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  • ED 280: Globalization and Education

    3.00 Credits
    Bates College

    We live in an era characterized by global flows of ideas and information, commodities, and people. In this course students examine the impacts of globalization upon educational policy and practices. Students explore how these transformative forces influence the educative process in different geographical, national, and cultural contexts. Topics address a set of concerns with enduring resonance to the field of educational studies, including social inequity and change; relations of power; and constructions of race, gender, and social class. A thirty-hour field experience is required. Open to first-year students. Enrollment limited to 28. [W2] P. Buck.
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  • ED 330: Gender,Power,and Leadership

    3.00 Credits
    Bates College

    This course examines classic and contemporary conceptualizations of gender, power, and leadership; the interactions among them; and the implications of these interactions for the practice of leadership in education and other fields of student interest. A thirty-hour field placement is required. Prerequisite(s): a combination of any two courses from education, politics, sociology, or women and gender studies. Not open to students who have received credit for Education/Women and Gender Studies s29. Not open to students who have received credit for ED/WS s29. Enrollment limited to 18. [W2] H. Regan.
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  • ED 380: Education,Reform,and Politics

    3.00 Credits
    Bates College

    The United States has experienced more than three centuries of growth and change in the organization of public and private education. The goals of this course are to examine 1) contemporary reform issues and political processes in relation to the constituencies of school, research, legal, and policy-making communities and 2) how educational policy is formulated, implemented, and evaluated. The study of these areas emphasizes public K-12 education but includes postsecondary education. Examples of specific educational policy arenas include governance, school choice (e.g., charter schools, magnet schools, and vouchers), school funding, standards and accountability, and parental and community involvement. A research-based field component of at least thirty hours is required. Recommended background: one or more courses in education and sociology. Enrollment limited to 15. H. Regan.
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  • ED EN S28: Children's Writing Workshop

    3.00 Credits
    Bates College

    Students read and discuss a wide range of literature for and by children as well as pertinent critical studies, and travel weekly to Dunn Elementary School in New Gloucester to work with third, fourth, and fifth graders on well-known poetry and fiction as well as the children's own creative writing. With help from the children, they produce a classroom magazine and organize a poetry/fiction reading. A thirty-hour field experience is required. Prerequisite(s): one course in either English or education. Enrollment limited to 12. L. Nayder.
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  • EDUC 231A: Perspectives on Education:Writing Attentive

    3.00 Credits
    Bates College

    This course introduces students to foundational perspectives (anthropological, historical, philosophical, psychological, and sociological) on education and their relations to the realities present in contemporary schools and classrooms. The essential question addressed by the course is: What should be the purpose of education in a democratic society This first-level course is writing attentive: students write five five-page papers, and have the opportunity for special instruction, editing, and rewriting throughout the writing process. A thirty-hour field experience is required. Not open to students who have received credit for Education 231. Open to first-year students. Enrollment limited to 18. [W1] Normally offered every year. Staff.
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  • EDUC 231B: Perspectives on Education

    3.00 Credits
    Bates College

    This course introduces students to foundational perspectives (anthropological, historical, philosophical, psychological, and sociological) on education and their relations to the realities present in contemporary schools and classrooms. The essential question addressed by the course is: What should be the purpose of education in a democratic society A thirty-hour field experience is required. Not open to students who have received credit for Education 231. Open to first-year students. Enrollment limited to 28. Normally offered every semester. Staff.
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  • EDUC 235: Teaching Math and Science:Curriculum and Methods

    3.00 Credits
    Bates College

    This course provides students with a basic foundation for teaching mathematics and science. Students examine curriculum, instruction, and assessment techniques in these disciplines, and compare and contrast national, state, and local standards in math and science. They explore various pedagogical approaches for engaging students in learning and diverse strategies for assessing their progress. Students discuss current educational issues, develop and teach a unit, and assess the degrees to which their students meet the objectives of the unit. A thirty-hour field placement in a local school is required. Recommended background: math or science majors preferred. A previous education class is recommended. Enrollment limited to 18. Staff.
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  • EDUC 240: Gender Issues in Education

    3.00 Credits
    Bates College

    This course considers education, especially classroom teaching, in relation to recent theory and research on gender. In addition to providing a feminist philosophical perspective on education, the course explores the implications of gender, race, class, and sexual orientation on ways of knowing, developing, and interacting for K-12 curriculum and classroom practice for both males and females. A thirty-hour field experience is required. Open to first-year students. Enrollment limited to 25. [W2] Normally offered every year. H. Regan.
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  • EDUC 245: Literacy in Preschool and Elementary Years

    3.00 Credits
    Bates College

    This course examines how literacy is defined and developed through a child's early and elementary years from a variety of perspectives: social, educational, political, and linguistic. Students connect these theories with practice by exploring various methods and materials that foster literacy development in elementary students and by doing fieldwork in local schools. Working collaboratively with classroom teachers, students design and implement literacy development strategies and projects with elementary students. A thirty-hour field experience is required. Recommended background: Education 231 and Education/Psychology 262. Enrollment limited to 25. [W2] A. Charles.
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  • EDUC 250: Critical Perspective on Teaching and Learning

    3.00 Credits
    Bates College

    This course examines and critiques shifting historical and contemporary notions of good pedagogy, curriculum and assessment through the lens of critical theory. Particular emphasis is given to the ways teaching can contribute to social justice, i.e., teaching that critiques and transforms, that is culturally relevant, and that engages in activism. A thirty-hour field placement is required. Recommended background: Education 231. Open to first-year students. Enrollment limited to 25. [W2] H. Regan.
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