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Chair: Laura-Ann Petitto
Professors K. N. Dunbar, A. C. Garrod, L.-A. Petitto; Assistant
Professor D. J. Coch; Visiting Associate Professor K. M. Williams; Visiting
Assistant Professor M. W. Connell; Visiting Instructors J. T. Davis, J. L.
Zullo.
The Education Department offers the undergraduate two paths of study: (i)
the examination of educational research on the developing child and prevailing
social issues in education today as a part of a liberal arts education, and
(ii) an opportunity to become certified as a teacher at the elementary or
secondary level. Students may take Education courses singly, to fill
distributive requirements, or in a sequence that will satisfy the requirements
for the minor. The Human Development and Education minor is designed for all
those seeking to understand the profound developments that make up human life,
and how best we might bridge this knowledge into contemporary educational
practice. The minor explores how children grow, acquire language, learn a
variety of skills and knowledge, and how they conceptualize their social,
emotional, and moral worlds. It consists of six courses: Education 1; two
courses from four development courses; two courses from four specific Education
electives; and a final experience, Education 88. In the minor, contemporary
advances and methods in Educational Neuroscience will be wed with contemporary
advances and methods across diverse educational settings. Many courses,
including the final senior seminar course, Education 88, may not be taken under
the NRO. A list of the specific requirements is available in the Education
Department office and on the department website. Students interested in
establishing a minor in Education should make an appointment to discuss their
courses with the department administrator. Effective with the Class of
2003, the Education Studies minor and the Human Development and Teaching minor
have been discontinued. Effective with the Class of 2005, the Thinking,
Learning, and Knowing in Education minor has been discontinued.
Students interested in teaching certification should read the requirements
for certification in particular teaching fields, as described in the handout
available in the Education Department office or on the department website. They
should then make an appointment for a personal conference with the department
administrator. The teacher education program at Dartmouth meets the beginning
certification requirements for most states.
DEPARTMENTAL OFFERINGS
All courses in the Department are graded with the exception of Education
42-44, and 46-48 which are Credit/No Credit.
1. Introduction to Education
06F, 07F: 2A
Exciting discoveries about how we learn, acquire a variety of skills and
knowledge (including reading, math, and science), and how we conceptualize our
social, emotional, and moral worlds, have yielded a revolution in education
whereby research findings are being linked more directly to educational
policy-making and classroom practice. This course lays bare the advances in the
major sub-disciplines that make up Education today- using an innovative lecture
plus hands-on experience format-and is a building block in understanding the
complex and modern field of Education.
Open to all classes. Dist. SOC. Connell.
7. First-Year Seminars in Education
Consult special listings
10. History and Theory of Human Development and Learning
Not offered in the period from 06F through 07S
In this course we will learn about the major theories that have influenced
the study of human development throughout history. Readings and discussions
will provide an in-depth historical lens onto the major conceptual approaches
to the study of human development and learning including Freud, Piaget,
Vygotsky, Behaviorism, Connectionism, Nativism and Neuroconstructivism, and
Mind, Brain and Education. The course aims to explain the historical origins of
current trends in the study of human development, learning and education.
Open to all classes.
11. Methods of Development and Neuroscience Research in Education
07W: 11
If you had a question about what children know and how children learn, how
would you go about answering that question? This course introduces students to
both traditional behavioral methods and new neuroscientific methods used to
answer questions about developing infants and children. We discuss the
strengths and weaknesses of various methodologies, the design of experiments,
the interpretation of research results, and how data and theory interact.
Students have the opportunity to pose a research question about children and to
design a study to answer that question.
Open to all classes. Dist: SOC. Coch.
16. Educational Psychology
07W, 08W: 10
How do we learn? How can modern educational settings harness recent
innovations about the essence of human learning? Educational psychology
provides a foundation for applying the psychological principles that underlie
learning in both formal and informal educational settings. In this course, we
will explore the multitude of ways that people learn, the effects of different
types of teaching strategies on learning, and the impact of individual
differences on learning. We will also explore assessment, creativity and
problem solving, as well as cultural and motivational influences on learning
across diverse educational situations. Underlying the course will be an account
of the way the human mind works, changes, and adapts in different settings.
This includes the home, the school, the university and any context in which
explicit or implicit education takes place.
Open to all classes. Dist: SOC. Dunbar.
18. Child Development (Identical to Psychology 25)
07S, 07X, 08S: 10A
Child development in the new millennium is undergoing stunning change. In
part, this is due to exciting discoveries about the brain's remarkable capacity
to reorganize itself in early childhood, and, in part, it is due to new
knowledge about the key factors in children's learning environments and in
their social and emotional world that promote healthy development. Moving from
the baby's initial capacities up through adolescence, we will learn about the
evolving child in terms of its physical, social, cognitive, conceptual,
language, moral, and personality growth. We will uncover the differing
theoretical perspectives and issues in the study of child development,
including, for example, is the child's mind fundamentally like adult minds or
fundamentally different?; how do parental, social and cultural attitudes about
girls and boys impact children's development? We will evaluate and understand
the interface between scientific findings and their direct application in
schools, educational practice, and social policy and explore how such knowledge
has fundamentally contributed to modern parenting practices and public
perception of the young child as a perceiving, thinking, and feeling being.
Open to all classes. Dist: SOC. Petitto.
20. Educational Issues in Contemporary Society
06F, 07F: 11
Education 20 is intended to introduce students to the public institution
they know best- the American school. That statement is not so contradictory as
it sounds. Both students and teachers generally accept school as a part of
life. They enjoy it sometimes, they complain about it sometimes, but only
rarely do they analyze its structure and its goals. This course dissects the
schools-urban and rural, suburban and private-analyzing the political,
economic, and cultural forces that make schools what they are, and will shape
their future development. The course examines the educational models of current
critics and reformers, examining their alternatives to formal education in our
society: What are the limits and potentials of schooling? How may
these limits and potentials be balanced in reshaping American education?
Open to all classes. Dist: SOC. Garrod.
29. Policy and Politics in American Education
07W: 2A
The course will examine political issues in American education, past and
present, at the local, state, and national levels. Students will analyze school
desegregation, busing, charter schools, standards, and changing state and
federal educational priorities and policies relating to issues of equity and
excellence, among other issues. Particular attention will be given to the ways
in which educational policies are formulated and to the constituencies and
actors involved in the policy process.
Open to all classes. Dist: SOC. Williams.
50. The Reading Brain: Education and Development
07S, 08S: 9L
The majority of children entering first grade do not know how to read; the
majority of children leaving first grade do know how to read, at least at a
basic level. What is involved in the amazing development of the ability to make
meaning of marks on a page? What goes on in the brain during reading and
learning to read? We explore answers to these questions and more in this
introduction to reading as we investigate the roles of orthography, phonology,
semantics, syntax, and comprehension in reading. We focus on the development of
reading behaviors, the brain bases of reading skills, and how scientific
discoveries can inform educational practices.
Open to all classes. Dist: SOC. Coch.
52. The Mathematical Brain: Education and Development
06F: 10A
Using new discoveries involving animals, infants, children and adults, we
examine how mathematical competencies emerge over development and to what
extent our brains have been shaped by evolution to process numerical
information. We uncover how mathematical abilities are organized in the brain
and critically evaluate how scientific insights into the developing
mathematical brain inform early math education and remediation. Evidence for
gender differences in math, cross-cultural differences in math achievement and
education, national standards for math education, and issues surrounding the
translation from research into math education policy are also explored.
Open to all classes. SOC. Connell.
54. Moral Development and Moral Education
06F, 07F: 2
How have moral development and moral behavior been looked at in
psychological literature? Are there sex differences in moral development?
Drawing primarily on the work of Piaget, Kohlberg, and Gilligan, this course
will explore changing concepts of morality in childhood, adolescence, and
adulthood. Morality as justice, represented in the work of the former two, will
be contrasted with the concept of morality as care, represented in the recent
writings of Gilligan. Research that investigates real life problem-solving as
well as hypothetical problem-solving will be examined as will different
educational programs in the U.S. and elsewhere that have attempted to foster
moral development.
Open to all classes. Dist: SOC. Garrod.
56. Science, Education and the Scientific Mind
07S, 08S: 10
How do we learn, understand, and teach science? Clearly, people need to
acquire knowledge of the content of specific scientific disciplines, but also
the thinking strategies that are used in science such as formulating theories
and designing experiments. How do we learn these different aspects of science?
What sort of a mind is capable of learning scientific concepts and methods? We
will explore these issues by investigating the development of the scientific
mind, gender and science, the thinking skills involved in science, how we
formulate theories, design experiments, and how these skills are taught.
Open to all classes. Dist: SOC. Dunbar.
58. Language Acquisition (Identical to Linguistics 10 and Psychology
52)
07W, 08W: 10A
Human language is one of the most spectacular of the brain's cognitive
capacities, one of the most powerful instruments in the mind's tool kit for
thought, and one of the most profound means we as a species use in social,
emotional, and cultural communication. Yet the breakneck speed and seemingly
"effortless" way that young children acquire language remain its most
miraculous characteristic. We will discover the biological capacities and the
important social, family, and educational factors that, taken together, make
this feat possible and establish the basic facts of language acquisition,
involving children's babbling, phonology, early vocabulary, morphology, syntax,
semantics, and discourse knowledge, as well as their early gestural and
pragmatic competence. Prevailing theoretical explanations and research methods
will be explored. We will dispel the myths of how bilingual children acquire
two languages from birth. We will leave our hearing-speaking modality and
explore the world of language acquisition in total silence-regarding the
acquisition of natural signed languages-as an innovative lens into the factors
that are most key in acquiring all language. Crucially, we will evaluate the
efficacy of how language is presently taught to young children in schools in
light of the facts of human language acquisition.
Open to all classes. Dist: SOC. Petitto.
60. Learning and Education Across Cultures
Not offered in the period from 06F through 07S
The idea that learning and development are universal is challenged through
detailed examination of the role that culture plays in these processes,
including study of cross-cultural accounts of learning, intelligence,
competence, and socialization. We examine how culture and biology interact to
structure learning and development in different cultural populations.
International comparisons of literacy, mathematics, and science achievement are
reviewed. How classrooms and teaching differ across cultures and how learning
occurs in informal and culturally-specific contexts are examined. Whether
"culture" is uniquely human, and the ways that the evolution of
culture may have shaped uniquely human learning processes, are also
explored.
Open to all classes. Dist: SOC.
62. Adolescent Development
07S, 08S: 10
Should we expect adolescence to be a period of stress and turbulence,
painful but necessary, or a period of clarity and increasing integration? In
this course we will reexamine these key questions as we explore how the onset
of physical maturity and the capacity for reflective thought that herald
adolescence reshape the adolescent's self-conception and understanding of
relationships. Drawing primarily on the work of Piaget, Kohlberg, Gilligan, and
Perry (cognitive-developmental) and of Freud, Anna Freud, Blos, Sullivan, and
Erikson (psycho-dynamic), we will address critical areas and
markers-biological, psychological, cultural, and gender-of adolescence; and we
will assess what educational implications we can derive from theory. In
addition to theoretical readings, we will utilize research findings, case
studies, literature, and films as ways of enhancing our understanding of
adolescent girls and boys, adolescence, and ourselves.
Open to all classes. Dist: SOC. Garrod.
64. Development in the Exceptional Child
07W, 08W: 9L
What is an "exceptional" child? How might an exceptional child
think about and experience the world? What is happening inside the brain of an
exceptional child? We will learn about specific types of exceptionality likely
to be encountered in the classroom, including attention deficit/hyperactivity
disorder, autism spectrum disorders, depression, dyscalculia, specific language
impairment, dyslexia, and dysgraphia. In exploring exceptionality, we will
focus on behaviors that define the exceptional child; different approaches to
learning, viewing the world, and interacting with others that characterize
exceptional children; the brain bases of atypical or exceptional development;
and how scientific knowledge affects educational practice.
Open to all classes. Dist: SOC. Coch.
SEMINARS
85, 87, 88. Seminars in Education
Open by permission of the designated instructor. For details concerning
individual seminars, consult the Department. Dist: SOC.
85. Independent Reading and Research
All terms: Arrange
This course offers an opportunity for a student to do independent reading
and research under the guidance of a full-time faculty member of the Education
Department. Independent Study proposals that have been approved by a faculty
member are due for final approval by the Department Chair no later than the
third day of classes for the term. A form outlining the requirements for
proposals is available from the Department and is posted on the Education
Department webpage under "Courses." Prerequisite: permission of the
Chair.
87. Thinking, Learning and Knowing in Education
Not offered in the period from 06F through 07S
How do different cognitive abilities such as reading, writing, mathematics
and spatial abilities change over development? How can we use what we know
about the brain to inform the way in which we teach children and develop
educational programs? This seminar seeks to critically discuss these questions
by comparing and contrasting the way in which development is construed across
multiple disciplines (education, neuroscience, psychology). We will critically
evaluate what convergences and divergences exist across these disciplines that
might be exploited to gain new insights into aspects of cognitive development
that are critical to educating children in schools (such as thinking, learning,
knowledge and skill acquisition). This will enable a discussion of how such an
integrative approach may help to structure better educational programs for
typically developing children and intervention programs for children with
atypical development.
Prerequisite: permission of the Department. Dist: SOC.
88. Human Development and Education
07S, 08S: M 3-6 PM
This course addresses the most modern advances in human development related
to perception, attention, learning, memory, executive function, emotion, and
language, drawing across multiple disciplines and technologies. There is a
strong emphasis on educational implications. Open to senior minors in Human
Development and Education.
Prerequisite: permission of the Department. Dist: SOC. Coch.
TEACHER EDUCATION COURSES
Note: These courses form the student teaching sequence, and are
open only to students who have consulted with the Elementary or
Secondary supervisor. All teacher education courses are by permission only, and
admission to any of these classes should be arranged with the appropriate staff
member by the third week of the winter term preceding enrollment in Education
41 or 45.
41. Principles of Teaching and Learning in the Elementary School: Theory
and Practice
07S, 08S: 10A
(Description pending faculty approval). This is a course designed to prepare
Dartmouth undergraduates for an immensely challenging, rewarding and powerful
undertaking: teaching children. It comes from the foundational belief in the
importance of theory informing the practice of teachers and the equal
importance of practice informing exploration of theory. This course is designed
to meet professional elementary certification requirements in the field of
general methods. Field work includes 6-10 hours a week in an assigned local
elementary school where students observe different teachers, interact with
children, teach 3-5 lessons in their classrooms and, ultimately, analyze their
own videotaped teaching.
Prerequisite: Education 1 and 20, and permission of the instructor.
Zullo.
42. Advanced Principles of Elementary Teaching
06F, 07F: MTh 4-6PM
(Description pending faculty approval). Education 42 is designed to continue
the synthesis of theory and practice begun in Education 41 the previous spring.
For elementary student teachers, this is a seminar in advanced pedagogical
issues. The course explores curriculum planning and implementation, classroom
management, assessment, identifying ways of learning, and professionalism
through a variety of methods. Education 42, 43 and 44 are inextricably linked;
as a unit, the three courses comprise the culminating experience for candidates
for NH State Certification as public elementary school teachers. The
culminating project is a competency-based portfolio reflecting the breadth and
depth of preparation for teaching certification.
Prerequisite: Education 41 and permission of the instructor. Zullo.
43. Practice Teaching I-Elementary
06F, 07F: MTh 4-6PM
(Description pending faculty approval). The centerpiece of the student
teaching experience, Education 43 is a fifteen-week teaching practicum that
places students in area host schools every day, all day, from late August
through early December. Student teachers participate in all regular faculty
duties, meetings and activities. Under the supervision of a mentor teacher at
the school and the Dartmouth instructor, student teachers gradually assume
planning and instructional responsibilities culminating in "Solo
Week" ideally in November, when s/he takes responsibility for all of the
mentor teacher's classes for five consecutive days, gaining a more accurate
perspective on the rhythms and responsibilities of a teacher's week.
Prerequisite: Education 41 and permission of the instructor. Zullo.
44. Practice Teaching II-Elementary
06F, 07F: MTh 4-6PM
(Description pending faculty approval) As American schools become ever more
diversified, beginning teachers must seek as broad an understanding as possible
of the needs of students who are of different ethnicities, cultures, and
learning styles. Education 44 is designed to provide an in-depth exploration of
a focused set of issues that concern students who do not have the dominant
culture or learning style of the mainstream student at our host schools.
Student teachers participate in an overnight visit to an urban high school and
elementary school, visiting classes, attending faculty meetings, spending the
night in host student homes, and writing an in-depth analysis of their
experience. Student teachers also conduct an extended in-depth study of a local
elementary school student. The student teacher works with the chosen student,
coordinates with the school's resources and designs and implements
accommodations that address the individual learning needs of the student.
Prerequisite: Education 41 and permission of the instructor. Zullo.
45. Principles of Teaching and Learning in the Secondary School: Theory and
Practice
07S, 08S: 10A
(Description pending faculty approval). This course is designed to prepare
Dartmouth undergraduates for an immensely challenging, rewarding and powerful
undertaking: teaching adolescents. Students will consider the multiple roles of
the high school and middle school in contemporary society and will examine the
variety of influences that shape the behavior of teachers in classrooms. The
course seeks to create a synthesis of theory and practice, drawing on a variety
of resources: readings, class discussion and role-play, a range of written
exercises, and fieldwork in a secondary school setting. Fieldwork includes 8-10
hours per week in an assigned public school classroom observing and tutoring,
and at least one week of teaching a section of the mentor teacher's
classes.
Prerequisite: Education 1 and 20, and permission of the instructor.
Davis.
46. Advanced Principles of Secondary School Teaching
06F, 07F: MTh 4-6PM
(Description pending faculty approval). Education 46 is designed to continue
the synthesis of theory and practice begun in Education 45 the previous spring.
For secondary student teachers, this is a seminar in advanced pedagogical
issues. The course explores curriculum planning and implementation, classroom
management, assessment, identifying ways of learning, and professionalism
through a variety of methods. Education 46, 47 and 48 are inextricably linked;
as a unit, the three courses comprise the culminating experience for candidates
for NH State Certification as public secondary school teachers. The culminating
project is a competency-based portfolio reflecting the breadth and depth of
preparation for teaching certification.
Prerequisite: Education 45 and permission of the instructor. Davis.
47. Practice Teaching I-Secondary
06F, 07F: MTh 4-6PM
(Description pending faculty approval). Education 47 is a fifteen-week
teaching practicum that places students in area host schools for the full
school day every day. Under the supervision of a mentor teacher at the school
and the Dartmouth instructor, students teach two of their mentor teacher's
courses and share responsibility for a third. Student teachers participate in
all regular faculty duties, meetings and activities, and also take
responsibility for all of the mentor teacher's classes for five consecutive
days during a "Solo Week" in November.
Prerequisite: Education 45 and permission of the instructor. Davis.
48. Practice Teaching II-Secondary
06F, 07F: MTh 4-6PM
(Description pending faculty approval). As American schools become ever more
diversified, Education 48 is designed to provide an in-depth exploration of
issues that concern students who do not have the dominant culture or learning
style of the mainstream student at our host schools. Students participate in an
overnight visit to an urban high school, visiting classes, attending faculty
meetings, spending the night in host student homes, and writing an in-depth
analysis of their experience. Students also conduct an extended in-depth study
of a high school student who qualifies for the assistance of the Learning
Center and/or Special Education assistants in the student's school. The student
teacher works individually with his or her student, coordinates with the
school's Learning Center and the student's other teachers, and designs and
implements a tutoring strategy that addresses the individual learning needs of
the student.
Prerequisite: Education 45 and permission of the instructor. Davis.
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