Content with Disciplines : Education

Families and Child Care Settings

ECE 440 Fall 2001 Instructor: Mellisa A. Clawson, Ph.D. Office Location: 201A Franklin Hall E-mail: mellisa.clawson@maine.edu Class Meetings: Wednesdays 2:00 4:30 p.m. Office Hours:Tuesdays 1:00 2:30, Wednesdays 11:00 12:30, Thursdays 1:00 3:00 Required Texts Diffily, D., & K. Morrison (Eds). (1996). Family-friendly communication for early childhood programs. Washington D.C.: NAEYC. Polakow, V. (1993). Lives on the edge: Single mothers and their children in the other America. Chicago: University of Chicago Press. Powell, D. R. (1989). Families and early childhood programs. Research Monographs of the National Association for the Education of Young Children, Vol. 3. Washington D.C.: NAEYC. Articles (will be…

Creative Arts for the Young Child

ECE 156 – 001 Fall 2002 Instructor: Mellisa A. Clawson, Ph.D. Office Location: 201A Franklin Hall E-mail: mellisa.clawson@maine.edu Class Meetings: Tuesdays and Thursdays 12:30 1:45 p.m. Office Hours: Monday 2:00 4:00 p.m., Tuesday 9:30 11:30 a.m., Thursday 10:30 11:30 a.m. (These hours are set the first two weeks of classes only; regularly scheduled hours will be announced in class). Required Text: There is no required text for this course. Articles will be distributed in class. (Please see the List of Readings below). Course Overview: The purpose of this course is to familiarize students with approaches to the creative arts in…

Practicing Democratic Education

This course and practicum is designed for advanced undergraduate students (juniors and seniors). The course is structured around one 10 week quarter, with class meeting once a week for 2 hours. The practicum is designed to extend over 2 quarters. Course Description This course will address some long-standing debates about democracy, politics, and the education of citizens. It arises out of the conviction that any particular theory of democracy, or of politics more generally, can and should be evaluated in terms of what it says theoretically about citizen education and by what it does practically to educate citizens. In order…

Art Restoration and Preservation

SYLLABUS, SCHEDULE AND INTRODUCTION TO FYC (First year colloquium) All FYC courses have certain goals and exercises in common; they differ only in their subject-matter. Instead or your being required to take a series of basic skills classes, acquisition of these basic skills has been incorporated as part of the course you are taking. You will need these skills in order to continue your education, and to succeed in your professions after you graduate, whatever your career aims may be. What are these basic skills?: Good command of English, both written and spoken. Familiarity with computers, including ability to type,…

Child Growth and Development

EDF 334, EDF H 334 3 semester credit hours Fall, 2000 9:30 – 10:45 Tu/Th, EDF 334, Room 320 Tillman Hall 2:30 – 3:45 MAV, EDF H 334, Room 103 Tillman Hall The mission of the School of Education is to prepare outstanding, reflective practitioners in education, counseling, and human resource development through the provision of diverse experiences in content, method, and research that empower professionals to be effective members of the communities in which they live and serve. Office location: 409-D Tillman Hall, Office Hours: M-W 3:45-4:30 pm, Tu-Th 11: 00 am- 12:15 pm, Tu 5:15-6:15 pm These office…

Developing Tomorrow’s Citizens

Course Description: Explore theories which underlie service learning and community service and examine exemplary practices and procedures which are appropriate for the Singapore American School Course Goals: 1. To prepare teachers in community service and service learning methodology and their underlying theories; 2. To develop plans for expanding and enhancing community service and service learning activities in the Singapore American School Course Objectives: Each student will: 1. Compare and contrast the similarities, differences, benefits and problems related to implementation between community service and service learning. 2. Demonstrate and understandiu of the underlying principles, theories and rationale behind service learning and…

Community-Based Research in Urban Settings

Introduction and Background to the Course In November 1999, the DU/Northwestside Schools Partnership received funding to collaborate with the Piton Foundation in a research and evaluation component of the DeWitt-Wallace/Beacon Project Evaluation. Beacons are extended-service schools—schools that open before the start of the traditional academic day and offer a range of enriching activities in the afternoon through evening hours, as well as on weekends and over the summer. Their purpose is to answer the pressing need for productive and meaningful activities for children and youth during the non-school hours. There are three Beacon sites in Denver: Cole Beacon Neighborhood Center,…

Adolescent Development

BLAU 203 W 1:00-3:45 PM OFFICE HOURS: M W 10:00-11:30 AM, & by appt., 122 Children’s School, nr. Harkness Chapel, COURSE DESCRIPTION and OBJECTIVES. An examination of adolescence and youth with emphasis on personal, real-life, and timely topics that can be tied to current scholarly inquiry. This course will include lectures, group and class discussions, and multimedia presentations. Relative to the goals of the course, students will: consider the historical and social contexts of adolescent development; learn theories regarding the physical, cognitive, psychosocial, sexual, and moral development of adolescents; be exposed to current research and theory on risk factors affecting…

Speech Communication – Children’s Communication Development

This course will be offered fall semester 1999 for the first time as a four semester unit course with at least one full semester unit devoted wholly to service-learning. Students will be introduced to service-learning pedagogy through lecture, discussion, readings, and in-class presentations. They will experience service-learning by engaging in a service4earning project involving preparation, action, reflection, and celebration (PARC). Course Description: This 3-semester-unit course covers the language and communication behavior of children from birth through early adolescence. Strategies for facilitating language development in children and for improving communication with children are emphasized. Course Objectives 1. To provide you with…

Practicum in School Music Experience

Catalog description: An introduction to the teacher’s role in instructional settings. Includes non-music observations in public schools and a music project in which students observe and participate as instructional aides. Class sessions focus on techniques for observing and recording classroom behavior, relationships between the teaching of reading and the teaching of music, and planning music instruction. Three hours plus travel time in one, two, or three segments must be free during school hours each week. Prerequisites: ME 101 and consent of the instructor. Objectives: The course should enable the student — to observe and record classroom behavior in music and…

Children s Literature with Service Learning Component

Required Texts: *Babbitt, Natalie. Tuck Everlasting.Bang, Molly. The Grey Lady and the Strawberry Snatcher. *Burnett, Frances Hodgson. The Secret Garden.*Casterton, Peter (Editor), et al. Goddesses Heroes and Shamans : The Young People's Guide to World Mythology.*Hesse, Karen. Out of the DustHoffmann, Heinrich. Struwwelpeter in English Translation.Krause, Lois. "How We Learn and Why We Don·t" Sendak, Maurice. Where the Wild Things Are. Stanley, Jerry. Children of the Dust Bowl.Tatar, Maria, ed. The Classic Fairy Tales.Taylor, Mildred. Roll of Thunder, Hear My Cry.Special Order: Buy only ONE of the following Mildred Taylor novellas:Taylor, Mildred. The Friendship—. Mississippi Bridge —. Song of the…

Literacy Tutoring: Principles and Practices

Center For Public & Community Service 237 Schine Student Center Office Hours: M-F 8:30 – 5:00 Kathleen A. Hinchman Reading & Language Arts Education 201 Huntington Hall Office Hours: M, 1 – 4 and by appt “In that one hour, such a difference was made. It’s a good feeling; it makes me feel that this program and volunteering as a whole is a worthwhile and productive thing. ” “I can’t believe weeks are passing. I’m fortunate for this experience.” It is said that up to 23 million Americans cannot read and write sufficiently. Estimates suggest that roughly 45,000 Central New…

Philosophical and Cultural Foundations of Inclusive Education

Course Description: EDUC 163/263 is an introduction to the philosophical, historical, cultural, and legal foundations of education within the context of a democratic, multicultural society. Within the area of philosophical foundations, students learn about curricular aims proposed by various philosophical traditions. There is an emphasis on progressive formulations that support the inclusion of students of all abilities and backgrounds within an inclusive milieu. In historical foundations students learn about the immigrant experience in the United States, the movement from segregated to integrated schools, and the history of special education, including society’s response to disability at different periods. In cultural foundations…

Introduction to Secondary Teaching

Educational Studies 301, Introduction to Secondary Teaching is designed to help students make personal decisions about careers in education. It does this in two ways: 1) by providing foundational background information about the history, philosophy, and social contexts of education and 2) by providing students with opportunities to personally experience different educational settings and roles. The class is for three credit hours and will require three hours of service in schools or educational settings per week. These might include, but not be limited to, volunteer work at the Homeless Shelter, tutoring bed-ridden home school students, after school youth programs, and…

Multicultural Education

Office: 210 Harry Griffith HallOffice hours: M W F 2:30-4:00 or by appointment Required Texts: 715 Reading Packet Kozol, Jonathan. (1991). Savage Inequalities. New York: Harper Perennial. Introduction:There are far too many institutional and social constraints within schools blocking equitable educational opportunities for some students. There is far too little skepticism and questioning concerning groups of students who fail to learn much in our schools and fail to graduate. We (society, teachers, researchers, politicians, administrators, you, me) hold tight to our conception of what schools and learning are supposed to look like despite overwhelming evidence, especially in urban schools, that…

Special Education Across the Curriculum

1. Course DescriptionSPED 316A SL is a Plus One Service-Learning course that is connected to SPED 316A: Special Education Across the Curriculum. Participation in the course is initiated by the student, and contingent upon the approval of the professor. The student contracts with the professor to participate in a socially significant service learning experience with, or on behalf of, children, youth, or adults with disabilities or those at risk for the development of a disability. The experience can take place in either a community-based program or with an individual or family in the community. Examples of community-based projects include Project:…

Undergraduate Teaching Assistant (UTA) in Service-Learning Program

EDUC 388: Special Topics in Education: Guided Experiences in College Teaching Syllabus for Fall 2000 Classroom: 0135 Holzapfel Thursdays 8:45 – 10:45 am Office Hours: E-mail or call the instructor to make an appointment to discuss any questions or concerns. Application and Enrollment: Only students who completed a UTA in Service-Learning application form and were accepted into the program can be enrolled in this course. Students in this class should be simultaneously enrolled in EDCI 498: Special Problems in Teaching (one credit). UTA Responsibilities: Spend 8-10 hours per week on your teaching assistantship as determined by you and your faculty…

Principles of Health Education

Professor and Chair of Health Science Director of Community-University Partnership CATALOGUE DESCRIPTION: The purpose of this course is to examine the philosophical, ethical and theoretical foundations of the professional practice of health education in school, community, work site and hospital settings, as well as in health promotion consultant activities. Students will be expected to develop their own philosophical, ethical and theoretical approach(s) to the field after becoming familiar with the literature related to the discipline and engaging in a service-learning project. The course does not fulfill the state health education requirement. Prerequisite: HSCI 120 or consent of the instructor. COURSE…