Content with Disciplines : Education

Contemporary Issues in Youth Development and Youth Policy: International and Spanish Context, A Praxis Experience in Theory, Research, Policy and Practice

Course Prerequisites: Students should have completed one or more of the following courses: Introduction to Anthropology, Political Science. Psychology, Sociology, Economics, and/or related subject matter. In addition, students should be able to read at an intermediate to advanced level in English and Spanish. Much of the subject matter will require a high level of bilingual transferability and shifting back and forth between sources, literature, and research written in both languages. Students will also be asked to access Internet and web based sites in the United States and through resources within the European Union and European Council. Youth Development and Youth…

Developmentally Appropriate Practice in Early Childhood Environments

I. COURSE IDENTIFICATION This course examines various components involved in developing high quality programs for children ages birth to eight. Students learn about the physical space children inhabit and how the child interacts with the space. The course involves a study of appropriate methods required to create an educational environment that is nurturing, stimulating, and welcoming for all children to explore. Discussions around developmentally appropriate practice ensure that students understand the physical, social, emotional, cognitive, and language needs of young learners. Students gain an understanding of these needs through a study of major learning and childhood development theories. Learning is…

Administration of Early Childhood Programs and Family/Community Relations

I. COURSE IDENTIFICATION This course explores collaboration with parents and with intra-and inter-agency teams as a basic framework to prepare students for administrative and leadership roles in the field of early childhood education, PreK-grade 3. The emphasis is on the importance of communication, teaming, and the assimilation of knowledge related to family/community partnerships; issues dealing with diversity; planning, implementing, and evaluating programs for all learners; leading and managing personnel; financing and budgeting; record keeping, and the establishment of policies and procedures in support of NAEYC Standards 2, 3, 4, and 5. PREREQUISITES: EDEC 1150 and EDUC 1115 Licensure/Accreditation Statement: This…

Perspectives in Human Ecology

Preparations for Fieldwork: Perspectives in Human Ecology Dwight Giles, Instructor Spring 1992 CLASS TIMES Section 1: Tuesday and Thursday, 10: 10 12:05, Room NC3 5 MVR Section 2: Tuesday and Thursday, 2:30 4:25, Room NG35 MVR OFFICE HOURS: Mondays, 1:30 4:00, and by appointment, Room 170d MVR TEACHING ASSISTANTS Michael Dill Susan Losee Steve Sharon Sharon Siegel Paul Weisenfeld Teaching Assistants’ Office Hours are posted on Room 154, MVR, they will also be distributed in class. COURSE GOAL The goal of FIS 200 is to provide pre-field students with instruction and practice field learning skills that will enable them to…

Understanding Literacy Development & Phonics

  Understanding Literacy Development & Phonics Dr. Oswald Office: Room 32, Zook Hall Phone: 330 972 5483 E mail: roswaldL@uakron.edu COURSE DESCRIPTION: Prerequisite: Admission to Teacher Education Program. This is the first in a series of four courses designed to prepare pre-service teachers to teach reading, writing, speaking, and listening skills in an integrated manner. The foundations of literacy will be strongly emphasized, as will the role of comprehension, phonics, and functional spelling in language learning. Ten service learning hours are required outside of class. The use of technology in the literacy classroom will be integrated throughout the course. (IRA…

Adult Literacy Tutoring: Issues and Methods

Honors 390 Prof. James McKusick ADULT LITERACY TUTORING: ISSUES AND METHODS Course Description: This service learning course explores the principles and techniques pertaining to adult literacy tutoring. It introduces students to basic tutoring methods, provides background in the cultural, political, and social causes of illiteracy, and serves as a forum for discussion of issues surrounding civic literacy and social responsibility. Students will apply the concepts and skills they develop to actual tutoring experiences. The fieldwork component of this course requires that students spend four hours per week serving as tutors to functionally illiterate adults. Adult literacy tutoring will take place…

Education Organizing

Fall 2003 Tu/Th 10-11:30a.m. mark_warren@harvard.edu 447 Gutman Library office hours: TBA Staff Asst.: Melita Garrett 454 Gutman Library melita_garrett@gse.harvard.edu Course Description This course will focus on the role of community organizing in fostering school change. We will examine the large range of ways community groups and schools are promoting the active engagement of participants to improve education – whether that be parents, teachers, community residents, students, or the public at large. Within that context, we will examine efforts to foster collaborations among and between a wide array of stakeholders in education, including community organizations, school personnel, school system administration, unions,…

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…

Education and Social Change

The practicum will be in one of the learning circles at Neighborhood House, on Monday or Wednesday, 6-9 PM, or Tuesday, 7-9 PM. An email “listserv” will be established for this class. Liberal Education Theme Requirements. This course counts toward two liberal education theme requirements: Cultural Diversity and Citizenship and Public Ethics. Course goals and means This course falls in the area of philosophy of education, but it also draws heavily on ideas from political philosophy, the philosophy of language and the theory of knowledge. It focuses on a family of approaches to education which has shown promise in moving…

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…

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…

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…