Courses

This course surveys development from conception through middle childhood. Introduces universal design and curriculum planning; intellectual growth, personal and social adjustment; and development and education. Includes a field work component that introduces prospective teachers to the broad and diverse array of settings that educate children and youth in New York City. Successful completion of this course creates a record of the student's satisfaction of the New York State requirement of pre-student teaching field work.

Introduction to research and theory of human development across the life span. Seminal theories & basic research of individual growth & development are analyzed & critiqued. Emphasis is on the range in human development with discussion of normative & non-normative development. Emphasis is also placed on the importance of understanding the influence of normative & non-normative contexts of development, including the impact of culture, heritage, socioeconomic level, personal health, & safety. Relations between home, school, & community and their impact on development are also explored via readings, lectures, discussions, & weekly observations in the field. Interrogation of implicit folk theories as a foundation for exploration of formal knowledge of human development.

Introduction to research and theory of human development across the life span. Seminal theories & basic research of individual growth & development are analyzed & critiqued. Emphasis is on the range in human development with discussion of normative & non-normative development. Emphasis is also placed on the importance of understanding the influence of normative & non-normative contexts of development, including the impact of culture, heritage, socioeconomic level, personal health, & safety. Relations between home, school, & community and their impact on development are also explored via readings, lectures, discussions, & weekly observations in the field. Interrogation of implicit folk theories as a foundation for exploration of formal knowledge of human development.

Further analysis of research findings & theories of human development focusing on early through late adolescence & applied across various institutional contexts. Important issues include puberty, cross-gender peer relations, preventing risky behaviors, understanding & mastering test-based graduation requirements, transition to work/college, identity development, depression, & aggression. Developmentally appropriate consideration of abusive & dangerous environments & of alcohol, tobacco, & drug use is also included. Direct application of theory & research is made through field-based inquiry & issue-based investigation.

Further analysis of research findings & theories of human development focusing on childhood, & applied across various institutional contexts. Important issues include: numeric competence, assessment of reading problems, gender differences in learning styles. Developmentally appropriate consideration of abusive & dangerous environments, & of alcohol, tobacco, & drug use will also be included. Direct application of theory & research is made through field-based inquiry & issue-based investigation.

Further analysis of research findings & theories of human development focusing on childhood, & applied across various institutional contexts. Important issues include: numeric competence, assessment of reading problems, gender differences in learning styles. Developmentally appropriate consideration of abusive & dangerous environments, & of alcohol, tobacco, & drug use will also be included. Direct application of theory & research is made through field-based inquiry & issue-based investigation.

Further analysis of research findings & theories of human development focusing on early childhood, & applied across various institutional contexts. Important issues include: language development, assessment of readiness to learn, separation from the family, peer relationships, aesthetic experiences. Developmentally appropriate consideration of abusive & dangerous environments, & of alcohol, tobacco & drug use will also be included. Direct application of theory & research is made through field-based inquiry & issue-based investigation.

Further analysis of research findings & theories of human development focusing on early childhood, & applied across various institutional contexts. Important issues include: language development, assessment of readiness to learn, separation from the family, peer relationships, aesthetic experiences. Developmentally appropriate consideration of abusive & dangerous environments, & of alcohol, tobacco & drug use will also be included. Direct application of theory & research is made through field-based inquiry & issue-based investigation.

Further analysis of research findings & theories of human development focusing on early through late adolescence & applied across various institutional contexts. Important issues include puberty, cross-gender peer relations, preventing risky behaviors, understanding & mastering test-based graduation requirements, transition to work/college, identity development, depression, & aggression. Developmentally appropriate consideration of abusive & dangerous environments & of alcohol, tobacco, & drug use is also included. Direct application of theory & research is made through field-based inquiry & issue-based investigation.

This course introduces students to the major theories that explain human growth & development throughout the life span from birth to death. Multiple factors that influence one’s development, including biology & culture, will be discussed. Students will gain the skills they need to critically evaluate & apply evidence-based knowledge when working with children, adolescents & adults

In keeping with recent federal Institute of Education Sciences funding for an interdisciplinary predoctoral training program, this graduate seminar focuses on experimental & quasi-experimnetal approaches to causal inference in education sciences. Through both internal research presentations from NYU faculty & presentations by outside research scientists, seminar topics will include introduction & consolidation of students’ advanced understanding of the concepts of internal, external, construct, & statistical validity.

In keeping with recent federal Institute of Education Sciences funding for an interdisciplinary predoctoral training program, this graduate seminar focuses on experimental and quasi-experimnetal approaches to causal inference in education sciences. Through both internal research presentations from NYU faculty and presentations by outside research scientists, seminar topics will include introduction and consolidation of students' advanced understanding of the concepts of internal, external, construct, and statistical validity.

Exploration of the images of women in diverse styles of dramatic literature from the Hellenic period to the present. Students participate in scenes and class discussion and investigate women currently in theatre as actresses, playwrights, directors and critics.

"Contemporary (im)migration is a global phenomenon that shapes populations and nations of inequality. Each semester will focus on a different national context of schooling and education. This course serves as an introduction to different theoretical and empirical scholarship on the role of education in the social adaptation on (im)migrants, and how race/ethnicity, social class,and gender matter.

This course explores the relationship between improvisational theatre and mental health. Students learn core principles and practices of improv and how these can inform the therapeutic process and relationship. Through reading, discussion, group improvisation, and experiential learning exercises students identify aspects of therapeutic improv that promote wellbeing such as co-creation, humor, laughter, and spontaneity. This course supports mental health providers and students with taking creative risks to achieve personal goals and improve mental health.

Study and performance of chamber music.

Study and performance of chamber music.

It should be noted that independent study requires a minimum of 45 hours of work per point. Independent study cannot be applied to the established professional education sequence in teaching curricula. Each departmental program has established its own maximum credit allowance for independent study. This information may be obtained from a student?s department. Prior to registering for independent study, each student should obtain an Independent Study Approval Form from the adviser.

It should be noted that independent study requires a minimum of 45 hours of work per point. Independent study cannot be applied to the established professional education sequence in teaching curricula. Each departmental program has established its own maximum credit allowance for independent study. This information may be obtained from a student?s department. Prior to registering for independent study, each student should obtain an Independent Study Approval Form from the adviser.

It should be noted that independent study requires a minimum of 45 hours of work per point. Independent study cannot be applied to the established professional education sequence in teaching curricula. Each departmental program has established its own maximum credit allowance for independent study. This information may be obtained from a student?s department. Prior to registering for independent study, each student should obtain an Independent Study Approval Form from the adviser.