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Course Criteria
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1.00 Credits
This course will use the lens of ethnography to examine the process by which social inequality related to race, class, gender and nation becomes manifest in classrooms and schools. Conversely, we will use the space of schooling to better understand the basic practice of ethnography as one tool for making meaning of social dynamics. To achieve this, we will critically examine several modern and classic school-based ethnographies to better understand the ways that social inequality is contructed and challenged in schools. These analyses will be contrasted with students' own critical interrogation of their own schooling experiences. Further, students will become situated in local urban classrooms to employ the tools of ethnography in support of teacher action research projects. Thus, in addition to a critical examination of inequality in schooling, this course will provide students with methodological training in the construction of ethnographic field notes and ethnographic interviewing. Such analytical training is valuable not only for students interested in qualitative research, but also for anyone interested in working in schools and seeking to better understand the ways that culture is dynamically negotiated in social groupings.
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1.00 Credits
An overview of the development of reading, writing and literacy-related oral-language abilities from the preschool years through high school. Links between oral and written skills and between reading and writing are examined. Special attention will be given to the teaching of reading and writing in ways that support greater student engagement. Field work in schools will enable students to try out various instructional approaches.
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1.00 Credits
Introduces students to central and evolving understandings of human development and their implications for learning and pre-K through 12 schooling. Particular emphasis will be given to cognitive and sociocultural theories of learning and development.
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1.50 Credits
Provides a two-semester placement, eight to 10 hours a week, within the pupil-personnel department of a public-school system. A school psychologist and/or counselor will function as an ongoing supervisor. Activities include experience in conducting and interpreting psychoeducational assessments, obtaining social and developmental-history information through home visits, and observing and participating in the development of individualized educational plans as part of the team evaluation process.
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1.00 Credits
Designed for the development of the helping professional. Emphasis is placed on dynamics of the helping relationship and basic interviewing skills. Class exercises are used to facilitate skill development. Students who are not concurrently taking a field course are placed in a human-service agency one-half day per week.
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1.00 Credits
This Way of Knowing course is designed to support the development of pedagogy and assessment practices aligned with the distinctive habits of learning in History, critical content questions, core curriculum standards, and the academic needs of students.
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1.00 Credits
This Way of Knowing course is designed to support the development of pedagogy and assessment practices aligned with the distinctive habits of learning in the Humanities, critical content questions, core curriculum standards, and the academic needs of students.
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1.00 Credits
Basing our approach on the way scientists themselves learn about nature, this course explores science learning through experiment and theory. Our students are often simultaneously cast as both learner and teacher, in which roles they investigate a variety of science curricula and experience different classroom learning environments. Through discussions, readings and hands-on science lessons, they confront science content, science pedagogy, and the real-world constraints of state curriculum frameworks, professional standards and high-stakes testing. Observations in Worcester Public School classrooms provide a rich resource for testing the ideas against the everyday realities.
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1.00 Credits
This Way of Knowing course is designed to support the development of pedagogy and assessment practices aligned with the distinctive habits of learning in Mathematics, critical content questions, core curriculum standards, and the academic needs of students.
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1.00 Credits
Independent study for qualified students on a selected topic. Permission of instructor required. Offered for variable credit.
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