*Graduate Studies Manual*

200 LEVEL | 300 LEVEL | 400 LEVEL | 500 LEVEL

201 The American School 
Staff 
An introductory analysis of American education. Readings from varied texts provide exposure to historical and philosophical foundations of schooling, contemporary problems, and the possible future of American education. Not open to seniors.

 202 The Teaching of Reading 
K. Johnston 
This course is an introduction to the process of reading and to the reading program of the elementary school. Students study theories of language acquisition and of the development of reading skill. Special emphasis is placed on the effects that psychological and sociological factors have on the development of reading ability. Students also study a variety of approaches to the teaching of reading as practiced in the elementary school. EDUC 202 may be counted as an elective but may not substitute for the requisite courses in areas I, II, III, or IV. Offered in alternate years.

 204 Child and Adolescent Development 
K. Johnston 
An introduction to theory and research in physical, psychosocial, cognitive and moral development during the childhood and adolescent years. The focus is on the application of developmental processes to educational practice across institutions and on the nature of interaction between the individual and his or her social, physical and psychological environments. This course encourages students to connect ideas about child adolescent development to educational practice.

 205 History of American Education 
Staff
This course considers the history of American education within a broad social and cultural context. The focus is on Americans' changing views of education and the variety of ways Americans have tried to transmit culture to the next generation. Although the course will often focus on the history of schools, it also examines the roles of other educating institutions, such as the family, the community, the church, and the media.

 206 Curriculum Theory 
J. Pagano 
A first course in curriculum theory, defining the field and exploring basic orientations and traditional oppositions in curriculum thinking. Emphasis is on critical examination of the principles and practical implications of the most important current conceptions. This course will help future teachers to think critically about curriculum construction. Prerequisite: one introductory course in education or permission of instructor.

 225 Introduction to Quantitative Research in Social Sciences 
R. Elgie 
A study of the fundamental concepts and techniques needed for quantitative research in the social sciences. The course treats issues such as the identification of research problems; hypothesis formation; and the collection, evaluation and presentation of data. It provides practical knowledge of elementary statistics as well as some basics of computer use. No prior experience with computers is needed. Students select, design and execute their own research projects and present their findings. Prerequisite: one social science course. This course is also listed as POSC 225, GEOG 225 and SOAN 225. 

 226 Introduction to Qualitative Research Methods in Education
J. Palmer
A study of the fundamental concepts and techniques needed for qualitative research in educational settings. The course covers topics such as research design and question development; entry into the field; techniques for interviewing and participant observation; methods for recording qualitative data; data analysis; and presentation of findings. Examples of qualitative studies in education are read and discussed. Students are required to design and conduct field-based studies. Prerequisite: permission of instructor.

 301 Comparative Education 
Staff 
The study of comparative education is an inquiry into the relationship between education and economic, social, political, and cultural developments that shape national and regional systems of schooling. There are possibilities for multiple inquiries around education but one focus some research examines is to explain the role of education in contributing to nation-state building as well as to totalitarian and democratic forms of government. In the study of comparative education, students develop an understanding of educational phenomena across national and political boundaries. Research methods, major concepts and current trends within the multidisciplinary field of comparative education are reviewed and examined. Students have the opportunity to engage in a critical analysis of their education in relation to other systems of education, both in the United States and overseas.

 302 The Shaping of the Public School: A Historical Analysis 
Staff
This course focuses on the following themes: the successes, failures, and possibilities of public school reform in U.S. history; the intersections of race, politics, and culture as they have affected the schools; the ways in which historians of education have constructed their interpretations of the development of public schools; and the history of public education in New York State. Students write a major research paper using primary sources.

  305 Race and Education 
J. Palmer
A historical and socio-cultural analysis of the educational experiences of racial groups in the United States. The course examines policies and practices that excluded racial groups from educational opportunities; legal and grassroots movements to secure access to education; and efforts to define new relationships between race and education through issues of affirmative action, bilingual education, community control, and cultural pluralism. Prerequisite: EDUC 201.

306 Childhood Education 
K. Johnston 
This course is an exploration of how selected cognitive theorists have defined learning and a critical examination of how teachers teach.  Questions asked include: What is learning? How does a teacher's definition of learning influence how he or she actually teaches? What are current ideas about effective teaching for all students to learn? Students in the course are asked to examine their own assumptions about these issues and engage in teaching both in and out of this class. Prerequisite: EDUC 201 or permission of instructor.

307 Special Education 
Staff
This is a foundational course in the field of Special Education. The content of the course traces the historical development of Special Education through pioneers in the field and through landmark legislation and litigation, parent advocacy, and national economic and social needs.  The course investigates all major categories of disabilities that are served through special education programs: mobility, sensory, speech, chronic illness, learning and developmental, emotional, and chemical dependence.  Historical and current teaching approaches for the education of students with disabilities will be examined, as well as issues such as identification, placement, and evaluation. Special attention will be given to issues of diversity and education in the 'least restrictive environment'.  Prerequisite: Education 201 or permission of instructor.

 309 Philosophy of Education 
J. Pagano 
This course examines the connection between the forms and functions of education and the state which education is designed to serve. Questions are raised regarding equality of access and outcomes, the apparent tensions between equality and liberty, and equality and excellence. The course includes discussion of the ethical dimensions of education and the ways in which education is implicated in the formation of personal identity. This course includes discussion of the ethical dimensions of education and of the responsibility of teachers in the formation of personal and social identity.

 310 Politics in Education 
Staff
This course examines the political nature of schools and schooling. The primary focus changes from year to year; however the basic question of the course is "Who controls American education-and how?" Prerequisite: EDUC 201 or permission of instructor.

 311/511 History of Native American Education 
Staff
This course considers the history of North American Indian education from a variety of perspectives Central to discussions is an analysis of the ways in which Native American societies in the different times and places viewed children and their upbringing. The course considers education as a process of transmitting culture within Native American societies and between Europeans and Indians. Readings will include autobiographical and biographical materials about teachers and students as well as secondary studies of missionary activities, boarding and day schools, and changing governments policies affecting Indian education. One aspect of the course encourages students to reflect on Multicultural curricula and cultural diversity in learning styles. An important component of the course will be a research paper on a topic related to the theme of the course. This course is also listed as HIST 322

 321 Educational Psychology
Staff
A study of the application of psychological theories and principles of learning, development and motivation to contemporary educational problems, with special emphasis on the teaching and learning process. This is a student directed course. Topics typically include theories of intelligence, cognitive development, individual differences, exceptionality, affective and social education, research on teaching effectiveness, and measurement and evaluation. Prerequisite: EDUC 201 or permission of instructor, or a Psychology course. 

 403 Student Teaching 
Staff 
This course requires classroom teaching in a nearby elementary or secondary school under supervision. Students planning to be certified should take EDUC 451 or 453 and student teaching concurrently during the spring of the junior or senior year. Not for concentration credit. Prerequisite: permission of instructor. 

 404 Seminar in Curriculum Theory 
J. Pagano 
A study of the broad traditions and critical issues in American education that have engaged teachers and others in education. The course covers topics such as the purposes, organization, adaptation and evaluation of curricula. Students explore the ways curriculum models can influence the educational outcomes and life chances of students. Particular attention is paid to the historical, social and institutional contexts in which different intellectual traditions in the curriculum field developed.

410 Basic Issues in Education 
Staff 
An analysis of educational values, institutions and practices. Focus is on the relationships between American ideology and the institutions of education. This course is based on extensive reading in four topics: the social and political matrix of the school; the system and its effect on youth; change forced upon the system; and trends. Prerequisite: permission of instructor.

 412 Women and Education 
J. Pagano 
An examination of the structure, content and expression of school curriculum reveals ways that gender identity is formed as a moment in the general process of the reproduction of cultural consciousness. This course is of particular interest to those interested in the ways in which questions of gender should inform classroom practices and institutional structures. Prerequisite: one introductory course in education or permission of instructor.

 414 Seminar on American Higher Education 
Staff
An examination of historical developments and major issues in American higher education. Students will consider the changing purposes of colleges and universities over time and implications for the future of higher education. A seminar paper requiring independent research is required. The course is open to seniors and juniors. Prerequisite: permission of instruction. 

 415 Seminar on Comparative Education 
C. Kissane
An in-depth analysis of global issues in education with specific reference to educational theory, curriculum, culture and schooling and the impact of the education system on social and economic development in selected countries. Evaluation of student performance is based on individual research and student directed discussion. The seminar develops themes and concepts introduced in the EDUC 301, 303, and 311. Prerequisite: permission of instructor.

 416 Seminar on Moral Development and Education 
K. Johnston 
An examination of major theories of moral development, their philosophic and psychological premises and their implications for educational practice. Readings include works by Piaget, Lawrence Kohlberg and Carol Gilligan. Major criticisms of these theories are addressed. One focus of the course is the connections between theoretical ideas about moral development and both the hidden and explicit curriculum in schools.  The course includes assignments in interviewing, a theoretical paper, and student seminar presentations and critiques. Prerequisite: previous course work in developmental psychology, philosophy, EDUC 204 or 321, and permission of instructor.

 417 Seminar on Democracy and Education 
Staff
The purpose of this seminar is to provide opportunities for advanced students in education and political theory to engage in in-depth analysis of the interrelationship between democratic and educational theory. Prominent North American and international models of democracy and their corresponding educational theories are examined in the  larger project of developing a democratic theory of education. A seminar paper requiring serious independent research is required. Prerequisites: EDUC 309 or a course in political theory, and permission of instructor.

 418 Seminar on High Needs Schools 
J. Palmer
This seminar is designed for students aspiring to become leaders in the field of education and beyond. Specifically, it provides students with an in-depth investigation and analysis of high needs schools. While this seminar will cover many of the "problems" facing high needs schools, communities, and their children as uniformly hopeless wastelands and other views that do not represent high needs schools and communities in their fullest complexity. Thereby, students will gain interdisciplinary perspectives as they gain an understanding of the intricacies involved in high needs schools. Further, they will evaluate what educational reformers and policy makers are doing to improve the situation. In order to engage in critical dialogue and understanding, students will be involved in a service-learning project with local and distant high needs schools.

 419 Diagnosis and Remediation of Reading Problems 
K. Johnston 
This course builds upon EDUC 202, The Teaching of Reading, and is an introduction to the diagnosis and remediation of reading problems. Students study theories of reading instruction, both developmental and remedial. Emphasis is on the student's acquiring the skills needed for diagnosing reading weaknesses. Extensive work in elementary classrooms is required. This course does not count toward concentration credit. Prerequisite: permission of instructor.

 420 Evolution and Operation of NGOs 
C. Kissane 
This course begins with a historical overview of Non-Governmental Organizations and examines their role in development since the beginning of the 20th century. In the second part of the course, we focus on the challenges associated with NGOs and their growing levels of involvement in development: specifically in the areas of human rights education, gender equity and humanitarian assistance. In the third section, we will examine the ways in which NGOs are growing in influence and look specifically at the work of large INGOs (International Non-Governmental Organizations) in international development.

 421 Learning and Teaching in the Schools 
D. Duggan-Haas 
This seminar ties theoretical to pragmatic issues of teaching. Students will work throughout the semester in a local middle school after school with students identified as being at risk of failing state examinations. The course connects these questions: How do students learn? What should students learn? How do we determine what students have learned? These questions are imbedded in genuine contexts of a school, which is itself working in state and federal educational bureaucracies. This course is required for students in the Master of Arts in Teaching program and is an alternative to a developmental foundations course for students in the undergraduate teacher certification program. The course satisfies 40 of 100 required school-based fieldwork hours for students seeking teaching certification. Prerequisite: permission of instructor.

 451 Seminar on Curriculum and Instruction in English and Social Studies 
Staff 
A seminar dealing with general issues in curriculum planning and instruction with special emphasis on the relationship between curriculum goals and instructional techniques. Consideration is given to general topics: teacher effectiveness, interpersonal relations in the classroom, teacher professionalism, authority, discipline and the influence of administrative organization on school practice. This course is required of all students enrolled in student teaching in English and social studies and all students enrolled in elementary student teaching. It does not count toward concentration credit. Prerequisite: permission of instructor.

 453/553 Seminar on Curriculum and Instruction in Science and Mathematics 
D. Duggan-Haas
A seminar dealing with general issues in curriculum planning and instruction with special emphasis on the relationship between curriculum goals and instructional techniques. Special topics include major aims and purposes of science and mathematics education and interpersonal relationships in the classroom. This course is required of all students enrolled in student teaching in science or mathematics and all students enrolled in elementary student teaching. It does not count toward concentration credit. Prerequisite: permission of instructor.

 291, 391, 491, 591 Independent Study 
Staff 
Students work on independent study projects under the supervision of staff members. Outlines of the projects must be prepared and approved in advance by the department chair.

 593 Special Project
Staff 
A graduate-level research project on a significant problem in education that demonstrates a substantial grasp of relevant theory and methodology.

 594 Thesis
Staff 
In contrast to the special project, the thesis is intended to be a more comprehensive and intensive research effort, more ambitious in reviewing relevant literature, in gathering and interpreting data or facts, or in applying principles or evidence to the analysis of a special problem. Topics may be centered in the student's area of specialization or in some problem of a professional nature. (2 credits)