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  • EDUC 212: Seminar.History of American Education

    3.00 Credits
    Wellesley College

    Beatty An intensive study of the role that education has played in American society and of the evolution of support and expectations for public schools. We will examine how schools have served the needs of immigrants, and students from different gender, racial, ethnic, social class, and religious backgrounds. We will focus on the education of teachers, the organization of urban school systems, the growth of high schools and preschools, and attempts to reform schools and the curriculum. Prerequisite: None Distribution: Historical Studies Semester: Fall Unit: 1.0
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  • EDUC 215: Understanding and Improving Schools

    3.00 Credits
    Wellesley College

    Hawes Study of what goes into the making of good schools in a variety of settings, including urban public schools. Examination of what we mean by ?a good school,? in terms of both aims and practices, of how a school and its curriculum are experienced by its students, and of how a school's culture and social relationships are created. We will use case studies of different kinds of people working to improve schools, in-cluding teachers, principals, education advocates, and researchers. Fieldwork will be an integral part of the cours e. Prerequisite: None Distribution: Social and Behavioral Analysis Semester: Fall Unit: 1.0
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  • EDUC 216: Education and Social Policy

    3.00 Credits
    Wellesley College

    Hong An examination of education policy and of how it is formulated, implemented, and evaluated. We will study the development and interac-tion of policies at the federal, state, and local level, and trace the trend from law-driven to accountability-based school reforms. We will discuss major topics of debate in American education, including equal educational opportunity, school desegregation, bilingual education, special education, and education standards and testing. Prerequisite: None Distribution: Social and Behavioral Analysis Semester: Fall, Spring Unit: 1.0
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  • EDUC 221: Museum Education and the Art Encounter

    3.00 Credits
    Wellesley College

    Miller Study of the theory and practices of museum education, with a special focus on the museum-school relationship. Students will participate in the Davis Museum's education programs for schools, to examine the distinct learning environment of the museum and its role in society. How can the visual arts be engaged as a tool for teaching What can children's responses to works of art tell us about the way they learn Working directly with students in regional public schools and objects in the collections of the Davis Museum and Cultural Center, we will explore means of activating the educational role and mission of museums in society. Recommended for students who may wish to become involved in volunteer opportunities in museum education programs as well as student teachers hoping to make effective use of museum resources in their future classrooms . Prerequisite: At least one Education or Art course, or by permission of instructor. Distribution: Arts, Music, Theatre, Film, Video Semester: Fall Unit: 0.5
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  • EDUC 250: Research or Individual Study

    3.00 Credits
    Wellesley College

    Prerequisite: Permission of the instructor. Distribution: None Semester: Fall, Spring Unit: 1.0
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  • EDUC 250H: Research or Individual Study

    3.00 Credits
    Wellesley College

    Prerequisite: Permission of the instructor. Distribution: None Semester: Fall, Spring Unit: 0.5
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  • EDUC 300: Teaching and Curriculum in Middle School and High School

    3.00 Credits
    Wellesley College

    Hawes An intensive study of the knowledge and skills required in classroom teaching, including curriculum development, planning, instruction, testing, and assessment. We will focus especially on classrooms as learning environments and on teacher understanding of student aca-demic development. Additional laboratory periods for teaching presentations and an accompanying field placement are required. Note: Open to all students, mandatory for those seeking middle-school or high-school certification; students should contact the instructor either before or soon after registration to plan their field placement. Prerequisite: One of 102, 117, 212, 215, 216, [218], PSYC [248], or MIT 11.124 or other approved course or by permission of instructor. Distribution: Epistemology and Cognition Semester: Fall Unit: 1.25
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  • EDUC 302: Seminar.Methods and Materials of Teaching

    3.00 Credits
    Wellesley College

    Speiser, Hawes Study and observation of teaching techniques, the role of the teacher, classroom interaction, and individual and group learning. Examina-tion of curriculum materials and classroom practice in specific teaching fields. Students interested in working with middle- or high-school students should enroll in section 302-01; students interested in working with elementary or preschool students should enroll in section 302-02. Note: Open to students seeking teacher certification or substantial observation and student teaching experience in a school, mandatory for students seeking teacher certification; students should contact the instructor either before or soon after registration to plan their field placement. Prerequisite: 300 or 304 or by permission of instructor. Corequisite: 303 and 305 for students interested in working with elementary or preschool students. Distribution: Social and Behavioral Analysis Semester: Spring Unit: 1.0
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  • EDUC 303: Practicum.Curriculum and Supervised Teaching

    3.00 Credits
    Wellesley College

    Speiser, Hawes Observation, supervised teaching, and curriculum development in students' teaching fields throughout the semester. Attendance at an ap-propriate school placement required. Note: Open to students seeking substantial observation and student teaching experience in a school, mandatory for students seeking teacher certification; students should contact the instructor either before or soon after registration to plan their field placement. Mandatory credit/noncredit. Prerequisite: Students seeking teacher certification must apply to the department for admission to this course in the semester before it is taken; other students should contact the instructor either before or soon after registration to plan their field placement. Corequisite: 302, and 305 for students interested in working with elementary or preschool students. Distribution: Social and Behavioral Analysis Semester: Spring Unit: 1.0
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  • EDUC 304: Curriculum and Instruction in Elementary Education

    3.00 Credits
    Wellesley College

    Speiser, Friedman, Haskell, Tutin A seminar taught by a team of experienced teachers. This course focuses on curriculum development, planning, instruction, testing, and assessment in elementary school classrooms. Additional laboratory periods for teaching presentations and an accompanying field place-ment are required. Note: Open to all students, mandatory only for those seeking elementary education certification; students should con-tact the instructor either before or soon after registration to plan their field placement. Prerequisite: 310 or 314 or by permission of instructor. Distribution: Epistemology and Cognition Semester: Fall Unit: 1.0
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