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  • EDUC 305: Curriculum,Instruction,Assessment,and Special Needs in Elementary Education

    3.00 Credits
    Wellesley College

    Speiser, Friedman, Haskell, Tutin A seminar taught by a team of experienced teachers. A continuation of EDUC 304, this course focuses on curriculum materials and in-structional methods used in elementary school classrooms, and on various means for assessing elementary school students' performance and achievement. Strategies for behavior management for dealing with students with disabilities and special needs, and for working with parents and the community will also be addressed, along with other classroom issues. Accompanying field placement is required. Note: Open to all students, mandatory for those seeking elementary education certification; students should contact the instructor either before or soon after registration to plan their field placement. Prerequisite: 304 or by permission of instructor. Distribution: Epistemology and Cognition Semester: Spring Unit: 1.0
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  • EDUC 308: Seminar.World Languages Methodology

    3.00 Credits
    Wellesley College

    Renjilian-Burgy (Spanish) A course in the pedagogical methods of foreign languages intended to apply to any foreign language and to teaching English as a Second Language; emphasizes the interdependence of the four language skills-listening, speaking, reading, writing; introduces students to a theoretical study of linguistic and psychological issues necessary to evaluate new ways of presenting language material. This seminar will focus on selected texts and readings on the methodology of world-language teaching. Prerequisite: Open to sophomores, juniors and seniors. Distribution: Social and Behavioral Analysis Semester: Fall Unit: 1.0
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  • EDUC 310: Seminar.Child Literacy and the Teaching of Reading

    3.00 Credits
    Wellesley College

    Tutin, Speiser An examination of how children learn to read, acquire reading, writing, and oral language skills, and how this relates to cognition. We will focus on current research and practice in literacy development for elementary-age children. Oral language, reading processes, assess-ment using a variety of techniques, phonemic awareness, phonics, and comprehension strategies will be addressed through lectures, readings, study of literacy materials, and a weekly field placement experience. We will study reading instruction across content areas and the transition from learning to read to reading to learn. Emphasis will be placed on understanding the application of this information for developing teaching strategies that address the needs of a diverse population of learners, including students at-risk, second-language learners, and students with special needs. This course is structured to support students pursuing elementary student teaching licensure, but is open to other students. Prerequisite: Open to sophomores, juniors, and seniors. Distribution: Epistemology and Cognition Semester: Fall Unit: 1.0
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  • EDUC 312: Seminar.History of Childhood and Child Welfare

    3.00 Credits
    Wellesley College

    Beatty An examination of the construction of childhood as a social concept and of changes in concepts of childhood in America. We will examine the emerging role of the state in assuming responsibilities for child rearing, education, and child welfare. We will study the history of how institutions and social policies have attempted to shape the lives of children of differing genders, economic, racial, cultural, and ethnic backgrounds; the impact of media; and the development of children's material culture. Prerequisite: Open to sophomores, juniors, and seniors. Distribution: Historical Studies Semester: Spring Unit: 1.0
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  • EDUC 313: Seminar.Social,Emotional,and Civic Learning in Schools

    3.00 Credits
    Wellesley College

    NOT OFFERED IN 2009-10. This seminar will examine how social, emotional, and academic learning are intertwined; how social-emotional learning is correlated with civic participation and responsibility; and how educators have a critical role in the promotion of such competencies in K-12 schools. We will study the connection between social-emotional skills and school climate and explore distinguishing developmental features of social, emotional, and civic learning at the elementary, middle, and high school level. We will look at evidence-based, social-emotional practices and programs in a range of urban and suburban schools. Prerequisite: One 100- or 200-level course in Education Distribution: Social and Behavioral Analysis Semester: N/O Unit: 1.0
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  • EDUC 314: Learning and Teaching Mathematics:Content,Cognition,and Pedagogy

    3.00 Credits
    Wellesley College

    Speiser, Polito (Quantitative Reasoning), Haskell An examination of how adults and elementary-school students learn basic mathematics content, specifically: number and operations, func-tions and algebra, geometry and measurement, and statistics and probability. We will simultaneously study our own cognition as we learn mathematical concepts and principles, children's cognition as they learn mathematics, and how mathematics can be taught to children in classroom settings. Taught by a team of Wellesley College faculty with backgrounds in mathematics, quantitative reasoning, and educa-tion, and a school mathematics specialist and teacher. Weekly fieldwork of 90 minutes in an elementary classroom is required. Prerequisite: One education course Distribution: Epistemology and Cognition Semester: Fall Unit: 1.0
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  • EDUC 320: Observation and Fieldwork

    3.00 Credits
    Wellesley College

    Hawes, Speiser Observation and fieldwork in educational settings. This course may serve to complete the requirement of documented introductory field experiences of satisfactory quality and duration necessary for teacher certification. Arrangements may be made for observation and tutor-ing in various types of educational programs; at least one urban field experience is required. Mandatory credit/noncredit. Prerequisite: 300 or 304. Open only to students who plan to student teach. Permission of instructor required. Distribution: Social and Behavioral Analysis Semester: Fall, Spring Unit: 1.0
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  • EDUC 325: English as a Second Language for Asian Language Speakers:Pedagogy,Theory,and Practice

    3.00 Credits
    Wellesley College

    NOT OFFERED IN 2009-10. An intensive study of the pedagogy of English as a Second Language. Through readings, classroom activi-ties, and observation, we will examine how to teach English to speakers of other languages, especially to students whose first language is an Asian language. Taught by an experienced classroom teacher and lecturers from different language and cultural backgrounds, this seminar will provide an introduction to English as a Second Language theory and teaching practices and an examination of how culture, especially Chinese, Korean, and Japanese culture, affects second-language learning. Fieldwork in a language teaching program is re-quired. Prerequisites: Open to sophomores, juniors, and seniors. Distribution: Epistemology and Cognition Semester: N/O Unit: 1.0
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  • EDUC 334: Seminar.Education,Immigration,and Social Mobility

    3.00 Credits
    Wellesley College

    NOT OFFERED IN 2009-10. This seminar examines in depth the extent to which race, ethnicity, and social class shape immigrants' edu-cational and economic trajectories. We will read and analyze accounts of immigrants' experiences in public schools, sample research on immigration and education, and critique conventional wisdom regarding immigrant success in American society. We will explore differenc-es in the educational outcomes of older and newer immigrants and take a close look at why some groups of Asian, Latino, and West Indian origin might be more successful in school, and thus in the labor market, than others. We will examine prospects for social mobility and develop detailed case studies on different immigrant groups . Prerequisites: One course in education. Open to sophomores, juniors, and seniors. Distribution: Social and Behavioral Analysis Semester: N/O Unit: 1.0
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  • EDUC 335: Seminar.Urban Education

    3.00 Credits
    Wellesley College

    Hong An intensive examination of urban education reform and urban schools, with emphasis on how the context of cities affects education and on some of the challenges faced by urban teachers, students, and parents, such as poverty, race- and class-based segregation, linguistic barriers, immigration, and inequities in school quality. Using a case-study approach, we will focus on economic, political, social, and cultur-al aspects of urban education, including the reproduction of inequality, school governance, parent involvement, the relationship between schools and communities, and urban teacher education. Fieldwork in an urban setting is required. Prerequisites: 212, 215, or 216 Distribution: Social and Behavioral Analysis Semester: Spring Unit: 1.0 EDUC 339/POL1 339S Seminar. The Politics of Urban Public Schools Rich (Political Science) This seminar examines recurrent issues in public school management and governance. Critical questions include the changing demo-graphics of inner-city schools, the evolving role of school boards, big city mayors, urban superintendents, teachers unions, and school finance. We will discuss alternatives to public schools (parochial, private, and charter schools), high-stakes testing, and district-state rela-tions. The seminar will also analyze the increasing intervention of state and federal governments in local school administration and the role of the courts in curriculum controversies, student life, and security. Students may register for either EDUC 339 or POL1 339S and credit will be granted accordingly. Prerequisite: One 200-level education course or one 200-level American politics course. Distribution: Social and Behavioral Analysis Semester: Spring Unit: 1.0
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