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National College Credit Recommendation Service

Board of Regents  |  University of the State of New York

Education - Study.com

Organization

Credit Course Categories:

Descriptions and credit recommendations for all evaluated learning experiences

Length:

17 hours (12 weeks).

Dates:

December 2012 - Present.

Objectives:

Upon successful completion of the course, students will be able to: apply classroom management techniques such as behaviorism, humanism, and operant conditioning; demonstrate the link between classic psychology and classroom management; develop a personal philosophy for classroom management and understand why such philosophies are important; understand and assess the impact of student motivation on learning; create plans for daily classroom schedules; demonstrate ways to create effective, respectful, and challenging learning environments; outline strategies for applying discipline in the classroom; and summarize the Culturally Responsive Teaching (CRT) method and categorize management strategies for diverse classrooms.

Instruction:

Major topics include: practical classroom management; psychology and classroom management; personal philosophy of classroom management; engagement and motivation in the classroom; routines and technology in the classroom; forming positive learning environments; addressing classroom disciplinary problems; and management strategies for diverse classrooms.

Credit recommendation:

In the upper division baccalaureate degree category, 3 semester hours in Teacher Education Pre-K-12 (12/16) (04/22 revalidation).

Length:

20 hours (15 weeks).

Dates:

December 2012 - Present.

Objectives:

Upon successful completion of the course, students will be able to: apply the principles of differentiated instruction; create differentiated instruction plans based on student readiness, student interests, and learner profiles; summarize the benefits of technology as an instructional tool; evaluate the importance of assessments in differentiated instruction; identify and utilize different strategies of differentiated instruction; explain classroom management techniques for the differentiated instruction classroom; and apply strategies for adapting instruction to learner needs.

Instruction:

Major topics include: basics of differentiated instruction; creating differentiated instruction plans; student profiles and differentiated instruction; adapting to learner needs; differentiating instruction in the classroom; techniques for differentiating instruction; using assessments with differentiated instruction; student motivation and differentiated instruction; and using technology as an instructional tool.

Credit recommendation:

In the upper division baccalaureate degree category, 2 semester hours in Teacher Education Pre-K-12 (12/16). 

Length:

25 hours (13 weeks).

Dates:

April 2012 - Present. 

Objectives:

Upon successful completion of the course, students will be able to: describe the stages of cognitive development, zone of proximal development, and stages of development theories from various psychologists; distinguish forms of development and cognitive and fine motor skills in children, including behavior, abnormalities, and the impact of abuse and neglect; explain the benefits of early childhood education and the curriculum, programs, and services it offers; appraise infants’ and toddlers’ cognitive and social development, including emotional expression in the first two years of life; compare and contrast different preschool and kindergarten methods of education, including Montessori, Emilia, High/Scope, and Waldorf approaches; summarize strategies for teaching to course standards and types of learning in childhood education; analyze ways to educate students with regards to diversity, learning disabilities, prejudice, and gender equality; evaluate assessments and developmentally appropriate practices (DAP) for early childhood, preschool, special education, and more; define parent-child relationships and the impact of different types of family structure; and identify effective teaching and professional developments, focusing on organizations in education such as the NAEYC, ACEI, NEA.

Instruction:

The course is self-paced, and instruction is delivered through online video and text lessons. Students are assessed through quizzes and a proctored final exam. Topics include: history and theories of early childhood education; typical and atypical early childhood development; programs and curriculum for early childhood education; social and cognitive development in infants and toddlers; early childhood education for preschool and kindergarten; instructional strategies for early childhood education; student diversity and equality; student assessment and developmentally appropriate practices; family and community involvement in childhood education; and professional development and organizations in early childhood education.

Credit recommendation:

In the lower division baccalaureate/associate degree category, 3 semester hours in Education or Early Childhood Education (4/17).

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