Courses

ED 100.    EXPLORATION OF EARLY CHILDHOOD CLASSROOM TEACHING    2
Observation and participation in the teaching programs of the Skidmore Early Childhood Center. Students are required to participate a minimum of three hours per week in one of the assigned classrooms under the supervision of the classroom teacher and meet one hour and 20 minutes a week with the instructor and other participants to discuss the range of elements that create effective early childhood programs. Not for liberal arts credit.    J. Rubin

ED 103.    INTRODUCTION TO TEACHING    3
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

ED 104.    HUMAN INTELLIGENCE(S) AND LEARNING ENVIRONMENTS    3
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

ED 200.    CHILD DEVELOPMENT AND LEARNING    3, 4
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

ED 213.    THE EXCEPTIONAL CHILD IN THE ELEMENTARY SCHOOL    3
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

ED 215.    SCHOOL AND SOCIETY    4
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

ED 216.    HISTORY OF EDUCATION IN THE UNITED STATES    3
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

ED 217.    ALTERNATIVE EDUCATION IN THE UNITED STATES: POLITICAL AND SOCIAL PERSPECTIVES    3
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

ED 218.    TEACHING THE WRITING PROCESS    4
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.    The Department

ED 219.    CULTURE, LITERACY, AND EDUCATION    4
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.   The Department

ED 222.    THE YOUNG CHILD AND THE EDUCATIONAL PROCESS    3
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

ED 231.    CHILDREN'S LITERATURE    3
A survey of children's literature. Students will be introduced to a variety of genres, authors, and illustrators with an emphasis on selection criteria and implementation of literature-based programs in the elementary classroom. A consideration of trends and issues in children's literature. Exploration of topics related to censorship, gender roles, violence, and political and social themes: A. Literature for the young child, or B. Children's Literature for the Elementary Child. Both sections are not open to first-year students.    S. Lehr

ED 261.    THEMES IN EDUCATION    1–4
Introductory exploration of selected topics in education. Such topics may differ from year to year and might include: "Technology and Education," "The Image of the Child in Literature," "The Art of Picture Book Illustration," and "Comparative Studies in Education." This course may be repeated with a different topic.    The Department

ED 299.    PROFESSIONAL INTERNSHIP IN EDUCATION    3
Internship opportunity for students whose curricular foundations and cocurricular experiences have prepared them for professional work related to the major field. With faculty sponsorship and departmental approval, students may extend their educational experience into specialized educational programs such as preschool, gifted and talented, special needs students, or educational administration. Does not count toward the major. Non-liberal arts.    The Department

ED 314.    EDUCATIONAL ASSESSMENT AND THE EXCEPTIONAL CHILD    3
The study of educational assessment procedures and instruments and their interpretation and application in preparing educational environments for children who are disabled and nondisabled. Students will develop comprehensive evaluation plans, design criterion referenced tests and observational systems, and assess individual children. Prerequisite: ED213. Spring semester. Non-liberal arts.    D. Brent

ED 322.    LEARNING IN EARLY CHILDHOOD SETTINGS    4
The application of developmental curricula to learning settings for young children. Students will participate two half-days each week in a classroom setting within the Skidmore Early Childhood Center or in an early-childhood program within the community at the N-3 level. The course will focus on planning strategies, teaching styles and techniques, management, relevant legislation, issues and trends in the fields of education, as well as observation and assessment. Prerequisite: ED222. Spring semester. Not for liberal arts credit.    K. Brackett

ED 323.    ADOLESCENT DEVELOPMENT    3
Examination of the adolescent period to determine what characteristics distinguish this stage of life from that of childhood and adulthood. Readings from anthropological, historical, sociological, biological, psychological, and literary perspectives are used to investigate the adolescent experience and to determine whether it is universal or particular.    D. Brent

ED 330.    JOURNEYS AND REFLECTIONS: AN EDUCATIONAL STUDY PROGRAM TO SOUTH AFRICA    3
This course traces the origins and evolution of the early childhood and primary education system in South Africa after apartheid. The research focus for students will be on post-apartheid effects on education, changing family dynamics and their impact on early childhood and primary school programs for South African children, the current state of language and literacy, and the range of school designs. Site visits will include private and government school settings in cities, towns and townships, a Zulu village school, and a basic adult education center for street people. A basic understanding of South African history, culture, and geography will be essential for students to gain an understanding of the contemporary educational dynamics. (Designated a Cultural Diversity course.)    K. Brackett

ED 333.    EMERGENT LITERACY    4
An exploration of the theory and concept of emergent literacy. Focuses on literacy development (reading, writing, listening, and speaking) and the implications for practice with young children. Students will learn instructional strategies to nurture emerging literacy as well as how to prepare a literate environment and materials that support emerging literacy. Includes a laboratory component that allows students to link theory of emergent literacy with practice. Required of majors. Offered only in fall semester and must be taken in fall of junior year. Not for liberal arts credit.   S. Lehr, The Department

ED 334.    PRACTICUM IN INTEGRATED CURRICULUM AND INSTRUCTION    4
Prepares students to make informed decisions related to curriculum and instruction in elementary education. Topics include lesson planning, choosing resources to support student learning, applying various instructional strategies including the use of technology, using assessment data to strengthen the teaching and learning process, and learning to use self-evaluation and reflection. Includes a laboratory component in the Early Childhood Center. The social studies curriculum will be the focus for modeling integrated teaching. Open only to juniors admitted to the professional sequence. Only offered in fall semester. Not for liberal arts credit.    J. Rubin

ED 335.    TEACHING READING TO UPPER ELEMENTARY STUDENTS    4
An advanced reading course that includes the effective teaching of literacy and literature in the upper elementary classroom, grades 3–6. Builds on and applies theory and concepts learned in Emergent Literacy, ED 333. Includes developing curriculum for literature studies, teaching writing, teaching literacy across the curriculum, and assessment of readers and writers, with a focus on readers at risk. Throughout the semester, students will have supervised observations as they practice their skills in elementary school classrooms. Taken concurrently with ED 336 and ED 337. Prerequisites: ED333 and 334. Open only to juniors admitted to the professional sequence. Spring semester only. Not for liberal arts credit.    S. Lehr

ED 336.    TEACHING ELEMENTARY MATHEMATICS AND SCIENCE    4
A course designed to introduce students to current principles and methods for teaching mathematics and science in the elementary school. Topics and content will be addressed using active-learning and cooperative-learning strategies, manipulative materials, active-assessment and technology-based-assessment techniques, and current research of interest and relevance to educators. Throughout the semester, students will have supervised observations as they practice their skills in elementary school classrooms. Taken concurrently with ED335 and 337. Open only to juniors admitted to the professional sequence. Prerequisite: ED334. Not for liberal arts credit.    The Department

ED 337.    CHILD DEVELOPMENT II: THEORY INTO PRACTICE    4
An advanced course that increases specialized child development knowledge and skills. Students will use course content and assignments in classroom situations to develop teaching practices that promote inclusive classroom learning environments. Topics include: general knowledge of the most common special needs and learning disabilities among elementary school students; introduction to models of inclusion classrooms; perspectives and approaches to behavior and classroom management; teaching and learning processes that foster academic achievement and positive classroom communities; design and implementation of individualized interventions; and theories and strategies for social-skills building. Throughout the semester, students will have supervised observations as they practice their skills in elementary school classrooms. Taken concurrently with ED335 and 336. Prerequisites: ED200 and 334. Open only to juniors admitted to the professional sequence.    D. Brent

ED 350.    ELEMENTARY EDUCATION STUDENT TEACHING    16
Student teaching integrated with methods and materials of teaching in the elementary school using a full-time semester block plan. Seniors who have satisfactorily completed the junior year program and have demonstrated professional attitudes and practices included in the program description are eligible. Fall semester only. Not for liberal arts credit.    The Department

ED 351.    ISSUES IN EDUCATION    4
In this seminar, students research and discuss current issues in education. A major paper reporting the results of the student’s library or empirical research is required. Students are encouraged to pursue topics that reflect the application of theory into practice while also integrating coursework and teaching experiences acquired both locally and abroad. This course is a capstone experience and is required of those seniors seeking departmental honors. As such, it is open only to seniors and with the permission of the instructor. This course is available on an independent study basis when necessary.    The Department

ED 361A, B.    ADVANCED TOPICS IN EDUCATION    1, 3
Advanced study of selected topics in education. Such topics may differ from year to year and might include "The Classical Roots of Western Education," "From Orbis Pictus to Alice in Wonderland: The History of Children's Books," and "A History of Women in Education." This course may be repeated with a different topic. (ED361C is designated a Cultural Diversity course.)    The Department

ED 371, 372.    INDEPENDENT STUDY IN THE FOUNDATIONS OF EDUCATION    3, 3 or 1, 1
An opportunity for study in depth of an educational problem. The topic is chosen by the student. One or more investigative approaches may be utilized, such as selected readings, field projects, and case studies. Students should consult the chair of the department to plan their study. These units are or are not credited as units in liberal arts, at the discretion of both the department chair and the registrar (and, in exceptional instances, the Curriculum Committee of the College).    The Department

AR 358.    ART FOR CHILDREN    4
Introduction to the basic materials, methods, and techniques used in the classroom as related to elementary school curriculum, children's needs, interests, and development. The role of art in a humanities program will also be considered. Non-liberal arts.    D. Miller