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Course Criteria
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4.00 Credits
Education becomes increasingly important as the "information economy"replaces the old industrial economy. This course explores some questions that are global, others that are personal: Is better education the solution to poverty? Is investment in human capital the key to a nation's development? Can vouchers improve public schools? Is a Grinnell education a better investment than putting those thousands of tuition dollars into the stock market? Should you go to law school? Prerequisite: Economics 280 and 282 and concurrent registration in or completion of Economics 262; or Economics 312, or Mathematics 336; or permission of instructor. MONTGOMERY.
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4.00 Credits
Focus on the discussion of key concepts in multicultural/nonsexist elementary and secondary educational theory and practice, and the foundation of educational principles in the United States. Required for Iowa teacher certification. Prerequisite: none. STAFF.
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4.00 Credits
An examination of topical educational issues from historical, legal, and political perspectives with an emphasis on analysis and evaluation of historical and current approaches to defining and achieving education goals in the United States. Includes 10-hour field experience in the schools. Topics include aims of education, finance and governance of schools, alternative models of schooling, and justice concerns in schools. Prerequisite: Education 101 or permission of instructor. KETTER.
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4.00 Credits
The course will begin with an examination of the purposes and limits of assessment and discussions of the ethical use of standardized tests. We will examine the concept of meritocracy as a guiding principle of the American education system and will trace the historical development of standardized measurements of intelligence and aptitude as tools used to track students and determine eligibility for further schooling. We will include an analysis of the current debate on the Elementary and Secondary Education Act (No Child Left Behind) and its goal of addressing inequities in education through the use of standardized curriculum and assessments. Prerequisite: Education 101 or permission of instructor. KETTER.
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4.00 Credits
This course is a study of critical pedagogy from its roots in Marxism and the Frankfurt School through current-day theoretical connections (postmodernism, critical theory, critical feminism, and critical race theory) and their relevance to American public education. We will examine the dual character of schools that helps to explain some difficulties of school reform; that is, the democratic promise of schooling on the one hand, and its institutional service to a society based on race, class, and gender privilege on the other. Prerequisite: Education 101 or permission of instructor. LYCKE.
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4.00 Credits
This course will focus on issues critical to the acquisition of a second language. It will examine the historical, theoretical, and pedagogical foundations of language teaching in the United States. Of particular interest will be the relationships among language, literacy, and culture, and their influences on both teaching and learning across the curriculum. Special attention will be given to the instructional needs of ESL/bilingual students and to the creation of classroom environments that foster multilingualism. Prerequisite: Education 101 or permission of instructor. HAYES.
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4.00 Credits
This course will begin by considering the nature of science from a variety of perspectives including official publications from professional science organizations, ethnographies of science laboratories and workplaces, and prominent critiques of science. Ideas about the nature of science will be used to analyze various science curricula and instructional strategies. Students will have the opportunity to focus on the discipline and level that is of most interest to them. Prerequisite: Education 101 or permission of instructor. STAFF.
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4.00 Credits
The application of principles of development and theories of learning from birth to 18 years. The study of interaction in the teaching-learning process. Topics include motivation, individual differences, evaluation of achievement, and learning styles. Two hours per week spent in Grinnell public schools. Prerequisite: Education 101 and second-year standing, or permission of instructor. LYCKE.
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4.00 Credits
Study of the categories of exceptionality, the social organization of exceptionality in the public schools, and the instructional methods used with students who are labeled exceptional. Course requires 24 hours observing/teaching exceptional children in a public school setting. Prerequisite: Education 101 and 221, or permission of instructor. KILIBARDA.
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4.00 Credits
Examines the theory and practice of teaching reading, literature, and language arts to children in elementary school. Emphasis on the cognitive, social, and cultural dimensions of literacy learning. Includes field experience and action research in the public schools with an emphasis on developing reflective and critical practice. Prerequisite: Education 101, and 210 or 211, and 221; or permission of instructor. HAYES.
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