ELEMENTARY EDUCATION MAJOR

Ed 8

The undergraduate elementary education major is designed to help students develop knowledge and skills necessary for effective teaching in today's elementary schools.

Students are prepared for the teaching profession in a way that is reflective of Franciscan service to others - an ideal that is central to the mission of St. Bonaventure University.

Elementary education majors prepare for New York teacher certification in Childhood Education (grades 1-6). Our graduates work in school districts all over the country, and should you want to teach outside of New York, our certification office will advise you on obtaining certificates in other states.

Hallmarks of SBU Education Programs

  • The School of Education and all of our programs are nationally accredited
  • The program prepares you for up to THREE certifications- Early Childhood, Special Education, and Childhood
  • 1,000 HOURS of classroom experience- beginning a student's freshmen year
  • Diverse classroom experience through many grade levels, different types of classrooms, and school placements
  • Rigorous expectations and high standards- a GPA of 3.0 is required throughout a student's four years
  • Close community created through mentoring and close interactions between faculty, staff, and students
  • A challenging curriculum enables students to understand the diverse needs of children and to develop a
    repertoire of strategies to meet learners' needs leading to success on the job search 
  • We are there for our students every step of the way
  • At SBU we say, "You need to figure this out, and we are here to help you!"
  • We challenge our students to be passionate about their commitment to education

What makes our graduates great educators? They become:

  • Teachers who believe that all children can learn
  • Teachers who create positive, engaging learning environments that help students succeed
  • Teachers who are active members of school communities 
  • Teachers who continue to learn
  • Teachers who are passionate
  • Teachers who are advocated for the profession
  • Teachers who use theory and research in the best interest of their students
  • Elementary Education at SBU

    Confident in her School of Education preparation, Karen Jablonski can't wait for her opportunity to be what she's always wanted to be: a teacher. "I can take over a classroom right now, and I'm comfortable here," she says. 


    Making their Mark

    {Click on the image and find out how our 2016 education grads are Making Their Mark}

    Lawrence-Brown, Diana

    TITLES/RESPONSIBILITIES Professor
    ACADEMIC SCHOOL School of Education
    ACADEMIC DEPARTMENT Differentiated Instruction
    CONTACT INFORMATION Office Phone: (716) 375-2165
    E-Mail: dlawrenc@sbu.edu 
    Website: http://sched.sbu.edu/faculty/dbrown/ 
    OFFICE LOCATION Plassmann Hall, B16
    COURSES TAUGHT
    • DIFF 503. Assessment of Students with Exceptionalities 
    • DIFF 511. Foundations of Inclusive Education 
    • DIFF 515. Assistive Technology 
    • SPED 450. Advanced Teaching Methods for Students with Disabilities 
    ACADEMIC DEGREES
    • Ph.D., Department of Learning and Instruction, Inclusive Education, University at Buffalo
    • M.Ed., Educational Psychology, University at Buffalo
    • B.S.Ed., Elementary & Special Education, Clarion State College
    OTHER EDUCATION
    PROFESSIONAL BACKGROUND
    ACCOMPLISHMENTS
      Publications
      • Lawrence-Brown, D. (2016). Collaborative teamwork and advocacy. In McGinley, V. & Trolley, B. (Eds.), Working with Students with Disabilities: Preparing School Counselors. Thousand Oaks, CA: Sage.
      • Lawrence-Brown, D.& Sapon-Shevin, M. (2014). Condition Critical: Key Principles for Equitable and Inclusive Schooling. New York: Teachers College Press (Disability, Culture, and Equity series).
      • Magiera, K., Lawrence-Brown, D., Bloomquist, K., Foster, C., Figueroa, A., Glatz, K. Heppeler, D., Rodriguez, P. (2006). On the Road to More Collaborative Teaching. Teaching Exceptional Children Plus, 2(5), 1-12
      • Lawrence-Brown, D. & Muschaweck, K. (2004). Getting Started with Collaborative Teamwork for Inclusion. Catholic Education, 8(2), 146-161
      • Richardson, G., Lawrence-Brown, D., & Paige, S. (2004). Rejecting Pygmalion: The Social and Cultural Capital of Working-Class Women Ph.D. Students. Race, Gender, and Class 
      • Lawrence-Brown, D. (2004). Differentiated instruction: Inclusive Strategies for Standards-based Learning That Benefit the Whole Class. American Secondary Education, 32(3), 34-62
      • Lawrence-Brown, D. (2000). The Segregation of Stephen. In Cornbleth, C. (Ed.), Curriculum Politics, Policy, and Practice. Albany: SUNY Press
    TEACHING PHILOSOPHY Given individualized supports, all students can learn utilizing authentic instruction that is grounded, applied, and assessed in "real-life" community environments.
    CURRENT RESEARCH INTERESTS/PROJECTS
    • Teacher education and curriculum, specializing in authentic and responsive pedagogy for diverse learners.
    • Interaction of education policy and practice, including how power is exercised in schools and who benefits.
    • History of education, especially inclusion of individuals with disabilities in schools, communities, and society.
    PERSONAL INTERESTS/COMMUNITY INVOLVEMENT
    • Social justice issues
    • Reading
    • Music
    • Hiking/camping
    • Watching stand-up comedy.
    WEBSITE LINKS

    Childhood Studies Fact Sheet Image