Director of Skidmore Early Childhood Center: Karen Brackett
The Education Department's content core and pedagogy build
upon the knowledge base and core abilities gained from studies
in the liberal arts and sciences. Education studies majors
and early childhood minors are prepared to enter careers in
education and/or to continue on to graduate studies. The department's
mission is to develop competent, knowledgeable, and reflective
educators, who are capable of meeting the diverse learning
and developmental needs of students within varied learning
contexts. Education studies graduates will be able to teach
the New York State Learning Standards, to think through complex
educational situations, to make effective teaching decisions,
and to communicate ideas to students, colleagues, parents,
and concerned citizens.
A constructivist philosophy informs and directly affects the
teaching of the Education Department faculty. Students are
challenged to construct, to participate in, and to take responsibility
for their own learning and continued professional development.
Students integrate theory into practice at increasing levels
of responsibility and sophistication during field placement
experiences.
The education studies curriculum is designed to foster the
following core knowledge, abilities, and commitments: delivering
the content knowledge of childhood education programs; utilizing
a constructivist model in instruction; applying critical thinking
and problem solving skills; practicing communication and social
interaction skills; integrating assessment and evaluation
into reflective teaching practice; promoting cross cultural
perspectives; facilitating social justice and equity for all
students; and contributing as professional leaders.
The successful completion of a major in education studies
prepares students as candidates for an initial New York State
certification in childhood education (grades 1-6). Students
may also choose to minor in early childhood education.
POLICIES AND PROCEDURES Admission: Students must apply for admission to the
major during their sophomore year and are selected
for and allowed to remain in the major
on the basis of demonstrated competence in academic subjects and
communication skills, and demonstrated suitability for teaching.
Students planning to go abroad should talk to the department
chair in their first year.
Students who successfully complete
the teacher education program, three workshops required by
the New York State Education Department, and are recommended
by the College will, upon graduation, be eligible for New
York State certification. The New York State Teacher Certification
Examinations (Liberal Arts and Sciences, Written Assessment
of Teaching Skills, and Content Specialty Test) are also required
by the New York State Education Department to be eligible
for the New York State Initial Certificate. (The initial certificate
will be in childhood education, grades 1-6.) The initial certificate
is valid for three years. An extension of one year may be
granted if the certificate holder is completing a master's
degree or a higher degree program that is required for the
professional certificate.
Program enrollment for fall 2001 was forty-one students. Education
students typically spend sixteen weeks student teaching for
thirty hours per week. In 2001–2002, twenty-five students
completed their student teaching and twenty-four undergraduate
students completed the program. Of those twenty-four, twenty-three
individuals took the Assessment of Teaching Skills written
test for the New York State Teachers Certification Examination
(NYSTCE). Skidmore's pass rate was 100 percent.
Note: Changes in regulations enacted by the New York
State Board of Regents and the State Legislature modify and
take precedence over the above certification procedures.
THE EDUCATION STUDIES
MAJOR: The education studies major must successfully complete
the following courses:
2. A minor in a liberal arts and
sciences discipline.
3. Additional liberal arts and sciences
courses; at least one course from each of the following three
categories: American history, mathematics and sciences, and
social sciences and humanities. A list of recommended courses
to fulfill this requirement is available in the Education
Department office.
The education studies major supports the New York State Education
Department guidelines, and it is approved by the New York
State Education Department. Prospective majors should consult
with Skidmore's Department of Education during the spring
of their first year to discuss the major and plan a course
program. Formal application for acceptance to the program
is made in the sophomore year. Students going abroad should
explore the possibility of going abroad during the sophomore
year or in the summer in order to take ED233
and the junior block on schedule.
Education majors must receive a grade of C or better in three required foundation courses: ED200 Child Development and Learning; ED215 School and Society; ED233 Emergent Literacy. All candidates for student teaching
placements must earn a C or better in each of the junior block
courses, including the recommendation of the department. Students must demonstrate proficiency
during the student teaching experience in knowledge and performance
skills with a grade of C or better in each placement in order
to be recommended for certification.
The nature of the program requires
that the department reserve the right to limit the number
of students accepted. If interested in the major, students
are urged to obtain material from the Education Department
office providing information concerning application procedures,
acceptance criteria, and a detailed program description.
HONORS: To be eligible for departmental honors, a student
must (1) complete all departmental requirements for the education
major and have a grade-point average of 3.5 or higher for
all course work taken in the department; (2) complete ED350
with a grade of A- or better; (3) complete ED351
with a grade of A for the research paper or project, which
must also be presented to the faculty; and (4) have a grade-point
average of 3.0 or higher for all course work taken at Skidmore.
EARLY CHILDHOOD MINOR:
Students wishing to pursue this minor should consult with
the Education Department. Required courses include ED200
or PS207,
ED213,
222,
231A,
322,
and one of the following: PS305,
AR358,
ED371,
SB315,
or ED314.
EARLY CHILDHOOD CENTER:
The center is a lab school affiliated with the Education Department.
As a lab school, its mission includes service to children
and their families, the education of college students, and
research. The faculty and staff have expertise in the supervision
of college students' lab experiences and in the design and
implementation of learning experiences for young children.
Skidmore students, who may participate through academic programs,
the Work Study Program, or volunteerism, have the opportunity
to observe academic theory applied and tested in the real
world. The center operates a prekindergarten class and classes
for three- and four-year-old children.
SECONDARY EDUCATION: Skidmore's affiliated program with Union
College leads to a master of arts in teaching. See Preparation
for Professions and Affiliated Programs. ED 100. EXPLORATION
OF EARLY CHILDHOOD CLASSROOM TEACHING
1
Observation and participation in the teaching programs of
the Skidmore Early Childhood Center. Students are required
to participate a minimum of two hours per week in one of the
assigned classrooms under the supervision of the classroom
teacher and meet one hour a week with other participants and
a faculty member to discuss observation, experiences, and
issues. Non-liberal arts. J.
Rubin ED 103. INTRODUCTION
TO TEACHING 3
Consideration of the role of the teacher, the nature of the
learner, conceptions of teaching, factors affecting instructional
decisions, philosophies of education that guide the practice
of teaching, curriculum innovations and trends, and the school
as an institution. Includes observation and field work in
local schools, K–12. The Department
ED 104. HUMAN
INTELLIGENCE(S) AND LEARNING ENVIRONMENTS
3
The investigation, analysis, and evaluation of research, theory,
and history concerning human intelligence(s) and giftedness.
Students will learn that how and why we measure intelligence
is related to the needs of a changing society. They will become
familiar with procedures for measuring intelligence and educational
practices that respond to intellectual diversity. They will
also develop an appreciation for what it is like to possess
exceptional or unusual potential and better understand the
unique characteristics, needs, and concomitant problems of
gifted learners. Students will examine qualities of learning
environments that are responsive to these needs and abilities.
Readings and audiovisual materials will be used to demonstrate
how theory informs practice. J. Rubin
ED 200. CHILD
DEVELOPMENT AND LEARNING 4
Development of the child from the prenatal period to puberty, with a
focus on the different domains of learning, factors affecting learning,
and learning processes. Students engage in systematic observations in
the Greenberg Child Care Center and the Early Childhood Center on
campus. In addition, students participate in a service-learning project
with children, families, or agencies that serve children. Students'
experiential work will be integral to the academic course content.
Required of majors. Not open to juniors and seniors. Juniors who are declaring
an education minor may register with the professor's signature.
R. A. Levinson ED 213. THE EXCEPTIONAL
CHILD IN THE ELEMENTARY SCHOOL 3
A comprehensive survey of the field of special education with
special emphasis on individual differences and the strategies
for adapting programs to students with disabilities and gifted
children. Topics will include the impact of PL 94-142 and
Section 504 on the elementary school program. Fall semester.
D. Brent ED 215. SCHOOL
AND SOCIETY 4
An introduction to the social, historical, and philosophical
foundations of the issues involved in educating young people
in the United States. The social context of education in the
U.S. is explored, including the influence of the courts, politics,
multiculturalism, and recurring controversy over issues of
race, class, and gender. In addition, this course will help
students develop the skills necessary for interpreting and
resolving new issues as they arise, including a critical,
reflective perspective toward the public debate of educational
issues. (Fulfills social sciences requirement.)
The Department ED 216. HISTORY
OF EDUCATION IN THE UNITED STATES
3
An examination, from a historical perspective, of the role
of formal and informal education in the United States with
particular attention to the origins and evolution of the common
school, the changing status of children, and related social
issues. Prerequisite: one course in United States history
or American studies, or permission of instructor. (Fulfills
LS2 requirement.) The Department ED 217. ALTERNATIVE
EDUCATION IN THE UNITED STATES: POLITICAL AND SOCIAL PERSPECTIVES
3
Alternative education models have historically been a vital
component of the educational environment of the United States.
Students will investigate a variety of alternative education
models from at least three perspectives: historical, political,
and social. Students in this course will study the origins
and motivations to create alternative education models and
the effects that implementation of these models may have on
the learning and policy decisions related to education at
the local, state, and national levels. (Fulfills LS2 requirement.)
The Department ED 218. TEACHING THE
WRITING PROCESS: THEORY AND PRACTICE 4
Explores teaching writing in elementary schools through an investigation of
writing theory, research,
and practice.
We will pay particular attention to both children's writing
(primarily grades 2-6) as well as students' own college-level
writing.
Students will examine current literature in the field,
investigate how theory can be enacted into practice, and develop their
own writing as they participate in a writing group. L. de la Luna ED 219. SOCIAL AND CULTURAL DIMENSIONS OF LITERACY AND EDUCATION
4
Designed to familiarize students with recent theory and research that has
focused on the constitutive relations among discourse, social practices,
knowledge construction, and the formation of group and individual identities
and literacies. To arrive at a richer understanding of these relations, we
will examine various linguistic, social, and cultural dimensions of literacy.
Among other things, we will focus on (a) sources of diversity in language and
literacy use, (b) the effects of diversity on learning, teaching, and the
distribution of power in classrooms and schools, and (c) the supportive and
contested relations among various language and literacy practices that are
differently valued in different social contexts: schools, families,
communities, and so on. (Fulfills LS2 requirement.)
L. de la Luna ED 222. THE YOUNG
CHILD AND THE EDUCATIONAL PROCESS
3
The study of child development and educational practice as
it pertains to young children from birth to eight years. The
course includes a history of early childhood programs and
a consideration of different program models. Students will
engage in extensive observation at the Skidmore Early Childhood
Center, as well as selected off-campus environments, to strengthen
understanding of models of early education. Prerequisite:
ED200
or PS207.
Fall semester. K. Brackett ED 231. CHILDREN'S
LITERATURE 3
A survey of children's literature. Students will be introduced
to a variety of genres, authors, and illustrators with an
emphasis on selection criteria and implementation of literature-based
programs in the elementary classroom. A consideration of trends
and issues in children's literature. Exploration of topics
related to censorship, gender roles, violence, and political
and social themes. A. Literature for the young child, or B.
Literature for the older childChildren's Literature for the Elementary Child. Both sections are not open
to first-year students. S. Lehr ED 233. EMERGENT
LITERACY 4
A general introduction to children's emergent literacy using
a sociopsycholinguistic framework. Topics include children's
language acquisition; the nature of language; language variations
and implications for teaching the history of the English language
as a basis for exploring the history of reading instruction
in the United States; basic linguistic concepts and their
relation to controversial phonics instruction in the United
States; models of reading and an understanding of the reading
process; writing development in young children; the writing
process and spelling development; the use of literature as
the basis of the reading program. Prerequisite: Open
only to juniors admitted to the professional sequence or permission
of instructor. Fall semester. S. Lehr
ED 261. THEMES
IN EDUCATION 3 or 1 Introductory exploration of selected
topics in education. Such topics may differ from year to year
and might include: "Technology and Education," "The
Image of the Child in Literature," "The Art of Picture
Book Illustration," and "Comparative Studies in
Education." This course may be repeated with a different
topic. The Department ED 299. PROFESSIONAL
INTERNSHIP IN EDUCATION 3
Internship opportunity for students whose curricular foundations
and cocurricular experiences have prepared them for professional
work related to the major field. With faculty sponsorship
and departmental approval, students may extend their educational
experience into specialized educational programs such as preschool,
gifted and talented, special needs students, or educational
administration. Does not count toward the major. Non-liberal
arts. The Department ED 314. EDUCATIONAL
ASSESSMENT AND THE EXCEPTIONAL CHILD
3
The study of educational assessment procedures and instruments
and their interpretation and application in preparing educational
environments for children who are disabled and nondisabled.
Students will develop comprehensive evaluation plans, design
criterion referenced tests and observational systems, and
assess individual children. Prerequisite:ED213.
Spring semester. Non-liberal arts.
D. Brent ED 322. LEARNING
IN EARLY CHILDHOOD SETTINGS 4
The application of developmental curricula to learning settings
for young children. Students will participate two half-days
each week in a classroom setting within the Skidmore Early
Childhood Center or in an early-childhood program within the
community at the N-3 level. The course will focus on planning
strategies, teaching styles and techniques, management, relevant
legislation, issues and trends in the fields of education,
as well as observation and assessment. Prerequisite: ED222.
Spring semester. Non-liberal arts.
K. Brackett ED 323. ADOLESCENT
DEVELOPMENT 3
Examination of the adolescent period to determine what characteristics
distinguish this stage of life from that of childhood and
adulthood. Readings from anthropological, historical, sociological,
biological, psychological, and literary perspectives are used
to investigate the adolescent experience and to determine
whether it is universal or particular. Prerequisites:ED200,
PS101
or 207
or permission of instructor. D. Brent
ED 335. TEACHING
READING IN THE ELEMENTARY SCHOOL 4
An advanced reading course which includes the effective teaching
of reading in the content areas, constructing and administering
informal reading inventories, exploring current models of
remediation and implementing thematic webbing in the elementary
classroom. Taken concurrently with ED336, 337, and 344. Prerequisite:ED233.
Open only to juniors admitted to the professional sequence
or permission of instructor. Non-liberal arts.
S. Lehr ED 336. TEACHING
ELEMENTARY MATHEMATICS AND SCIENCE
4
A course designed to introduce students to current principles
and methods for teaching mathematics and science in the elementary
school. Topics and content will be addressed using active-learning
and cooperative-learning strategies, manipulative materials,
active-assessment and technology-based-assessment techniques,
and current research of interest and relevance to educators.
Taken concurrently with ED335, 337, and 344. Open only to
juniors admitted to the professional sequence or permission
of instructor. Non-liberal arts.
The Department ED 337. CHILD
DEVELOPMENT II: THEORY INTO PRACTICE
4
An advanced course that increases specialized child development
knowledge and skills. Students will use course content and
assignments in classroom situations to develop teaching practices
that promote inclusive classroom learning environments. Topics
include: general knowledge of the most common special needs
and learning disabilities among elementary school students;
introduction to models of inclusion classrooms; perspectives
and approaches to behavior and classroom management; teaching
and learning processes that foster academic achievement and
positive classroom communities; design and implementation
of individualized interventions; and theories and strategies
for social-skills building. Prerequisite: ED200
and open only to juniors admitted to the professional sequence. Non-liberal arts.
R. A. Levinson ED 344. PRACTICUM
IN INTEGRATED CURRICULUM AND INSTRUCTION
4
Prepares students to make informed decisions related to curriculum
and instruction in elementary education. Topics include lesson
planning, choosing resources to support student learning,
applying various instructional strategies including the use
of technology, using assessment data to strengthen the teaching/learning
process, and learning to use self-evaluation and reflection.
The social studies curriculum will be the focus for modeling
integrated teaching. Throughout the semester students will
have supervised observations as they practice their skills
in elementary school classrooms. Taken concurrently with ED335,
336, and 337. Open only to juniors admitted to the professional
sequence or permission of instructor. Non-liberal arts.
L. de la Luna ED 350. ELEMENTARY
EDUCATION STUDENT TEACHING 16
Student teaching integrated with methods and materials of
teaching in the elementary school using a full-time semester
block plan. Seniors who have satisfactorily completed the
junior year program and have demonstrated professional attitudes
and practices included in the program description are eligible.
Fall semester only. Non-liberalarts.
The Department ED 351. ISSUES
IN EDUCATION 3
Independent, supervised work researching and writing about a major issue in elementary education. Students will pursue topics that integrate work in the major, minor, and educational issues, although other topics may be considered for those students with a double major. Required of senior majors seeking departmental honors. ED351 is available on an individual basis. Please see the chair of the department. The Department ED 361A, B. ADVANCED
TOPICS IN EDUCATION 1, 3 Advanced study of selected topics
in education. Such topics may differ from year to year and
might include "The Classical Roots of Western Education,"
"From Orbis Pictus to Alice in Wonderland: The History
of Children's Books," and "A History of Women in
Education." This course may be repeated with a different
topic. (ED361C is designated a Cultural Diversity course.) The Department ED 371, 372. INDEPENDENT STUDY IN THE
FOUNDATIONS OF EDUCATION 3, 3 or 1, 1
An opportunity for study in depth of an educational problem.
The topic is chosen by the student. One or more investigative
approaches may be utilized, such as selected readings, field
projects, and case studies. Students should consult the chair
of the department to plan their study. These units are or
are not credited as units in liberal arts, at the discretion
of both the department chair and the registrar (and, in exceptional
instances, the Curriculum Committee of the College).
The Department AR 358. ART FOR
CHILDREN 4
Introduction to the basic materials, methods, and techniques
used in the classroom as related to elementary school curriculum,
children's needs, interests, and development. The role of
art in a humanities program will also be considered. Non-liberal
arts. Doretta Miller
