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Course Criteria
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3.00 Credits
Consideration of the role of the teacher, the nature of the learner, conceptions of teaching, factors affecting instructional decisions, philosophies of education that guide the practice of teaching, curriculum innovations and trends, and the school as an institution. Includes observation and field work in local schools, K-12. The Department
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3.00 Credits
The investigation, analysis, and evaluation of research, theory, and history concerning human intelligence(s) and giftedness. Students will learn that how and why we measure intelligence is related to the needs of a changing society. They will become familiar with procedures for measuring intelligence and educational practices that respond to intellectual diversity. They will also develop an appreciation for what it is like to possess exceptional or unusual potential and better understand the unique characteristics, needs, and concomitant problems of gifted learners. Students will examine qualities of learning environments that are responsive to these needs and abilities. Readings and audiovisual materials will be used to demonstrate how theory informs practice. J. Rubin
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4.00 Credits
Development of the child from the prenatal period to puberty with a focus on domains of learning, factors affecting learning and learning processes. Students engage in systematic observations in the Greenberg Child Care Center and the Early Childhood Center on campus. In addition, students have the option of earning an additional 1 credit through their participation in a service-learning component that connects experiential and academic understanding of children's growth and development. The service learning option requires that students spend an hour a week in addition to class time volunteering for a campus or community nonprofit organization which emphasizes teaching and learning for a total of 10 semester hours. Service Learning options include 1,000 Books Early Intervention Literacy Program, tutoring (before, during, or after school) in local elementary schools, enrichment programs (before, during, or after school) in local elementary schools. Faculty will assess students' work via journals and class presentations which relate their work to theoretical constructs discussed in class. Required of majors. Not open to juniors and seniors. Juniors who are declaring an education studies minor may register with the permission of the instructor. D. Brent
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3.00 Credits
A comprehensive survey of the field of special education with special emphasis on individual differences and the strategies for adapting programs to students with disabilities and gifted children. Topics will include the impact of PL 94-142 and Section 504 on the elementary school program. Fall semester. D. Brent
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4.00 Credits
An introduction to the foundations of American education exploring the historical, philosophical, and social contexts of schooling from traditional, progressive, and critical perspectives. Students will explore the purposes of education within a "democracy" where its aims and ideals are influenced by politics and the law; economics and global competitiveness; multiculturalism and social justice. Students will examine curricula and pedagogies from the Common School period, through 20th Century consolidation, and 21st Century plans for vouchers, choice, and charter school solutions. The course supports students' interpretation of contemporary issues in light of America's educational history and the debates shaping the public schools. (Fulfills social science requirement.) D. Riley
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3.00 Credits
An examination, from a historical perspective, of the role of formal and informal education in the United States with particular attention to the origins and evolution of the common school, the changing status of children, and related social issues. Prerequisite: one course in United States history or American studies, or permission of instructor. D. Riley
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3.00 Credits
Alternative education models have historically been a vital component of the educational environment of the United States. Students will investigate a variety of alternative education models from at least three perspectives: historical, political, and social. Students in this course will study the origins and motivations to create alternative education models and the effects that implementation of these models may have on the learning and policy decisions related to education at the local, state, and national levels. D. Riley
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4.00 Credits
Explores teaching writing in elementary schools through an investigation of writing theory, research, and practice. We will pay particular attention to both children's writing (primarily grades 2-6) as well as students' own college-level writing. Students will examine current literature in the field, investigate how theory can be enacted into practice, and develop their own writing as they participate in a writing group. L. de la Luna
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4.00 Credits
Designed to familiarize students with recent theory and research that has focused on the constitutive relations among discourse, social practices, knowledge construction, and the formation of group and individual identities and literacies. To arrive at a richer understanding of these relations, we will examine various linguistic, social, and cultural dimensions of literacy. Among other things, we will focus on (a) sources of diversity in language and literacy use, (b) the effects of diversity on learning, teaching, and the distribution of power in classrooms and schools, and (c) the supportive and contested relations among various language and literacy practices that are differently valued in different social contexts: schools, families, communities, and so on. L. de la Luna
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3.00 Credits
The study of child development and educational practice as it pertains to young children from birth to eight years. The course includes a history of early childhood programs and a consideration of different program models. Students will engage in extensive observation at the Skidmore Early Childhood Center, as well as selected off-campus environments, to strengthen understanding of models of early education. Prerequisite: ED200 or PS207. Fall semester. K. Brackett
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