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Education

Courses

Fall 2005 Courses

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101. Contemporary American Education: Charles Dorn T 8:30 - 9:55, TH 8:30 - 9:55 Sills-117; Examines current educational issues in the United States and the role schools play in society. Topics include the purpose of schooling, school funding and governance, issues of race, class, and gender, school choice, and the reform movements of the 1990s. The role of schools and colleges in society’s pursuit of equality and excellence forms the backdrop of this study.
101. Contemporary American Education: Doris Santoro Gomez M 11:30 - 12:55, W 11:30 - 12:55 Adams-301; Examines current educational issues in the United States and the role schools play in society. Topics include the purpose of schooling, school funding and governance, issues of race, class, and gender, school choice, and the reform movements of the 1990s. The role of schools and colleges in society’s pursuit of equality and excellence forms the backdrop of this study.
202. Education and Biography: Doris Santoro Gomez M 2:30 - 3:55, W 2:30 - 3:55 Sills-109; An examination of issues in American education through biography, autobiography, and autobiographical fiction. The effects of class, race, and gender on teaching, learning, and educational institutions are seen from the viewpoint of the individual, one infrequently represented in the professional literature. Authors include Coles, McCarthy, Welty, and Wolff.
203. Educating All Children: Suzanne Aldridge T 1:00 - 2:25, TH 1:00 - 2:25 Searles-213; An examination of the economic, social, political, and pedagogical implications of universal education in American classrooms. The course focuses on the right of every child, including physically handicapped, learning disabled, and gifted, to equal educational opportunity. Requires two hours a week in schools.
250. Education and Law: George Isaacson T 8:30 - 9:55, TH 8:30 - 9:55 Sills-107; A study of the impact of the American legal system on the functioning of schools in the United States through an examination of Supreme Court decisions and federal legislation. This course analyzes the public policy considerations that underlie court decisions in the field of education and considers how those judicial interests may differ from the concerns of school boards, administrators, and teachers. Issues to be discussed include constitutional and statutory developments affecting schools in such areas as free speech, sex discrimination, religious objections to compulsory education, race relations, teachers’ rights, school financing, and education of the handicapped.
251. Teaching Writing: Theory and Practice: Kathleen O'Connor T 11:30 - 12:55, TH 11:30 - 12:55 Sills-Peucinian Room; Explores theories and methods of teaching writing, emphasizing collaborative learning and peer tutoring. Examines relationships between the writing process and the written product, writing and learning, and language and communities. Investigates disciplinary writing conventions, influences of gender and culture on language and learning, and concerns of ESL and learning disabled writers. Students practice and reflect on revising, responding to others’ writing, and conducting conferences. Prepares students to serve as writing assistants for the Writing Project. Selection in previous spring semester by application to the Writing Project
301. Teaching: Suzanne Aldridge M 6:30 - 9:25 Kanbar Hall - 109; A study of what takes place in classrooms: the methods and purposes of teachers, the response of students, and the organizational context. Readings and discussions help inform students’ direct observations and written accounts of local classrooms. Peer teaching is an integral part of the course experience. Requires three hours a week in schools.
302. Student Teaching Practicum.: Mary Gallaudet; Because this final course in the student teaching sequence demands a considerable commitment of time and serious responsibility in a local secondary school classroom, enrollment in the course requires the recommendations of the instructors of Education 301 and Education 303. Recommendation is based on performance in Education 301 and 303, the student's cumulative and overalll academic performance at Bowdoin, and the student's good standing in the Bowdoin community. Required of all students who seek secondary public school certification. Grades are awarded on a Credit/Fail basis only. Education 304 must be taken concurrently with this course.
303. Curriculum and Instruction: Charles Dorn T 1:00 - 2:25, TH 1:00 - 2:25 Adams-104; A study of the knowledge taught in schools; its selection and the rationale by which one course of study rather than another is included; its adaptation for different disciplines and for different categories of students; its cognitive and social purposes; the organization and integration of its various components.
304. Senior Seminar: Analysis of Teaching and Learning: Mary Gallaudet; This course is designed to accompany Education 302, Student Teaching Practicum, and considers theoretical and practical issues related to effective classroom instruction. Prerequisites: Senior standing; an overall 3.0 grade point average and a 3.0 in Education 301 and 303; Education 203, 301, 303 and permission of the instructor.