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Academic Catalog 2017-2018

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Curriculum & Teaching

Contact Information

Professor Daniel Friedrich
Felicia Smart-Williams
smart-williams@tc.columbia.edu
212.678.3765
212.678.3237
306 Zankel Hall
31

Mission

The Department of Curriculum and Teaching, established in 1938, was the first department in the U.S. devoted to the scholarly study of problems of curriculum and teaching across all subjects and all levels of schooling, from early childhood through the education of teachers and supervisors. Broad questions about the nature, purpose, and design of curriculum and about the theory and practice of teaching remain at the core of all department programs. Addressing these questions in contemporary times calls for critical analyses of the ways in which curriculum, teaching, and schooling contribute to social inequalities and a commitment to educating for social justice. Our location in New York City compels us to focus intensely on the lives of children and youth who attend under-resourced schools and face complex challenges in urban centers, but this focus does not exclude attention to problems of teaching and curriculum in suburban and rural settings as well as international contexts. Across all our programs, the preparation of teachers, educational leaders, teacher educators, and educational researchers is designed to provide them with the intellectual tools needed to re-imagine schools and other educational settings. We aim to prepare the next generation of outstanding educators who have broad repertoires of knowledge, practices, and dispositions that enable all children, including those who have acquired labels, to gain access to and succeed with the kind of education that historically has been reserved for children of privilege. Teacher inquiry, critical perspectives, knowledge of content and pedagogy, a curricular stance, and the interrelationship of theory and practice are also woven throughout our certification and our advanced programs. 

Typical positions for which students are prepared include teacher or supervisor of:

  • infancy or early childhood education
  • early childhood special education
  • elementary education
  • secondary education
  • students with disabilities
  • gifted education
  • literacy

Director of:

  • child-care center
  • community or government-based organization or agency
  • infant and parent center
  • early childhood program
  • literacy

College teacher in undergraduate or graduate programs specializing in:

  • infancy or early childhood education
  • early childhood special education
  • early childhood policy
  • elementary or secondary education
  • teaching students with disabilities
  • gifted education
  • curriculum development
  • curriculum studies
  • literacy education
  • educational leadership and school change
  • teacher education
  • urban and multicultural education

Administrator (such as assistant superintendent, consultant, coordinator, director) in charge of:

  • curriculum and instruction
  • curriculum research
  • professional development
  • gifted education
  • language arts

Teacher-leader in programs for learners from infancy to adulthood

Consultant or educational specialist in a school or non-school agency

Additional Information


GENERAL INFORMATION FOR PROGRAMS

Initial certification and professional certification programs are designed to meet New York State certification and New York City licensure requirements.

DEPARTMENTAL PROGRAM DESCRIPTIONS

MASTER OF ARTS

There are two different types of Master of Arts programs within the Department of Curriculum and Teaching: Initial Certification programs and Professional Certification programs.

With one exception, initial certification M.A. programs are designed for people with little or no teaching experience or preparation who wish to become teachers. Programs in this department leading to initial certification are: Early Childhood Education, Early Childhood Special Education, Early Childhood Education and Special Education: Dual Certification-Initial, Elementary Inclusive Education, Elementary Inclusive Education with an extension in Gifted Education, and Dual Certification in Elementary Inclusive Education and Teaching Students with Disabilities.

The Literacy Specialist Program is also an initial certification program but is designed for people who already hold initial certification as a teacher in New York State. The Literacy Specialist Program thus enables people who are already certified teachers to add a new certification area to their professional credentials. Upon completion of the program and two years successful teaching experience, students may receive professional certification in their first certification area, if they meet all other state requirements.

Professional Certification M.A. programs are designed for individuals who are already certified to teach in New York, or another state, and who seek a Master of Arts degree in the area of their initial certification: Elementary or Secondary Education, Gifted Education, or Teacher of Students with Disabilities. Graduates of these programs meet the formal educational requirements for professional certification in the State of New York, provided they meet the state’s requirements (initial certification in the area, successful performance on state tests, and two years teaching experience).

MASTER OF EDUCATION

The Ed.M. is an advanced master’s degree (between an M.A. and an Ed.D.) that offers a flexible program of study focusing on leadership in curriculum and teaching in a range of educational settings. This degree program offers students the opportunity to develop specialized understandings and a capacity for leadership in curriculum and pedagogy. Leadership is interpreted broadly in this program to include developing curricula, studying teaching, designing professional development, and engaging in action research, all with a focus on challenging inequalities and imagining new possibilities for education.

The Ed.M. is a 60-point program, with the possibility of transferring in 30 points from relevant graduate study. It does not lead to New York State certification as teacher or as building administrator. Two years of teaching experience or the equivalent is a prerequisite for admission. An initial master’s degree is usually required.

DOCTOR OF EDUCATION

The Department of Curriculum and Teaching offers a single Doctor of Education program with different areas of concentration. The program requires 90 points of  graduate study beyond the baccalaureate, 40 points of which may be transferred from previous graduate work at other institutions, should they meet requirements of  the Teachers College degree. Applicants interested in the Ed.D. program in the Department of Curriculum and Teaching should consult the booklet, “Studying for the Ed.D. Degree in the Department of Curriculum and Teaching,” available from the Department of Curriculum and Teaching.

The concentrations within the Ed.D. program are:
• Curriculum Studies
• Early Childhood Education (specialization)
• Early Childhood Policy
• Early Childhood Special Education (Concentration within Early Childhood Education)
• Educational Leadership and School Change
• Gifted Education
• Literacy Education
• Urban and Multicultural Education

Doctoral students in all concentrations may also take coursework to prepare themselves as teacher educators.

Enrollment Requirements for First-Year Ed.D. Students

Every first-year Ed.D. student in the Department of Curriculum and Teaching is required to enroll in C&T 5000, Theory and Inquiry in Curriculum and Teaching, in both the fall (6 points) and the spring (3 points) semesters of his or her first year. C&T 5000 meets for a double class session once per week in the fall, and for a single class session once per week in the spring. A student can enroll for more than this minimum, but C&T 5000 must be part of his or her first-year course of study.

C&T 5000 is designed to make beginning doctoral students aware of important problems and issues in curriculum and teaching, to introduce students to methods of formulating questions and to modes of inquiry appropriate to doctoral-level research, and to build a cohesive student cohort. This is a rigorous course, with respect to both the quantity and sophistication of the material for which students are held responsible. The course requires a commitment of time and effort commensurate with the norms of scholarship at the doctoral level.

It is our belief that the demands placed on the students by this course will benefit students and that those who complete the course and pass the certification examination will be well prepared to continue their doctoral studies successfully through the dissertation phase. Students accepted into the Ed.D. program will receive a list of course texts with their acceptance letters so they can begin their reading early.

DEPARTMENTAL SPECIAL APPLICATION REQUIREMENTS/INFORMATION:

For professional certification M.A. admission, please submit a resume and: (a) proof of early childhood, elementary or secondary school teacher initial NYS certification (formerly provisional) or certification from another state, or (b) proof that you have completed an accredited Elementary, Early Childhood or Secondary teacher preparation/student teaching program. An undergraduate GPA of 3.0 is a minimum requirement. Teaching experience is desirable but not required. (For admission  requirements for the Initial certification M.A. programs, please refer to the appropriate section below.)

Please note that applicants are not required to take the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT) to apply to any of the M.A. programs in the Department of Curriculum and Teaching. All Ed.M. students must also provide evidence of a minimum of two years of successful teaching experience. Please note that neither the Graduate Record Examination (GRE) nor the Miller Analogies Test (MAT) is required for application to the Ed.M. program in the Department of Curriculum and Teaching. Admission to programs leading to the  Ed.D. degree is determined on the basis of academic ability as evidenced by success in prior academic work and/or other measures of academic aptitude; demonstrable potential for research, field inquiry, or development activities in education; and three years of successful teaching or equivalent experience. All applicants are required to submit Graduate Record Examination (GRE) or Miller Analogies Test (MAT) scores that are no more than five years old and are required to submit a  writing sample.

The Department of Curriculum and Teaching evaluates Ed.D. applications twice per year. All admissions materials must be received by the early or final deadlines as advertised by the College. For information on application deadlines, see the Admissions web site.

Cert. LevelCodeDegreeCert. AreaPrerequisitesTeaching Experience

I
N
I
T
I
A

ECED - INIT
ECSE - INIT
ECSE - DUAL
  • M.A. ECE or ECSE (40 credits)
  • M.A. Dual ECE/ECSE (48 credits)
Early Childhood Ed Early Childhood Special Ed Dual ECE/ECSE -3.0 undergrad GPA
-All or most NYS required liberal arts courses completed. Commitment to urban, public schools and diverse learners
Previous experience with young children perferred but not required.
ELEM - INIT M.A. (40 credits) Elementary 1-6 -3.0 undergrad GPA
-All or most NYS required liberal arts courses completed. Commitment to urban, public schools and diverse learners
Teaching experience not required, Prior experience with children/ learners a plus
ELEM - DUAL M.A. (52 credits) Elementary 1-6 & Teaching Students with Disabilities 1-6 -3.0 undergrad GPA
-All or most NYS required liberal arts courses completed. Commitment to urban, public schools and diverse learners
Teaching experience not required, Prior experience with children/ learners a plus
ELGF - DUAL M.A. - Inclusive Elementary with Gifted Education (52 credits) Elementary 1-6 & plus gifted extension -3.0 undergrad GPA
-All or most NYS required liberal arts courses completed. Commitment to urban, public schools and diverse learners
Teaching experience not required, Prior experience with children/ learners a plus
LITI-INIT M.A. -(Literacy Specialist) (32 credits) Literacy Specialist (birth - grade 6) -3.0 undergrad GPA
-Initial Certification **(any teaching credential)
Strong preference for those with teaching experience but not required
  GIFT-EXT MA extension program (in-service) (32 credits) Gifted Extension Initial Certification** Preferred but not required
P
R
O
F
E
S
S
I
O
N
A
L
CUED M.A. (32 credits) Elementary -3.0 Undergrad GPA 
-Initial Certification** -- Elementary
Preferred but not required
CUSD M.A. (32 credits) Secondary English, Math, Science, Social Studies -3.0 Undergrad GPA 
-Initial Certification** in one of the listed areas
Preferred but not required

* After testing and two years of teaching, one is eligable for Professional Certification

** Initial NYS certification or the equivilent certification from another state or graduation from an NCATE approved teacher education program.

At this point, we are unable to accomodate those holding NYS transitional B certificates (i.e. first year teachers without regular certification) nor those holding ABCTE certification or any variant of an emergency certification.

We hope to develop a program for uncertified experienced teachers but are unable to offer it at this point. 

Faculty List

Faculty

Lecturers

Visiting Faculty

Adjunct

Full-Time Instructors

Instructors

Adjunct Professor
Adjunct Assistant Professor
Adjunct Assistant Professor
Instructor
Evenden Professor of Education and Vice Dean
Instructor
Senior Lecturer
Lecturer
Interim Hourly
Assistant Professor Elementary & Inclusive Education
Instructor
Adjunct Assistant Professor
Associate Professor of Early Childhood Education
Staff Developer
Full Time Instructor
Head Teacher
Associate Professor of Curriculum
Part Time Instructor
Guest Lecture
Co-Director
Associate Professor of Literacy Education
Part Time Instructor
Instructor
Part Time Instructor
Part Time Instructor
Professor of Education
Lecturer
Residency Supervisor
Robinson Professor in Children's Literature
Part Time Instructor
Faculty Assistant
Instructor of Pedagogy and Clinical Practice
Lecturer
Part Time Instructor
Director, Hollingworth Center
Interim Hourly
Full Time Instructor/Student Teaching Coordinator
Director, Hollingworth Preschool
Full Time Instructor - Early Childhood Education
Instructor
Assistant Professor of Early Childhood Education
Part Time Instructor
Teaching Assistant
Part Time Instructor
Professor of Education
Professor Education and Associate Dean
Maxine Greene Professor for Distinguished Contributions to Education
Adjunct Assistant Professor
Professor of Education
Part Time Instructor
Associate Professor of Practice
Professor of Education
Professor of Education
Senior Lecturer
Instructor
EdTPA Assistant, Bilingual and Bicultural Education
Instructor
Adjunct Assistant Professor
Instructor
Associate Professor of Education
Senior Specialist for Special Projects
Adjunct Assistant Professor of Adult Learning and Leadership
Professor of Education
Senior School-Based Prof. Dev. Consul
Full Time Instructor
Instructor

For up to date information about course offerings including faculty information, please visit the online course schedule.

Course List

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.
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.

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.
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.
C&T 4024 Planning and implementing programs for gifted students

Examination of factors affecting planning and implementation of programs for the gifted, components of gifted programs, and a systems approach to program planning. Students develop written program plans for specific settings.  Issues of race, class, gender, and disability status as they affect the planning of gifted programs are examined.

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.
C&T 4026 Exceptionality and intelligence: Theoretical approaches

Professor Borland. In this course, we explore theories of intelligence, which have served as a theoretical basis for the field of gifted education from its beginning. Starting with the work of Francis Galton in the 19th century and following through to the present day, we will critically examine and problematize such constructs as intelligence, creativity, and giftedness as well as such related topics as mental measurements.

C&T 4027 Differentiated instruction of gifted students in the heterogeneous classroom

Gifted students are present in almost every elementary, middle school, and high school classroom. The educational needs of these students can and must be met within this context. This workshop will provide an overview of curricular and instructional strategies designed to enhance the optimal development of gifted learners (and all learners) in the regular classroom. Topics will include general curricular modifications, management techniques, instructional strategies, individual learning opportunities, and outcomes and assessments. Special consideration will be given to those methods of differentiation that can be integrated readily into the learning environment of mixed-ability classrooms.

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 4046 Curriculum and Instruction in Secondary Inclusive Education

An introduction to teaching, learning, and curriculum in secondary classrooms including: development and learning processes; instructional planning; observation and assessment; classroom management and environments; integrating instructional technologies and digital media; 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 in pedagogical contexts.

C&T 4047 Curriculum development in secondary inclusive education

Continuation and extension of C&T 4046, with an emphasis on curriculum design issues, state learning standards, Common Core standards, differentiation and assessment. Emphasis on inquiry-based procedures for teaching in secondary content areas to students with substantial academic and/or behavioral difficulties and on monitoring that instruction in a range of school environments. Students work collaboratively to plan and develop multi-level curriculum.

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.
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.
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.
C&T 4114 Multicultural Approaches to Teaching Young Children

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.

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.
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.

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.

C&T 4130 Critical perspectives in elementary education

Required for all professional certification M.A. students (elementary). 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.

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)

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.

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.

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.
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.
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.

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.
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.
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.
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.
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 4501 Teaching and learning in the multicultural, multilingual 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.

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.
C&T 4705 Observation and student teaching: Learning disabilities

Students complete three full days per week at their residency placement in the fall and 4 full days per week at their residency placement in the spring. Students must follow the NYC DOE academic calendar.

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 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.

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.

C&T 5004 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.

C&T 5010 Play, Power, and Popular Culture in Contemporary Childhoods

In this course, we will explore the context of childhood(s) within contemporary culture. The current social, cultural, and political landscape comes with new sets of practices, ideas, and tools for interaction. Therefore, it is important to study the ways that children and youth play with popular culture to make sense of self and their social worlds. How does popular culture position children in society? How do children play with and through cultural tools (e.g. media/television, toys, technology, digital resources, pop culture icons/artifacts) in order to participate with others? What issues around power are raised when studying children at play in contemporary societies, specifically in terms of race, gender, class, ability, and age? While examining these questions, this course aims to privilege the voice of children as they engage in play through multiple modes in multiple platforms. Particular emphasis will be given to the close study and analysis of children’s play as a way to forefront identity and agency, especially as we consider school contexts.

C&T 5033 Seminar: Globalization, Democracy and Curriculum

Some of the guiding questions of this exploration will be:

  • What is new about current discourses on globalization?
  • How are these current discourses affecting education and vice versa?
  • What are the linkages between globalization, democracy and democratic education?
  • How do these new trends impact different locations? How do these locations re-signify or appropriate these discourses?
  • What are the limits to the (critical) discourses about globalization and democracy in education?
C&T 5037 Literacy, Culture and the Teaching of Reading

This 2-3 variable point course is a collaborative investigation into literacy as a social, cultural, and political practice. It provides opportunities for participants to unpack and re-imagine literacy learning and teaching for all students, but especially for those labeled “at risk” due to race/ethnicity, social class, nationality/language, gender, dis/ability, and sexuality. Rooted in the assumption that power circulates in culture, literacy, and education, this course looks closely at the role of power in reading texts, whether print-based, multimodal, digital, filmic, or embodied.

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 5051 Narrative Knowing for Researching Teaching and Diversity

This course is about an investigative approach to the lived experiences of people that privileges the stories they tell. Acknowledging such lived experience as a valuable source of knowledge, the premise of this course is that individuals’ representations of their experiences—their stories— matter to the scholarly investigation of social phenomena. Such a narrative approach is not simply an effort to valorize individual experience, but is also an exploration of the social, cultural and institutional narratives within which such experiences are always constituted and expressed. It explores wider sociocultural phenomena in a way that begins and ends in the storied lives of people. It will examine “life as narrative” (Bruner, 2004), the importance of stories for everyday individual and institutional work, and the work of stories in accomplishing various ends for particular groups and individuals. These overarching concepts will be organized around two important strands that have benefited from a narrative approach—representations of marginalized lives and lives of teachers. With regard to the former, course readings will reflect texts that speak particularly to the experience of disability. Additionally, considering the particularly hostile climate within which teachers currently carry out their work, the course pays specific attention to the significance of narrative approaches for the investigation of teachers’ experiences.

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.
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 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.

C&T 5091 Culturally Relevant Education

This course is designed for students interested in understanding the theoretical and empirical knowledge base on culturally relevant pedagogy in PreK-20 settings. We will employ the lens of culturally relevant education to examine and interrogate the readings which emphasize the sociopolitical, historical, structural, and cultural factors that influence the learning and achievement of diverse populations. The course seeks to highlight how educators can facilitate the transformation of policies and practices within schools to provide more equitable opportunities for students.

C&T 5091 Culturally Relevant Education

This course is designed for students interested in understanding the theoretical and empirical knowledge base on culturally relevant pedagogy in PreK-20 settings. We will employ the lens of culturally relevant education to examine and interrogate the readings which emphasize the sociopolitical, historical, structural, and cultural factors that influence the learning and achievement of diverse populations. The course seeks to highlight how educators can facilitate the transformation of policies and practices within schools to provide more equitable opportunities for students.

C&T 5095 Memory, History and Curriculum

This seminar will explore the role that readings of the past have in contemporary life, by historicizing history itself. We will examine issues of collective memory as it relates to the assumption of a collective in the processes of constituting identities, and we will look at schooling as a central location in the production of those identities and the dissemination of particular notions linked to the past and our ability to draw lessons from it.

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 Early Childhood Centers. Enrollment is for one or two semesters.

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.
C&T 5308 Advanced practicum-infancy and early childhood
Permission required. Students engage in action research at their practicum sites.
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.

C&T 5505 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 5506 Seminar in gifted education

This is a topical seminar that examines such issues as identification of gifted students in New York City schools, equity in gifted education, the effects of No Child Left Behind and Race to the Top, and whether gifted students are necessary for gifted education. In addition, students choose topics of interest to them as the basis for class sessions.

C&T 5512 Guided practice (supervision) of novice elementary and secondary teachers

Critical analysis of supervision and related practices as they are and have been theorized, performed, structured. Conceptualization of supervision (by preference, “guided practice in teaching”), as a practice of teacher education; implications. Students document and analyze episodes of guided practice. (Recommended: students are responsible for guided practice/supervision concurrent with course.) Emphasis on preservice teacher education but also suitable for students working or intending to work in other contexts, e.g., coaching, professional development.

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 5535 Black, Latina, and Transnational Feminisms

Over the last two decades, the fabric of American society has become increasingly rich in ethnic, linguistic, religious, and racial diversity, and it continues to diversify. Moreover, the increased migration of people, modern forms of capital, and media technologies have led to the rapid movement of ideas, and cultural and economic capital across national boundaries; this intensified globalization has compressed worldwide social relations and scholars have recognized that individuals and collectives have multiple subjectivities. Our contemporary global condition requires scholars and practitioners to engage in more nuanced, expanded, and complex ways of knowing and being. Therefore, in this course, we will engage in an interdisciplinary exploration of feminist scholarship located at the intersections of race, class, and culture. 

C&T 5563 Exploring Gender and Sexuality in Everyday Curriculum Practices

This course is both a research course and an opportunity to think about curriculum. The course focus is the exploration of gender and sexuality in everyday curricular practices. The course is designed to critically engage feminist methodological approaches and challenges when asking questions about difference, gender and sexuality in 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 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 6010 Poststructuralist Theories and Education

The course is an introduction to some poststructuralist and feminist poststructuralist theories and their possible uses in educational research and practice. These theoretical orientations are widely used in education, in the humanities and social sciences, and in cross-disciplinary fields such as cultural studies, gender and sexuality studies, postcolonial and transnational studies, etc.

C&T 6011 Introduction to qualitative research in curriculum and teaching

Introductory seminar on methods in qualitative research, with focus on case studies in classrooms and schools.

C&T 6021 Qualitative Inquiry: Data Analysis

As the second part of the qualitative research methods sequence, this course will focus on analyzing and interpreting data after completing data collection. The purpose of this course is to systemize the analysis process in order present our findings with ethical and methodological “rigor”. We will explore topics related to: organization of data, analytic tools and strategies, interpretation and construction of meaning, and, presenting/writing up the case.

C&T 6025 Teacher Educator as Transformative Activist Researcher: Inquiry in Teacher Learning

This doctoral research course is designed to prepare future teacher educators to be researchers of teacher education. We focus on research on teacher education primarily in the U.S. contexts and examine what questions are absent in the published studies. Taking up a transformative, activist stance, we study various research methods and a wide variety of possible methodological tools. We use these to then design two research studies: one small-scale study examining a local pedagogical enactment; and one larger, mixed methods or longitudinal study designed to be conducted by a group.

C&T 6036 Power and Method in Collaborative Research

This doctoral research methodology class takes up issues of power, voice, equity, inclusion, reliability and validity while conducting collaborative research with parents, students, educators, and community members. Such projects do not release the university-based researcher from tensions, problems, dilemmas of imposition and control. Using various theories of power and authority we will unpack and problematize our motivations such as "giving people voice" and entering into collaborative inquiry projects because we want to "equalize power."

C&T 6100 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.

C&T 6101 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.

C&T 6102 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.

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.
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 6514 Advanced 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 6517 Contemporary Curriculum Studies

This course examines contemporary ideas on curriculum and forms of curricular inquiry drawn from a range of theoretical stances, including neo-Marxist, feminist, post-structuralist, postfoundational, critical race theory, and queer scholarship. In discussing particular approaches and studies, we will consider the contexts in which alternative theories of curriculum have arisen, what problems or critiques they respond to, and their usefulness in understanding concrete schooling practices and dilemmas. One topic that will be pursued in depth is the relationship between curricular knowledges (formal and informal) and student subjectivities/identities.

C&T 6519 Histories, Curricula, and Current Issues in Teacher Education

The course examines how preservice teacher education (“preparation” for future teachers of infants, children, and youth, from early childhood through secondary school) is and has been provided, organized, conceptualized, practiced, experienced, and governed at various points and in various places—and how it has been criticized, almost continually, so long as it has existed.

C&T 6521 Mapping Literacy Research for Equity and Justice

Examines research on the inequities and exclusions produced by school literacy for children and youth from minoritized communities, and explores theories and methodologies that offer new imaginaries for literacy education for equity and justice.

C&T 6523 Advanced Seminar in Diversity and Equity

Required of all doctoral students pursuing a specialization in diversity and equity and open to other post-masters students with permission. This course aims to deepen students’ understandings of educational institutions as socially and culturally situated and with histories of unequal access to academic opportunities. It will provide a platform for investigating complex and contested terms that index historical approaches in the field of curriculum and teaching--for instance, concepts such as “diversity,” “multiculturalism,” and “inclusion.” Students will explore the trajectories of such perspectives as well as the associated tensions in order to question, reframe, and interrupt dominant ideologies of schooling. This will entail troubling ideas about whose knowledge counts, and learning from legacies of community struggles for educational equity.

C&T 6525 Learning to Teach and Teacher Education: Vanities and Visions, Dilemmas and Choices

The primary agenda of this course is critical investigation of a foundational question for teacher education:

  • What is to be learned when teaching is learned?

A related, similar, but arguably not symmetrical question is:

  • When persons are taught to teach, what are they (to be) taught?

Both questions bring forward in turn:

  • Why, and to what ends?
C&T 6530 Advanced Seminar: Configurations of Gender and Sexuality in Education

This advanced course explores current theoretical scholarship around gender and sexuality studies in and out of education. The course builds on initial coursework in gender and sexuality and is intended to help doctoral students understand different theoretical and empirical approaches.

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 6535 Freire Culture Circles: Critical Pedagogy in Action

This seminar is designed for doctoral students in education who are interested in critical pedagogy. In addition to engaging with the work of Paulo Freire, students will have the opportunity to critically problematize education inequities from a Freirean perspective, through culture circles. Students and instructor will work dialogically as a community to name, unpack, deconstruct, and reconceptualize historical and contemporary issues in education. This will entail reading the world and engaging in critical problem posing collectively.

C&T 6540 Culturally Responsive Research

This course is based on models of former Spencer collaborative doctoral research seminars in the Department of Curriculum and Teaching which provided students with hands-on research experience. The overall goal in this course is for students to individually and collectively engage in conceptualizing and understanding how to conduct culturally responsive research in urban contexts, and to engage in data analysis to support the development of proposal writing. Specifically, students will learn how to use grounded theory to analyze interview data about African immigrants' lived experiences in schools, in families, and engagement in their communities.

C&T 6545 Critically Analyzing Classroom Talk

From a critical perspective, this course engages students in reading research that investigates the role of classroom talk in teaching and learning. In addition to reading research, students will have the opportunity to engage in critical discourse analysis of real classroom data. As a community of learners, students and instructor will practice and critique methods for analyzing classroom discourse data and develop a critical meta-awareness of our own language use and role in schooling and society.

C&T 6560 Critical Race Theory in Education

This course aims to help students explore and understand Critical Race Theory (CRT) as an analytical framework for studying inequities in education broadly defined--in pre/schools, community settings, etc. It provides a platform for investigating race-based epistemologies, methodologies, and pedagogies.

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.
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.
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.