 4124 Curriculum development and instruction in inclusive elementary education

Permission required. Continuation and extension of C&T 4123, with an emphasis on curriculum design, standards, multi-level curriculum development, and planning instruction based on student assessment.


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

Professors Genishi and Souto-Manning. Introduction to research and practices related to early communication and literacy in early childhood settings (birth through prekindergarten). 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 requirements)


Instructor(s): Mariana Souto-Manning

C&T 4132 Language and teaching in the primary reading/writing classroom

Professors Calkins, Siegel, and Souto-Manning. Permission required. Examines principles of literacy learning in young children and introduces theories, practices, and materials for teaching reading/writing in primary grades in diverse settings.


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, writing, and speaking 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

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-Manuel

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 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. 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. Practicum in New York City schools, coupled with Critical Special Education Core classes. Co-requisites: C&T 5080, 5081, and 5905.

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-Manuel, 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 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 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. Classrooms provide experience with both younger and older children in a range of urban settings. 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 mid-April, 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 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 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-Manuel, 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-Manuel, Nancy Lesko, Celia Oyler

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 critically examines the legal and structural framework that regulates the education of students with disabilities. This course explores 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 involves 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. This course explores, from a disability studies perspective, strategies for developing effective communication and interpersonal interaction skills appropriate for both collaborative and consultative relationships in schools. Focus is on the development of these skills in interactions with both school professionals and family members of students. Particular attention is paid to the development of these skills in ways that are responsive and relevant to people from marginalized groups.


Instructor(s): Celia Oyler

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 5308 Advanced practicum-infancy and early childhood
Permission required. Students engage in action research at their practicum sites.
Instructor(s): Susan Recchia, Mariana Souto-Manning

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 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 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: Discourses in difference

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. This capstone seminar takes a critical, socio-historical look at the field and its competing discourses in order to understand clearly the role of educator. Special fee: $25.

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 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 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 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 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-Manuel, Nancy Lesko, Celia Oyler, Susan Recchia, Marjorie Siegel, Karen Zumwalt

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-Manuel, Karen Zumwalt

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-Manuel, Nancy Lesko, Celia Oyler, Susan Recchia, Marjorie Siegel, Karen Zumwalt