Curriculum & Teaching

Courses

• C&T 4000 - Disability, Exclusion, and Schooling

  This course focuses on the cultural and historical bases of ableism in the U.S., in particular the ways in which ableism operates in schools. We will examine current legal and bureaucratic structures, discourses, and practices of education and learn about the pedagogical supports necessary to provide students access to equitable education in U.S. schools. We will also consider the ways in which disability status intersects with other facets of identity (such as one’s race, ethnicity, class, language background, gender, sexuality, religious [non]affiliation, etc.) to understand how intersections work in tandem in the cultural processes of exclusion in schools.
• 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 4019 - Literacy Supports

  This course prepares preservice teachers to teach elementary-aged students to read. The course explores the teaching and assessing of literacy for developing readers with an emphasis on providing multiple pathways for students to access and interact with texts and learn to make meaning as they read. Throughout the course, we will investigate teaching practices that build students’ knowledge and flexible use of key dimensions of reading,including alphabetics (concepts of print; phonological awareness; alphabetic principle; phonograms; multisyllabic words), word learning (strategic word learning and high-frequency words), and meaning construction (fluency; vocabulary and oral language development; comprehension and general knowledge). As a part of this, we will also consider how technological tools can support developing readers of all ages. The course is designed to prepare teachers for individual and small group instruction with monolingual and emergent bilingual students.
• 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

  In this course, we examine factors affecting the planning and implementation of programs for students identified as 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. No prior experience with or knowledge of gifted education is required.
• C&T 4025 - Nurturing Gifts and Talents in the Early Childhood Years

  The theme of this course centers on the potential and promise of all young children ages three through eight. Through workshop style sessions, visits to our early childhood lab school on campus, and guests talks from practitioners, we will grapple with how best to support each child's interests, passions, and over all development. We will take a critical stance as we examine the "deficit" perspective that disregards each child's full and unique profile. In our time together we will sample a variety of topics and ponder the best ways to support and celebrate the development of the full potential of our youngest learners.
• C&T 4026 - Giftedness and Intelligence

  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 4037 - Relational Approaches to Challenging Behavior

  This one week workshop style course explores the possibilities for social emotional support and growth in the K-12 classroom when students’ behaviors are understood as communication rather than defiance, and when behavioral interventions and supports are understood as relational rather than punitive. The course highlights the problems associated with punishment and reward systems, reviews the history of behavior modification, introduces concepts and processes associated with replacement behaviors, restorative justice, and conscious discipline. We explore the research on trauma-informed schooling, as well as examine approaches to classroom management that are culturally sustaining.
• C&T 4046 - No Title Found in Banner

  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 - No Title Found in Banner

  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 4060 - Instruction for Students with Complex Support Needs

  This course offers an in-depth understanding of pedagogic strategies to support the literacy development of students with complex support needs. Students will critically examine current conceptions of literacy development as well as models of literacy instruction that inform the education of students with significant disabilities. Students will explore multiliteracies and multimodalities as a way of understanding literacy as a complex set of social practices. Particular attention is paid to older emergent readers, assessment, and integration of a wide range of assistive technology (AT), including the use of augmentative and alternative communication systems within the literacy curriculum and instruction.
• 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 - Child Development & Intersectional Identities

  A first course examining child development, pre-birth through age 8, within a critical childhoods framework. Primary focus is on the social, cultural, and political contexts and factors that impact the well-being of families and children. The confluence of race, class, gender, language, disability will be central to discussions on well-being and resilience. The course reframes notions that children are "at-risk" by addressing inequitable structures and policies that place young children and families at risk.
• C&T 4083 - Home/School/Community Partnerships

  This course offers current and historical perspectives on the role of families within historically marginalized communities, including but not limited to families that are multilingual, multiethnic/multiracial, non-traditional, refugees/immigrants, and/or identify as disabled. Students will consider how to facilitate collaborative partnerships between families and professionals that support the developmental and educational capacities of young children across the spectrum of intersection identities.
• C&T 4112 - Integrated Curriculum in Early Childhood Education: Curricular Inquiry and Design

  This course focuses on integrated theories and methods in early childhood education and brings together content areas (e.g. social studies, science, math) with developmental skills (e.g. reading, writing, communication) relevant to diverse early childhood contexts. The course interrogates curriculum from historical, sociocultural, and political perspectives while emphasizing the material, interpersonal, and environmental factors that extend knowledge and curriculum-making. Students will construct and design curriculum that centers play and critical inquiry, bearing in mind the range of perspectives, cultures, and learners within classrooms. C&T 4112 and C&T 4114 are recommended as a sequence.
• C&T 4114 - Integrated Curriculum in Early Childhood Education: Diversity, Equity, and Technologies

  This course extends curricular design from a play-based, inquiry stance. The course specifically addresses equity and representation in the selection of curricular material, implementation of multimodal teaching and learning through integration of media and low/high technology, and research-based design of classroom environments. Students will learn to construct, adapt, and reimagine curricula that are inclusive of multicultural identities and experiences. Emphasis will be placed on addressing issues of equity related to race, gender, language, disability, class, etc. with young children. C&T 4114 is recommended as a follow-up to 4112.
• 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 Inclusive Education

  Curriculum and Instruction in Elementary Inclusive Education is an introduction to teaching, learning, and curriculum in elementary classrooms. In keeping with the conceptual framework that undergirds teacher education at Teachers College, the course emphasizes inquiry about children and classrooms, planning curriculum and instruction, and preparing to be social justice-oriented educators. Throughout the semester, we use reflection on our own cultural identities to inventory and analyze our own funds of knowledge and then prioritize our next steps as lifelong learners.
• C&T 4124 - Curriculum and Instruction in Elementary Inclusive Education

  Curriculum and Instruction in Elementary Inclusive Education is an introduction to teaching, learning, and curriculum in elementary classrooms. In keeping with the conceptual framework that undergirds teacher education at Teachers College, the course emphasizes inquiry about children and classrooms, planning curriculum and instruction, and preparing to be social justice-oriented educators. Throughout the semester, we use reflection on our own cultural identities to inventory and analyze our own funds of knowledge and then prioritize our next steps as lifelong learners.
• C&T 4130 - Critical perspectives in elementary education

  Critical examination of issues bearing on lived experiences, practices, and purposes of elementary teachers and students in the US today. Includes child study with focus on two questions of educational justice: What does this child have a right to, in her/his education, today, here, now? Where does or can, this child contribute to and be recognized in this classroom? Readings include classroom studies, critical interventions in current events, and foundational texts for democratic, public education. Open to all; required for CUED students. Preferably students have opportunity concurrent with course to observe children at least one hour/week.
• C&T 4131 - Play, Language, and Early Childhood Curriculum

  This course examines multilingualism, language variations, language/literacy theories, and linguistic diversity, with an emphasis on birth-age 5. Encompassing the utilitarian and social purpose of language/literacy use, the course explores the intersection of play and early language development. In examining the nature and scope of language arts, we will attend to the role of the early childhood teacher, specifically how teachers can create meaningful curricular experiences that encompass children’s interests and culture through inquiry and observations. Students will facilitate and design literacy experiences, resources, and assessments that build on a sociocultural literacy framework that honors and builds from children’s linguistic repertoires (3 credits toward State literacy requirements).
• C&T 4132 - Language and teaching in the primary reading/writing classroom

  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 - No Title Found in Banner

  This course is a collaborative investigation of children’s literature for older readers. It provides opportunities to develop and deepen your familiarity with contemporary texts, and to explore ways of facilitating enjoyable, effective, and critical literary experiences in grades 3-8. We will consider works from a variety of genres, as well as issues and practices in children’s literature and children’s responses to text.
• C&T 4143 - Multicultural Social Studies for Elementary & Middle Schools

  A critical study of the social world begins with an examination of our social locations, how we have come to be, and the various forms of expression social life may take. Therefore, in developing and analyzing social studies curriculum, one must be enriched by a multiplicity of perspectives and likewise critical of cultural and social exclusion. In this course, students will engage in work that gives recognition to divergent viewpoints on curriculum; deconstruction of archetypes and stereotypes; power, politics, and the critique of media; controversial subjects; the arts; social action; and future visions for social studies teaching and learning. Course readings, class discussions, reflective assignments, and the culminating project will offer students opportunities to approach teaching as an intellectual and moral endeavor. As the foundation of teaching is believed to emerge principally from the values, beliefs, and thoughts of the teacher, this course is designed to embrace the teacher as both a social being and a professional educator.
• 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 - Educational Assessment of Students with Disabilities

  This course is designed to acquaint graduate students with the methods of assessment used to identify and program for students with disabilities. The function of a response to intervention model within a multi-tiered system of supports will be explored. Graduate students will reflect on best practices in the early identification and support of learning needs. Students will develop the ability to recognize and respond to the need for individualized intervention within the general education classroom. Students will also learn about the process of evaluation in order to consider eligibility for special education. Individualized Education Program development and progress monitoring will be explored. Issues around the overidentification of students with disabilities and the least restrictive environment will be considered.
• C&T 4302 - Supervised practicum in the educational assessment of young children with exceptionalities

  Permission required. Prerequisite: C&T 4080. The course approaches assessments from a social, historical, and political approach, taking time to consider for whom, how, when, and why tests and evaluations are utilized. Approaching assessments with critical theories, students will interrogate the utility of assessments in addressing the capacities of diverse learners, particularly children who are neurodiverse and/or labeled with disabilities/exceptionalities. With an introduction to formal and informal assessment strategies, students will implement, adapt, and redesign equitable and strengths-based assessments. Analysis of observational and test data will be used to design culturally sustaining educational interventions.
• C&T 4308 - Introduction to Diverse Early Childhood Classrooms

  This course is an introductory practicum for students in the Early Childhood initial certification program. 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 classrooms. The course will provide students with observation hours and guided field experiences in a range of PK to Grade 2 early childhood settings, encouraging a critical examination of the underlying assumptions about teaching and learning in each.
• 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 4320 - Practicum for Disability, Exclusion, and Schooling

  This practicum is designed to support students’ learning of course concepts in C&T 4000, Disability, Exclusion, and Schooling. The field component is intended to integrate theory with practice as students examine the cultural, historical, and ideological constructions of disability. The focus is on the New York City Department of Education special education system and practices.
• C&T 4321 - Practicum for Literacy for Students with Significant Disabilities

  This practicum is designed to support students’ learning of pedagogic strategies and the overall literacy development of students with significant disabilities (grades 1-6). This practicum is offered in conjunction with students’ participation in C&T 5080, Access to Full Participation in Schools. This field component is intended to integrate theory with practice as students examine structural frameworks/models of instruction that regulate the education of students with significant disabilities. Students will work directly with students who have complex support needs. Students are required to spend a minimum of 2 hours each week engaged with this practicum. Students will observe, participate in, and lead classroom activities for a small group and/or for individual students.
• 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

  Students work to develop proposals to initiate required Master's integrative research projects. This course requires at least 30 hours of out-of-classroom work
• C&T 4615 - Young children and social policy: Issues and problems

  Overview of social policy towards young children as it affects classroom practice and professional goals. Situations such as child abuse, divorce and custody, student classification, and foster care are examined.
• C&T 4702 - Student teaching-giftedness

  Observation and student teaching. Permission required. Course requires 3-5 days a week for participation in community, school, and agency programs and a weekly seminar on campus.
• 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 in Early Childhood Setting

  Permission required. This intensive student teaching experience includes 4 full-days in an educational setting coupled with a weekly seminar on campus. The course aims to support students’ abilities to articulate the theoretical basis for their pedagogical and curricular decisions. Emphasis is on developing and implementing learning experiences that build on children’s assets and address the range of learners in the setting. As the semester progresses, students are expected to gradually assume full teaching responsibilities at their site.
• C&T 4726 - No Title Found in Banner

  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. Students spend a minimum of 3.5 days in the classroom each week. Classrooms provide experience with younger and older children in various urban settings.
• 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. Students spend a minimum of 3.5 days in the classroom each week. Classrooms provide experience with younger and older children in various urban settings.
• C&T 4835 - Improving Reading Instruction: Using Theater and Drama

  This course explores how drama and the arts can be used to make our reading curriculum deeply instructional, but also engaging and joyful. Not only is artistic, multi-modal learning fun for students, it is also extremely effective in teaching literacy, and literature, in powerful, memorable ways. Participants will learn multiple strategies to increase engagement, teach fluency and comprehension, make literature and stories come alive through theater and performance, and fuel passion for reading and learning in our classrooms.
• 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. Attention! Online application required, you must submit an application on the Reading & Writing Project website https://readingandwritingproject.org/summer-institute-offerings to be registered for sessions and to receive a grade and course materials. Contact MaryAnn Mustac, mustac@tc.edu, for more information. Course is pass/fail.
• 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 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 5024 - Planning and Implementing Gifted Programs

  In this course, we examine factors affecting the planning and implementation of programs for students identified as 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. No prior experience with or knowledge of gifted education is required.
• 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. Narrative, therefore, is both phenomenon and method. It is not simply an effort to valorize individual experience, nor does it presume that stories offer unmediated access to “authentic” experience. It is always simultaneously an exploration of the social, cultural and institutional narratives within which such experiences are constituted and expressed. In this course, we will examine “life as narrative” (Bruner, 2004), the importance of stories for everyday individual and institutional work, and the work of stories in accomplishing particular ends for groups and individuals. We will identify the ontological and epistemological commitments within different approaches to narrative inquiry. The course will be organized around two important strands that have benefited from a narrative approach—representations of historically marginalized lives and lives of teachers. With regard to the former, course readings will reflect texts that speak particularly to the experience of disability. Course participants, however, will be encouraged to seek out and bring to the table stories of lived experience that reflect other marginalized histories. Additionally, considering the challenging climate within which teachers are required to carry out their work, the course pays specific attention to the significance of narrative approaches for the investigation of teachers’ experiences. The course, then, is situated within a “critical humanist” perspective that “champions those values that give dignity to the person, reduce human suffering and enhance human well-being” (Plummer, 2011, 198.)
• 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 Partpatn Schls

  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 Comm Cult Cntxts

  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 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

  This practicum course includes 2 days of hands-on practice in an infant or toddler classroom, alongside a weekly seminar on campus. The course covers topics related to child development, theories of care and early learning, as well as curriculum and environmental design. Classroom discussions connect theory and current research on infants/toddlers/families to hands-on experiences in infant/toddler classrooms. Practicum learning focuses on relational caregiving and environmental design as key components of infant/toddler curriculum.
• 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

  This course will explore the epistemological orientation offered by disability studies scholarship and examine its significance for equitable schooling. Disability Studies has emerged as a strong interdisciplinary body of work that has foregrounded significance of disability rights and disability identity for a democratic orientation to schooling and society. In this course, we will examine disability as a social phenomenon as well as inquire into divergent perspectives that privilege phenomenological and interpretive approaches to the experience of disability. Course readings will include the works of disability scholars in the humanities and social sciences as well as focus on researchers in the field of education who have been informed by such scholarship. We will subsequently examine the institution of schooling through a disability studies lens and critique our educational system that is predicated on the sorting and classification of all students.
• 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. Discussions by Skype with leading scholars in the field of gifted education will expose students to contemporary concerns in this field. No prior experience with or knowledge of gifted education is required.
• C&T 5512 - Guided practice (supervision) of novice elementary and secondary teachers

  Practical and theoretical investigations and critiques of supervision and related practices (guidance, mentoring, coaching, professional development, etc.) as they are, have been, and could be undertaken. These activities are conceptualized first of all as practices of teacher education, placing evaluation and management responsibilities in the secondary position. Primary but not exclusive emphasis is on preservice teacher education. The course is designed both to support students’ current and future practice and to enhance students’ understandings of theories, purposes, and controversies in teacher education, especially teacher education committed to educational justice in the classroom. Recommended: students are responsible for guided practice/supervision concurrent with course; please confer with professor if this will not be the case.
• 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. Attention! Online application required, you must submit an application on the Reading & Writing Project website https://readingandwritingproject.org/summer-institute-offerings to be registered for sessions and to receive a grade and course materials. Contact MaryAnn Mustac, mustac@tc.edu, for more information. Course is pass/fail.
• C&T 5850 - No Title Found in Banner

  Attention! Online application required, you must submit an application on the Reading & Writing Project website https://readingandwritingproject.org/summer-institute-offerings to be registered for sessions and to receive a grade and course materials. Contact MaryAnn Mustac, mustac@tc.edu, for more information. Course is pass/fail.
• 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 6020 - Teacher Education as Transformative Activist Researcher: Inquiry in Teacher Learning

  This course is designed to prepare future teacher educators to be researchers of teacher education. We begin by analyzing how the research on teacher education has been framed (primarily in the U.S. context) and what questions have been researched. We use these to examine what questions are absent in the published studies and consider various explanations of why the research on teacher education has developed the way it has. Next, 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, multi-methods or longitudinal study designed to be conducted by a group.
• 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 I

  Required of and limited to first-year Ed.D students in the Department of Curriculum and Teaching; must be taken in the fall semester in conjunction with C&T 6101; C&T 6102 is required for all first-year Ed.D students in the following spring semester. 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 II

  Required of and limited to first-year Ed.D students in the Department of Curriculum and Teaching; must be taken in the fall semester in conjunction with C&T 6100; C&T 6102 is required for all first-year Ed.D students in the following spring semester. 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 III

  Required of and limited to first-year Ed.D students in the Department of Curriculum and Teaching; must be taken in the spring semester in conjunction with C&T 6569. 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 6201 - Narr Know for Rsch Tch Dvrsty

  Narrative is not simply an effort to valorize individual experience, nor does it presume that stories offer unmediated access to “authentic” experience. It is always simultaneously an exploration of the social, cultural and institutional narratives within which such experiences are constituted and expressed. We will examine “life as narrative” (Bruner, 2004), the importance of stories for everyday individual and institutional work, and the work of stories in accomplishing particular ends for groups and individuals. We will develop awareness of the ontological and epistemological commitments within different approaches to narrative inquiry. While the course recognizes a humanist orientation to understanding lived experience, we will also examine post-humanist movements within qualitative inquiry in general and its particular implications for narrative inquiry.
• 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 - Seminar in Critical Childhood Studies

  This seminar is open to Master's and doctoral level students interested in complex historical and sociopolitical formations of children and childhoods. We examine children's and youth's agency as entangled within social worlds that comprise of human and more-than-human relations. Students will conduct a small-scale qualitative study.
• 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 6999 - No Title Found in Banner

  This course is for students who have taken C&T 7500 once and are working on their dissertation proposal prior to deposit. This course requires a minimum of 27 hours per week of out-of-classroom work.
• 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.