Spring 2010 Courses

101. Contemporary American Education
Kenneth Templeton T  2:30 - 3:55
TH 2:30 - 3:55
Adams-208
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.
203. Educating All Students
Charles Dorn T  1:00 - 2:25
TH 1:00 - 2:25
Kanbar Hall-107
An examination of the economic, social, political, and pedagogical implications of universal education in American classrooms. Focuses on the right of every child, including physically handicapped, learning disabled, and gifted, to equal educational opportunity. Requires a minimum of twenty-four hours of observation in a local elementary school.
220. The Stories We Tell: Analyzing Educational Narratives
Kathryn Byrnes T  11:30 - 12:55
TH 11:30 - 12:55
Adams-114
Examines narratives of teachers, students, and schools in literature and film. Considers how such narratives shape public images of teachers, students, and schools both past and present. Gives participants the opportunity and structure to examine critically how important facets of education and schooling are represented (or misrepresented) in literature and film.
221. Democracy's Citadel: Education and Citizenship in America
Charles Dorn T  10:00 - 11:25
TH 10:00 - 11:25
Buck Center-211
Examines the relationship between education, citizenship, and democracy in America. Questions explored include: What does “public” mean and how necessary is a “public” to democracy? Is there something “democratic” about how Americans choose to govern their schools? What does “citizenship” mean? Is education a public good with a collective economic and civic benefit, a private good with benefits to individuals whose future earnings depend on the quality of their education, or some combination of the two? What type of curriculum is most important for civic education and how should it be taught? What policies are necessary to prevent economic inequality from undermining education’s role in fostering democratic citizenship? To what extent are the concepts of “education for democracy” and “democratic education” related?
302. Student Teaching Practicum
Kenneth Templeton 
Required of all students who seek secondary public school certification, this final course in the student teaching sequence requires that students work full time in a local secondary school from early January to late April. Grades are awarded on a Credit/D/Fail basis only. Education 304 must be taken concurrently. Students must complete an application and interview.
304. Senior Seminar: Analysis of Teaching and Learning
Kenneth Templeton M  4:00 - 5:55Riley House-106
Designed to accompany Education 302, Student Teaching Practicum, and considers theoretical and practical issues related to effective classroom instruction.
305. Adolescents in School
Kathryn Byrnes T  6:30 - 9:25Adams-202
A study of adolescent development within the context of teaching and learning in schools. Designed primarily for those engaged in student teaching. Links theory and research with the student teacher’s practical application in the classroom. Begins with classic conceptions of identity development, and moves to a more contemporary understanding of adolescence, as it both affects and is affected by school. Topics include physical, cognitive, social, and emotional development of the secondary school student.