Mohammad Ahmeduzzaman
Professor
Teacher Education
EMAIL: mahmeduzzaman@bmcc.cuny.edu
Office: S-616E
Office Hours:
Phone: 212-220-1274
Holds a Masters degree from Sheffield University , U.K. , and another Masters ( Maxwell School ) and Ph.D. from Syracuse University
Courses taught: ECE 110, ECE 410, EDU 201, and fieldwork courses in ECP (ECE 311 & ECE 411). Research areas include cross-cultural fatherhood, Gender-sensitivity, Parent-child relationship, childcare management, and issues relating to the development and education of boys.
Expertise
Teacher Education, Fatherhood , Early Childhood Education , Cultural Diversity, Childcare Management, Child Development and Learning
Degrees
Ph.D. Child Development Syracuse University
M.A. Syracuse University
M.A. Sheffield University
Courses Taught
- 3 CRS.2 HRS.2 LAB HRS.ECE 410 (Educational Foundations and Pedagogy for the Exceptional Child)
- This course examines the education of children (birth to 8 years) with special needs, along with the historical, social, cultural, and legal foundations of special education in the U.S. It explores the causes and effects of various exceptionalities, including: emotional, intellectual, physical, visual, auditory, orthopedic, speech and/or language and giftedness. Techniques for differentiated learning and universal design are analyzed; issues of ethno-cultural diversity are explored, including methods for working with the families of children with special needs in respectful non-biased ways. This course requires 25 hours of fieldwork. Prerequisite: Grade of C or better in ECE 308 and ECE 309 or Grade of C or better in ECE 311 and ECE 312
- This course focuses on children's physical, cognitive, linguistic and socio-emotional development, and the related implications for learning. Within the context of race, class and culture, the following topics are explored in depth: the nature of intelligence, gender identity, attachment and other psychosocial attributes (typical and atypical). Students participate in a minimum of 20 hours of course-related fieldwork.
Prerequisites: PSY 100
Course Syllabus - This is a fieldwork course focusing on the observation and assessment of young children. It requires supervised participation in an assigned early childhood education setting (preschool to second grade) and attendance at a weekly seminar. Students will learn the appropriate use of assessment and observation strategies to document the development, growth, play and learning of young children; and how authentic assessment methods can be used to tailor curriculum to promote children?s success. Recording strategies, rating systems, child studies/portfolios, and various assessment tools are explored. Students spend a minimum of 60 hours in the field. Prerequisite: Grade of C or better in ECE 210 and ECE 211
- 3 CRS.4 HRS.NULL LAB HRS.ECE 110 (Psychological Foundations of Early Development and Education)
- This course examines the psychological and psychosocial foundations of early childhood and relates these foundations to educational practice with your children, birth to eight years. It focuses on historical and contemporary theories of childhood development. Early learning is considered in relation to biological factors, child and family factors, program factors and social factors, particularly in diverse urban settings. Young children?s physical, cognitive, communicative, social and emotional development is explored as contributors to and as consequences of early learning experiences. This course requires 15 hours of fieldwork.
- This capstone fieldwork course is designed to (1) reflect a strength-based stance toward children and families and affirm the identities and cultural and linguistic diversity of all learners, (2) develop practical and evidence-based knowledge for supporting language and literacy development, and (3) enable students to demonstrate their competencies teaching young children. It requires supervised participation in an early childhood education setting (preschool to second grade) and participation in a weekly seminar. Students will explore principles, methods, and materials, informed by current research, for supporting young children’s language and literacy development. Students will utilize practical classroom experiences to make connections between theory and practice, develop professional behaviors around working with children and families, and build a comprehensive understanding of the role of language and literacy in an integrated curriculum. Students will design, implement, and evaluate learning experiences that integrate language and literacy learning for young children with diverse learning styles and needs, with strong emphasis on child centered, play-oriented approaches to teaching, learning and assessment, as well as knowledge of curriculum content areas. Students spend a minimum of 90 hours in the field.
Prerequisite: Grade of C or better in ECE 311 and ECE 312
Research and Projects
Childcare Management
Primary level skill acquisition
Cross-cultural fatherhood
Publications
All they can be: Classroom Strategies to support Boys’ Learning Pre-K –Grade 5. Teachers College Press, New York (C0author). 2009.
Complexities in managing the child care industry: An observation. Education. 133 (Co-author)
Gender sensitive teaching: A reflective approach for early childhood education teacher training programs. Education. 129(1), 110-118.
Parental Roles in the acquisition of Primary Level Skills: An Exploratory view on the Low-Income Hispanic-American families with 3 and 4-year Old Children. Education. 127 (1), 73-82.
Ethnic Composition of the Clientele and the Managerial Challenges of Private Urban Child Care Centers: Some strategic Implications. Education. 123 (4), 798-814.(Co-author)
Organizational Profile, HR Practices and the Perceived Quality and Performance of Small Businesses: Empirical Highlights from the Urban Child Care Centers. International Business and Economics Research Journal. 2 (6), 95-105.(Co-author)
Employee Turnover in the Small Business: Insights from Urban Child care Centers. Journal of Business Economic Research. 2(2), 61-66.(Co-author)
Employee Turnover in the Small Business: Insights from Urban Child care Centers. Proceedings of the International Business & Economics Research Conference. Western Academic Press, Littleton, Colorado.(Co-author)
Ethnic Preschoolers: How their Fathers can be more involved?. Clearing House on Elementary and Early Childhood Education, University of Illinois, Urbana-Champaign, Chicago. Illinois.
Puerto Rican fathers’ involvement with their preschool-aged children Hispanic Journal of Behavioral Science. 15, 96-107.(Co-author)
Gentle play partners: Mother child and father child play in New Delhi, India. In K. McDonald (ed). Parent Child Play. Albany: State University of New York Press.
Sociodemographic factors, functioning style, social support, and fathers’ involvement with preschoolers in African-American families. Journal of Marriage and Family 54 (3), 699-707.(Co-author)
Land tenure and environment: A study of intra-urban residential risk variation among families living in Maiduguri, Nigeria Oriental Geographer. 36 (1), 39-52.
Social cognition behaviors and preferences in same-age and mixed-age classrooms over a 6-month period. American Educational Research Journal 29(4), 298-311.(Co-author)
Parent-Infant Rough Play: Its Cultural Specificity. Early Education and Development. 3 (4), 298-311.(Co-author)
Parental reports of early patterns of caregiving, play and discipline in India and Malaysia, Early Child Development and Care,
50, 109 120. (Co-author)
Book Rerview:
Grass Roots Commitment: Basketball and Society in Trinidad and Tobago. Play and Culture, 3, 350 351.
