815 North Broadway
Saratoga Springs,
New York, 12866
SKIDMORE PHONE
518-580-5000
Education Studies
Chair of the Department of Education Studies: Joyce Rubin
Professors: Susan S. Lehr
Assistant Professors: Lenora de la Luna, Dawn Riley
Visiting Assistant Professor: Donna Brent
Lecturers: *Karen Brackett, Kelly Grindstaff, Joyce Rubin
Director of Student Teaching: Dawn Riley
Director of Skidmore Early Childhood Center: Karen Brackett
The Education Studies 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 Studies 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 declare Education Studies as their major
during their sophomore year and are 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 five 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 2006 was 34 students. Education Studies
students typically spend sixteen weeks student teaching for
thirty hours per week. In 2005–2006, 12 students
completed their student teaching, and 12 undergraduate
students completed the program. Of those 12, all
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:
ED200,
215,
231A or
B; successful completion of
ED333 and
334
in the fall of the junior year and
ED335,
336, and
337
in the spring of the junior year; and successful completion in the senior year of
ED350.
A minor in a liberal arts and sciences discipline
Liberal arts and sciences
courses; 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
Studies 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. Declaration to the program
is made in the sophomore year. Students going abroad should
explore the possibility of going abroad during the spring of the sophomore
year or in the summer in order to take
ED333 and
334
on schedule.
Education studies majors must receive a grade of C or better in three required foundation courses:
ED200 Child Development and Learning; ED215 School and Society;
ED333 Emergent Literacy. All candidates for student teaching
placements must earn a C or better in each of the junior
year required courses and 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 Studies Department
office providing information concerning procedures,
criteria, and a detailed program description.
HONORS: To be eligible for departmental honors, a student must:
complete all departmental requirements for the education
major and have a GPA of 3.5 or higher for
all course work taken in the department;
complete
ED351
with a grade of A for the research paper or project, which
must also be presented to the faculty; and
have a GPA 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 Studies Department. Required courses include
ED200
or PS207,
ED213,
222,
231A,
322,
and one of the following:
PS305,
AR358,
SB315,
ED314,
ED330,
ED333, or
ED371.
EARLY CHILDHOOD CENTER:
The center is a lab school affiliated with the Education Studies 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 2
Observation and participation in the teaching programs of
the Skidmore Early Childhood Center. Students are required
to participate a minimum of three hours per week in one of the
assigned classrooms under the supervision of the classroom
teacher and meet one hour and 20 minutes a week with
the instructor and other participants to discuss the range of elements
that create effective early childhood programs.
Not for liberal arts credit. 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 3, 4
Development of the child from the prenatal period to puberty with a
focus on 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
have the option of earning an additional 1 credit
through their participation in a service-learning component that
connects experiential and academic understanding of children's growth
and development. The service learning option requires that students
spend an hour a week in addition to class time volunteering for a
campus or community nonprofit organization which emphasizes teaching
and learning for a total of 10 semester hours. Service Learning
options include 1,000 Books Early Intervention Literacy Program,
tutoring (before, during, or after school) in local elementary
schools, enrichment programs (before, during, or after school) in
local elementary schools. Faculty will assess students' work via
journals and class presentations which relate their work to
theoretical constructs discussed in class.
Required of majors. Not open to juniors and seniors. Juniors
who are declaring an education studies minor may register with the permission
of the instructor. D. Brent
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 foundations of American education exploring the
historical, philosophical, and social contexts of schooling from
traditional, progressive, and critical perspectives. Students will
explore the purposes of education within a "democracy" where its aims
and ideals are influenced by politics and the law; economics and
global competitiveness; multiculturalism and social justice. Students
will examine curricula and pedagogies from the Common School period,
through 20th Century consolidation, and 21st Century plans for
vouchers, choice, and charter school solutions. The course supports
students' interpretation of contemporary issues in light of America's
educational history and the debates shaping the public schools.
(Fulfills social science requirement.) D. Riley
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. D. Riley
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. D. Riley
ED 218. TEACHING THE
WRITING PROCESS 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. CULTURE, 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. 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.
Children's Literature for the Elementary Child. Both sections are not open
to first-year students. S. Lehr
ED 261. THEMES
IN EDUCATION 1–4
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. Not for liberal arts credit. 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. D. Brent
ED 330. JOURNEYS AND
REFLECTIONS: AN EDUCATIONAL STUDY PROGRAM TO SOUTH AFRICA 3
This course traces the origins and evolution of the early
childhood and primary education system in South Africa after
apartheid. The research focus for students will be on
post-apartheid effects on education, changing family dynamics
and their impact on early childhood and primary school
programs for South African children, the current state of
language and literacy, and the range of school designs. Site
visits will include private and government school settings in
cities, towns and townships, a Zulu village school, and a
basic adult education center for street people. A basic
understanding of South African history, culture, and geography
will be essential for students to gain an understanding of the
contemporary educational dynamics. (Designated a Cultural
Diversity course.) K. Brackett
ED 333. EMERGENT
LITERACY 4
An exploration of the theory and concept of emergent literacy. Focuses
on literacy development (reading, writing, listening, and speaking)
and the implications for practice with young children. Students will
learn instructional strategies to nurture emerging literacy as well as
how to prepare a literate environment and materials that support
emerging literacy. Includes a laboratory component that allows
students to link theory of emergent literacy with practice. Required
of majors. Offered only in fall semester and must be taken in fall of
junior year. Not for liberal arts credit. L. de la Luna
ED 334. 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 and learning process, and
learning to use self-evaluation and reflection.
Includes a laboratory component in the Early Childhood Center.
The social studies curriculum will be the focus for modeling integrated teaching.
Open only to juniors admitted to the professional sequence. Only offered in fall
semester. Not for liberal arts credit. J. Rubin
ED 335. TEACHING
READING TO UPPER ELEMENTARY STUDENTS 4
An advanced reading course
that includes the effective teaching of
literacy and literature in the upper elementary classroom, grades 3–6.
Builds on and applies theory and concepts learned in Emergent
Literacy, ED 333. Includes developing curriculum for literature
studies, teaching writing, teaching literacy across the curriculum,
and assessment of readers and writers, with a focus on readers at risk.
Throughout the semester, students will have supervised
observations as they practice their skills in elementary school
classrooms. Taken concurrently with ED 336 and ED 337.
Prerequisites:ED333 and
334.
Open only to juniors admitted to the professional sequence.
Spring semester only.
Not for liberal arts credit. 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.
Throughout the semester, students will have supervised observations as they practice their
skills in elementary school classrooms.
Taken concurrently with ED335 and 337. Open only to
juniors admitted to the professional sequence.
Prerequisite:ED334.
Not for liberal arts credit. 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.
Throughout the semester, students will have supervised observations as they practice their
skills in elementary school classrooms. Taken concurrently with ED335 and 336.
Prerequisites:ED200 and
334.
Open only to juniors admitted to the professional sequence. D. Brent
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. Not for liberal arts credit. The Department
ED 351. ISSUES
IN EDUCATION 4
In this seminar, students research and discuss current issues in
education. A major paper reporting the results of the student’s
library or empirical research is required. Students are encouraged to
pursue topics that reflect the application of theory into practice
while also integrating coursework and teaching experiences acquired
both locally and abroad. This course is a capstone experience and is
required of those seniors seeking departmental honors. As such, it is
open only to seniors and with the permission of the instructor. This
course is available on an independent study basis when necessary. 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. D. Miller
