Education Courses

ED 101. CHILD DEVELOPMENT (4)
Major theories of child development. Physical, perceptual, cognitive, language, emotional, and social development of the child. Impact of diverse family structures, schools, and culture on development of the child. Influence of race, sex, and social class differences on development and child-rearing practices. Thirty hours of internship in elementary school classroom, Tuesday or Thursday from 8:30 a.m. to noon.
Fall semester, Smith.

ED 101F. CHILD DEVELOPMENT (1)
Fieldwork only. Requires permission of the department chair.

ED 103. ADOLESCENT DEVELOPMENT (3-4) (GEN. ED. #10)
Adolescent development in historical and theoretical perspective. Physical maturation and its psychosocial implications. Gender, racial, ethnic, cross-cultural, social class, and sexual orientation differences and commonalties in the transition from childhood to adulthood. Diverse family living patterns and increasing stress in today's society and their influences on the developmental process. The adolescent as risk-taker and problems encountered growing up in today's world. Thirty hours internship in an alternative school or community-service-type setting required of all students preparing for certification at the secondary level. Students thus electing the course for four credit hours must reserve Tuesday or Thursday from 8:30 a.m. to noon.
Fall semester, Cornish.

ED 207. PSYCHOLOGICAL AND DEVELOPMENTAL FOUNDATIONS OF EDUCATION (3-4)
The nature and theories of learning and development. Topics include cognitive development; the development of concepts of time, space, and numbers; classification and causality; reinforcement; transfer of training; memory and forgetting; common patterns of learning difficulties; and principles of teaching and learning. Students electing course for four credit hours must reserve Tuesday or Thursday from 8:30 a.m. to noon to complete a 30-hour internship. All students preparing for secondary education certification must elect the internship option for four credits Prerequisites: ED 101 or 103 and SPE 100, or permission of the instructor.
Spring semester, Smith.

ED 210. DEVELOPMENT OF EDUCATION IN THE UNITED STATES (3)
Educational theories and practices in America from the 17th century to the present, in relation to social, economic, political, and intellectual forces. Consideration of inequality in educational opportunities for women and racial and ethnic groups. Prerequisite: junior standing or permission of the instructor.
Spring semester, Velder.

ED 215. ISSUES IN EDUCATION (3) (GEN. ED. #10)
Analysis of current issues in education, including educational policies, accountability, mainstreaming, role of education in society, multicultural education, postmodernism, critical pedagogy, testing, teacher training, urban education, women and education, and education as a profession. Prerequisite: one course in education or the social sciences.
Spring semester, Velder.

ED 221. ASSESSMENT AND EVALUATION IN EDUCATION (3)
Theories and basic principles of test construction. Standardization procedures and interpretation and survey of norm-referenced achievement and aptitude tests. Use of criterion-referenced tests. Individual diagnosis of reading and arithmetic competencies. Use and interpretation of individual intelligence tests. Construction of informal assessment devices. Systems of evaluating and reporting learning outcomes. Prerequisite: ED 207 or permission of the instructor.
Fall semester, Smith.

ED 222. FOUNDATION OF READING AND LANGUAGE ARTS: PROCESSES, ACQUISITION, AND INSTRUCTION OF READING (6)
Concepts, theories, and instructional approaches to reading and language development, including strategies for beginning readers. Special attention to scientifically based reading research on the components of the reading process, including phonemic awareness, word analysis, word recognition, fluency, meaning vocabulary, and comprehension. Students must reserve Tuesday and Thursday mornings for internship. Prerequisites: ED 207 and permission of instructor. This course has been approved by the Maryland State Department of Education as fulfilling Processes and Acquisition of Reading and Instruction of Reading for initial certification and recertification.
Spring semester, Longo.

ED 241. MATERIALS FOR TEACHING READING (3)
Analysis of materials needed to motivate, plan for, and instruct readers. Experience with texts for a variety of reading purposes. Application of scientifically based reading research criteria for selecting, retrieving, and evaluating materials. Consideration given to multicultural materials, text quality, electronic media, and the role of parents in promoting reading. Prerequisite: ED 222. This course has been approved by the Maryland State Department of Education as fulfilling Materials for Teaching Reading for initial certification and recertification.
January intersession, Longo.

ED 243. ASSESSMENT FOR READING INSTRUCTION (3)
Examination of reading assessment techniques and their application for planning and modifying reading instruction using scientifically based reading research criteria. Prerequisite: ED 222. May be taken concurrently. This course has been approved by the Maryland State Department of Education as fulfilling Assessment for Reading Instruction for initial certification and recertification.
Spring semester, Longo.

ED 244. TEACHING SCIENCE IN THE ELEMENTARY SCHOOL (2)
Methods of teaching science in a laboratory setting. Practice in using methods of teaching science with attention to objectives, skills, materials, and learning activities. Adaptations for special and mainstreamed children. Presentation of basic scientific information. Elementary education majors elect concurrently with ED 342.
Fall semester, Adkins.

ED 245 TEACHING MATHEMATICS IN THE ELEMENTARY SCHOOL (2)
Methods of teaching mathematics. Attention to objectives, concepts, skills, materials, and learning activities. Adaptations for special and mainstreamed children. Elementary education majors elect concurrently with ED 342.
Fall semester, Adkins.

ED 246. TEACHING SOCIAL STUDIES IN SPECIAL EDUCATION AND THE ELEMENTARY SCHOOL (2)
Methods of teaching social studies. Attention to objectives, concepts, skills, materials, and learning activities. Adaptations for special and mainstreamed children. Elementary education majors elect concurrently with ED 342; special education majors elect concurrently with SPE 350.
January intersession, Cornish.

ED 253. METHODS OF SECONDARY SCHOOL TEACHING (4)
Analysis of general methods and planning of different types of learning activities in secondary school instruction. Part of the course is devoted to special methods in teaching subjects that members of the class intend to teach. Considers the relationship of subjects to objectives of secondary education, structure, and classroom organization; evaluation of textbooks on the subject. Observation in the schools. Forty-eight hours of fieldwork. Prerequisite: ED 207.
Fall semester, Cornish.

ED 254. READING, WRITING, AND ASSESSMENT IN THE SECONDARY SCHOOL (6)
An overview of the principles of reading and assessment, with an emphasis on their application to adolescents and to the diverse content areas of the secondary school. An examination of literature for adolescents. Thirty hours internship on Tuesday or Thursday mornings. Prerequisite: ED 207. This course has been approved by the Maryland State Department of Education as fulfilling Teaching Reading in the Secondary Content Area, Part I and Part II, for initial certification and recertification.
Spring semester, Cornish.

ED 272Y. INTENSIVE COURSE ABROAD (GEN. ED. #3)
Courses include a pre-departure or a post-departure discussion (or both) in the fall and spring and a three week-intensive course abroad in the winter intersession or summer.

    • MULTICULTURAL EDUCATION IN COSTA RICA (2-4-2 ) (SP 272Y)
      This is an interdisciplinary course (see cross-listing with SP 272Y). Awareness of multiculturalism in the context of the educational system in the United States and Costa Rica. Develop skills to facilitate a classroom climate that meets the needs of a diverse population. Emphasis on critical writing, analytical reading, and advanced conversation required for upper-level Spanish courses. The first seven weeks are conducted in English (2 credits), and the final seven weeks are conducted in Spanish (2 credits). Practice of complex linguistic structures, writing summaries, developing arguments, and interpretation of quotes. Intensive study abroad in Costa Rica for the January term (4 credits). Prerequisites: completion or concurrent enrollment in SP 230 and ED 207, or permission of the education instructor.
      Year course, TBA, Smith, Moreno-Lopez.

    • INTERCULTURAL COMMUNICATION/TOWNSHIP AND RURAL EDUCATION IN SOUTH AFRICA (3-3) (COM 272Y)
      This intensive service course abroad consists of two components, a semester course of study in the spring semester and a four-week intensive field placement in a township and rural school in South Africa at the end of the spring semester. Students examine the social, political, and historical landscape of South Africa to understand the country's continued transformation, examine culture and customs unique to the Eastern Cape region of South Africa, and examine their own cross-cultural competence to effectively teach learners who are distinctly different from themselves. At the conclusion of this experience, students can apply knowledge of the nature of adolescents to create units and lessons that reflect national and local standards, adapt personal teaching style to multiple learning styles, and use knowledge of learners to provide effective instruction in math and science to South African learners in the middle grades. In addition to teaching 20 hours per week in rural schools, participants will attend a weekly lecture on the culture and languages specific to the Eastern Cape region at Rhodes University, located in Grahamstown. While designed for education majors, this internship is open to students majoring in other disciplines as well. Non-majors selecting this internship will be paired with education majors for all classroom experiences. Prerequisites: ED 101 or ED 103, SPE 100 or ED 207, COM 105, COM 257, or permission of instructor.
      Spring/summer semester, Cornish.

  • EDUCATION IN A MULTICULTURAL ISRAELI SOCIETY (1.5-3) (JS 272Y)
    This course will provide fieldwork experience and lectures from the faculty of Ben Gurion University of Negev in Israel concerning education for Bedouin Arabs and Jewish immigrants from Ethiopia and the former Soviet Union. The pre-departure course is 1.5 credits, and the three-week course is three credits. Prerequisite: Sophomore standing.
    Variable, Velder.

ED 290. INTERNSHIP IN EDUCATION (3-4)
This course is graded pass/no pass only.
Department.

ED 299. INDEPENDENT STUDY (3)
Department.

ED 342. ELEMENTARY SCHOOL INTERNSHIP (10)
Internship under the supervision of a cooperating teacher and a member of the Education Department. Completion of a minimum of 250 hours of teaching, participation, observation, and conferences. Discussion of teaching problems in seminar meetings. A minimum grade of B- is required for certification. Prerequisites: completion of 86 credits, including ED 222; successful completion of Praxis I tests from ETS; and permission of the Education Department. Corequisites: ED 244 and 245. Finger printing.
Fall semester, Longo, Adkins.

ED 353. SECONDARY SCHOOL INTERNSHIP (10)
Internship under the supervision of a cooperating teacher and a member of the Education Department. Completion of a minimum of 250 hours of teaching, participation, observation, and conferences. Discussion of teaching problems in seminar meetings. A minimum grade of B- is required for certification. Prerequisites: ED 207, recommendation from major department, successful completion of Praxis I tests from ETS, and permission of the Education Department. Elected concurrently with ED 253. Application and references required. Students should apply to the instructor or the chair of the Education Department by December 1 of the year preceding desired internship.
Fall semester, Cornish.

ED 400. INDEPENDENT PROJECT (1-4)
Department.

Special Education Courses

SPE 100. SPECIAL EDUCATION: HISTORICAL, PHILOSOPHICAL, AND LEGAL FOUNDATIONS (4)
Changing roles of individuals with exceptional learning needs in society. Historical and philosophical development of treatments, educational provisions, institutions, programs, and services for children with exceptional learning needs. Characteristics of children with exceptional learning needs and their education needs. Various contemporary models of treatment and teaching. The legal rights of individuals with exceptional learning needs. Thirty hours internship; Tuesday or Thursday mornings, 8:30 a.m. to noon. Prerequisite: ED 101 or 103 recommended.
Spring semester, Adkins.

SPE 235. CURRICULUM FOR EXCEPTIONAL STUDENTS: METHODS AND INSTRUCTIONAL PROCEDURES (3)
Methods of instructional procedures for students with exceptional learning needs in the elementary/middle-school age range with focus on the individual: task analysis, IEP, behavioral instructional objectives, resource management, and classroom organization. Emphasis on mathematics and science. Accommodating individual differences in reasoning, listening comprehension, oral expression, reading skills, written language, mathematical calculations, motor skills, and social/emotional development. Prerequisite: SPE 100.
Spring semester, Offered 2010-2011 and alternate years, Adkins.

SPE 238. CURRICULUM FOR EXCEPTIONAL STUDENTS: PRINCIPLES AND PROGRAMS (3)
Principles, programs, and problems in teaching students with exceptional learning needs in the elementary/middle-school age range. Overview of curriculum for different modalities, with an emphasis on language, linguistic, psycholinguistic, reading, perceptual-motor, visual, and auditory. Developing programs for different disabilities. Alternate programs according to learning problems: vocational, functional academics, circumvention strategies, and the use of instructional technology. Prerequisite: SPE 100.
Spring semester, Offered 2011-2012 and alternate years, Adkins.

SPE 320. COUNSELING EXCEPTIONAL STUDENTS AND THEIR PARENTS (3)
Emphasis on communication skills and strategies applicable to individuals with exceptional learning needs. Topics include interviewing and conducting conferences; counseling strategies; human relations; and the teacher's role in a team concerned with children's evaluation, placement, and instruction. Prerequisites: ED 207 and SPE 100.
Spring semester, Offered 2010-2011 and alternate years, Department.

SPE 327. DIAGNOSTIC AND PRESCRIPTIVE TECHNIQUES FOR EXCEPTIONAL CHILDREN (3)
Diagnosis of perceptual-motor, intellectual, physical, social, and behavioral development of children with exceptional learning needs. Assessment of cognitive style and sensory learning modalities. Task analysis of learning skills and prescriptive teaching techniques based on diagnostic information. Prerequisites: ED 221 and one course in special education or junior standing.
Spring semester, Offered 2011-2012 and alternate years, Adkins.

SPE 350. SPECIAL EDUCATION INTERNSHIP (10)
Internship with children with exceptional learning needs in the elementary/middle-school age range under the supervision of a classroom teacher in special education and a member of the Education Department. The course provides for a minimum of 250 hours of observation, participation, teaching, and conferences. The experience stimulates insight into the special needs and unique educational approaches to teaching children with exceptional learning needs. Discussion of problems in seminar meetings. A grade of B- is required for certification. Elected concurrently with ED 246 and SPE 324, 326, or 328. Prerequisites: completion of 86 credits, including ED 222 and SPE 327; successful completion of Praxis I test from ETS; and recommendation of department.
Fall semester, Longo, Adkins.

Courses on Emotional Disturbance

SPE 226. PRACTICUM IN SPECIAL EDUCATION WITH CHILDREN WITH EMOTIONAL DISTURBANCE (VARIABLE)
Practicum with children with emotional disturbance in the elementary/middle-school age range under the supervision of a classroom teacher in special education. The practicum provides insight into the special needs and the unique educational approaches to teaching children with emotional disturbance. Prerequisite: one special education course and permission of the instructor before November 1.
January intersession, Department.

SPE 328. THE ASSESSMENT OF THE BEHAVIOR AND DEVELOPMENT OF A CHILD WITH EMOTIONAL DISTURBANCE (4)
Study of a child with emotional disturbance in the elementary/middle-school age range through observation, anecdotal records, behavioral data, informal assessment techniques, tests, school records, developmental data, and tutorial work relationship. Emphasis on factors that affect the behavior and development of the child in the education process. The analysis of the data results in a case study and an IEP. Prerequisite: SPE 327.
Fall semester, Longo.

SPE 348. SPECIAL EDUCATION INTERNSHIP WITH CHILDREN WITH EMOTIONAL DISTURBANCE (10)
Internship with children with emotional disturbance in the elementary/middle-school age range, under the supervision of a classroom teacher in special education and a member of the Education Department. The course provides for a minimum of 250 hours of observation, participation, teaching, and conferences. The experience stimulates insight into the special needs and unique educational approaches to teaching children with emotional disturbance. Discussion of teaching problems in seminar meetings. A minimum grade of B is required for certification. Elected concurrently with ED 246 and SPE 324, 326, or 328. Prerequisites: completion of 86 credits, including ED 222 and SPE 327; successful completion of Praxis I; and recommendation of department.
Fall semester, Department.

Courses on Learning Disability

SPE 226. PRACTICUM IN SPECIAL EDUCATION WITH CHILDREN WITH LEARNING DISABILITIES (VARIABLE)
Practicum with children with learning disabilities in the elementary/middle-school age range under the supervision of a classroom teacher in special education. The practicum provides insight into the special needs and the unique educational approaches to teaching children with learning disabilities. Prerequisite: one special education course and permission of the instructor before November 1.
January intersession, Department.

SPE 326. THE ASSESSMENT OF THE BEHAVIOR AND DEVELOPMENT OF A CHILD WITH LEARNING DISABILITIES (4)
Study of a child with learning disabilities in the elementary/middle-school age range through observation, anecdotal records, behavioral data, informal assessment techniques, tests, school records, developmental data, and tutorial work relationship. Emphasis on factors that affect the behavior and development of the child in the education process. The analysis of the data results in a case study and an IEP. Prerequisite: SPE 327.
Fall semester, Longo.

SPE 346. SPECIAL EDUCATION INTERNSHIP WITH CHILDREN WITH LEARNING DISABILITIES (10)
Internship with children with learning disabilities in the elementary/middle-school age range under the supervision of a classroom teacher in special education and a member of the Education Department of Goucher College. The course provides for a minimum of 250 hours of observation, participation, teaching, and conferences. The experience stimulates insight into the special needs and unique educational approaches to teaching children with learning disabilities. Discussion of teaching problems in seminar meetings. A minimum grade of B- is required for certification. Elected concurrently with ED 246 and SPE 324, 326, or 328. Prerequisites: completion of 86 credits, including ED 222 and SPE 327; successful completion of Praxis I; and recommendation of department.
Fall semester, Department.

Courses on Mental Retardation

SPE 224. PRACTICUM IN SPECIAL EDUCATION WITH CHILDREN WITH MENTAL RETARDATION (VARIABLE)
Practicum with children with mental retardation in the elementary/middle-school age range under the supervision of a classroom teacher in special education. The practicum provides insight into the special needs and the unique educational approaches to teaching children with mental retardation. Prerequisites: one special education course and permission of the instructor before November 1.
January intersession, Department.

SPE 324. THE ASSESSMENT OF THE BEHAVIOR AND DEVELOPMENT OF A CHILD WITH MENTAL RETARDATION (4)
Study of a child with mental retardation in the elementary/middle-school age range through observation, anecdotal records, behavioral data, informal assessment techniques, tests, school records, developmental data, and tutorial work relationship. Emphasis on factors that affect the behavior and development of the child in the education process. The analysis of the data results in a case study and an IEP. Prerequisite: SPE 327.
Fall semester, Longo.

SPE 344. SPECIAL EDUCATION INTERNSHIP WITH CHILDREN WITH MENTAL RETARDATION (10)
Internship with children with mental retardation in the elementary/middle-school age range under the supervision of a classroom teacher in special education and a member of the Education Department of Goucher College. The course provides for a minimum of 250 hours of observation, participation, teaching, and conferences. The experience stimulates insight into the special needs and unique educational approaches to teaching children with mental retardation. Discussion of teaching problems in seminar meetings. A minimum grade of B- is required for certification. Elected concurrently with ED 246 and SPE 324 or 326 or 328. Prerequisites: completion of 86 credits, including ED 222 and SPE 327; successful completion of Praxis I; and recommendation of department.
Fall semester, Department.