201 The American School 
Staff 
An introductory analysis of American education. Readings from varied texts provide exposure to historical/philosophical backgrounds, contemporary problems and the possible future of American education. Attention is devoted to the concepts of control, support and structure. 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. Not for concentration credit. Offered in alternate years. 

 204 Child and Adolescent Development 
K. Johnston 
An introduction to theory and research in physical, psycho social, cognitive and moral development during the childhood and adolescent years. The focus is on the application of developmental principles to educational practice across institutions and on the nature of interaction between the individual and his or her social, physical and psychological environments. Prerequisite: permission of instructor. 

 205 History of American Education 
A. Schutt 
This course considers the history of American education within a broad social and cultural context. The focus will be on Americans' changing views of education and the variety of ways Americans have tried to transmit culture to the next generation While the course will often focus on the history of schools, it will also examine 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. 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 
D. Taliaferro 
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 
H. Ross 
An examination of education teaching and learning in a variety of cultural contexts. The purpose of the course is to give students an understanding of aspects of education and schooling common to different cultures, and aspects that are unique. This insight should help students deal in a more sophisticated way with the complex social, economic, and political functions of education. Prerequisite: EDUC 201 or permission of instructor. 

 302 The Shaping of the Public School: A Historical Analysis 
Staff
An examination of the development of educative institutions in America. Focus is upon the history of the public school and its relationship to other institutions. Both conventional and revisionist views of the growth of the school are treated. 

 303 Cultural Continuity and Change: Education in China and Japan 
H. Ross 
An introduction to the traditional structure and organization of knowledge in China and Japan provides the background for exploring contemporary issues in Chinese and Japanese education and schooling. Prerequisite: EDUC 201 or permission of instructor. 

 305 Race and Education 
D. Taliaferro
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. 

306 Childhood Education 
K. Johnston 
A critical examination of the goals, content and methods of elementary schooling. Emphasis is on curriculum theory, learning theory, current criticism and a variety of new approaches. Prerequisite: EDUC 201 or permission of instructor. 

 309 Philosophy of Education 
J. Pagano 
A survey of philosophical perspectives on and approaches to the nature and purpose of education. A historical development of ideas, beginning with Plato and ending with existential, analytic, Neo-Marxist, feminist and postmodern approaches. 

 310 Politics in Education 
D. Taliaferro 
This course examines the political nature of schools and schooling. The primary focus is local school systems and their communities, although influence from non-local organizations and governmental units is considered. The basic question of the course is Who controls American education and how? The perspective developed is applied to specific topics, such as community control, decentralization, integration, curriculum development and change, negotiations and political socialization in the schools. Prerequisite: EDUC 201 or permission of instructor. 

 311 History of Native American Education 
A. Schutt 
This course considers the history of North American Indian education from a variety of perspectives Central to discussions will be an analysis of the ways in which Native American societies in the different times and places viewed children and their upbringing. this 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. an important component of the course will be a research paper on a topic related to the theme of the course. 

 316 Human Freedom and Education 
(Not offered 1998-1999) 
The course is divided into two parts. The first consists of an intensive analysis of the concept of and conditions for freedom. The analysis is largely philosophical, though the discussion of conditions for freedom is concerned with political, sociological and psychological determinants and limitations on freedom. The second part of the course relates the examination of freedom to two general topics in the field of education: (1) in what sense or senses are those who advocate freedom in education using the term? How adequate, cogent and substantive is their usage? (2) What role should education play regarding freedom? How might education go about playing that role? Prerequisite: permission of instructor. 

 321 Educational Psychology 
G. DeBoer 
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, exceptionally, affective and social education, research on teaching effectiveness, and measurement and evaluation. Prerequisite: EDUC 201 or permission of instructor. 

 331 Structural Models in Education 
(Not offered 1997-1998) 
A psycho-social analysis of different learning and teaching styles. The teaching-learning process in the traditional school provides a backdrop for the consideration of newer, more humanistic approaches. Focus is upon theoretical models, and structure is the unifying theme. Prerequisite: permission of instructor. 

 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 that have emerged in American and European curriculum thinking. 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 examination includes consideration of similarities to the reproduction of class consciousness. Prerequisite: one introductory course in education or permission of instructor. 

 414 Seminar on American Higher Education 
A. Schutt 
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 consider 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 
H. Ross 
An in-depth analysis of global issues in education with specific reference to educational theory, culture and schooling and the impact of education system on social and economic development in certain 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 
Staff 
An examination of major theories of moral development, their philosophic and psychological premises and their implications for educational practice. Readings include works by Durkheim, Piaget, R.S. Peters, John Rawls, Lawrence Kohlberg and Carol Gilligan. Major criticisms of these theories are addressed. 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 North American and international models democratic and educational theory. Prominent models of democracy and their corresponding educational theories are examined in the context of 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. 

 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. 

 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 Seminar on Curriculum and Instruction in Science and Mathematics 
G. DeBoer 
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 
The special project will involve an investigative or research phase and a final product. Examples of special projects are: independent reading followed by an in-depth or integrative paper; research study with a written paper; a written curriculum project; a comprehensive literature review; an audio-visual production. The precise nature of a special project will vary from field to field. In the case of M.A.T. candidates, it should be relevant to teaching. The topic may be selected from the area of specialization or in the field of education. In all cases, the substance and procedures for a special project will be developed by the student in consultation with the faculty supervisor. No oral exam is required for the special project. 

Special projects must be completed by the last day of classes of the term in which the student is registered for the course. Appeals for a grade of Incomplete for the special project must be made to the Associate Dean of the Faculty. Students who fail to complete their special project in the designated term will receive a grade of "no credit" and must re-register at a later date and pay the per course tuition that is in effect at that time.