| source Dartmouth (X) |
level |
department Education (X) |
7. First-Year Seminars in Education<
Score: 9.029902 Details | Listing | Web page
10. Experimental Curriculum Courses<
Score: 9.029902 Details | Listing | Web page
16. Educational Psychology<
Score: 9.029902 Details | Listing | Web page
29. Policy and Politics in American Education<
Score: 9.029902 Details | Listing | Web page
52. The Mathematical Brain: Education and Development<
Score: 9.029902 Details | Listing | Web page
56. Science, Education and the Scientific Mind<
Score: 9.029902 Details | Listing | Web page
62. Adolescent Development<
Score: 9.029902 Details | Listing | Web page
85, 87, 88. Seminars in Education<
Score: 9.029902 Details | Listing | Web page
87. Thinking, Learning and Knowing in Education<
Score: 9.029902 Details | Listing | Web page
41. Principles of Teaching and Learning in the Elementary School: Theory and Practice<
Score: 9.029902 Details | Listing | Web page
43. Practice Teaching I—Elementary<
Score: 9.029902 Details | Listing | Web page
45. Principles of Teaching and Learning in the Secondary School: Theory and Practice<
Score: 9.029902 Details | Listing | Web page
47. Practice Teaching I—Secondary<
Score: 9.029902 Details | Listing | Web page
48. Practice Teaching II—Secondary<
Score: 9.029902 Details | Listing | Web page
08F, 09F: 10A How does a child’s brain develop and learn? How do the answers to this fundamental question impact the way we educate children? This course will investigate these issues by exploring child development and its relationship to education from a number of perspectives, including developmental psychology, cognitive psychology, cognitive neuroscience, and education research. The course will investigate the development of a number of key cognitive, social, and emotional understandings from all these perspectives. The fields of child development and education are undergoing revolutions as our understanding of the mind and the brain are applied to the field of education. This course will serve as a building block to introduce you to and help you evaluate the exciting research coming out of this movement. Open to all classes. Dist: SOC . Temple. 7. First-Year Seminars in Education
Score: 9.029902 Details | Listing | Web page
08F: 2A This course explores intersections of socio-economic status, learning and performance in the American education system—intersections that contribute to an ever-rigidifying social structure where 1% of families control more wealth than the lower 90%. We will use such lenses as educational policy research, autobiographical narrative, educational neuroscience, cognitive development findings, and economic analysis to analyze the educational experiences of young people from lower income backgrounds, from the early home environment through higher education. Open to all classes. Dist: SOC. Davis. 10. Experimental Curriculum Courses
Score: 9.029902 Details | Listing | Web page
Not offered in the period from 08F through 09S 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 methÂodologies, 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 chilÂdren and to design a study to answer that question. Open to all classes. Dist: SOC. 16. Educational Psychology
Score: 9.029902 Details | Listing | Web page
08F, 09F: 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, ecoÂnomic, 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
Score: 9.029902 Details | Listing | Web page
09S, 10S: 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, phonolÂogy, 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
Score: 9.029902 Details | Listing | Web page
08F, 09F: 2 How have moral development and moral behavior been looked at in psychological literÂature? 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 hypoÂthetical 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
Score: 9.029902 Details | Listing | Web page
(Identical to Linguistics 10)
Score: 9.029902 Details | Listing | Web page
09S: 2 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-culÂtural accounts of learning, intelligence, competence, and socialization. We examine how culture and biology interact to structure learning and development in different cultural popÂulations. 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 learnÂing processes are also explored. Open to all classes. Dist: SOC. Nelson. 62. Adolescent Development
Score: 9.029902 Details | Listing | Web page
09W, 10W: 9L What is an “exceptional” child? How might an exceptional child think about and experiÂence 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
Score: 9.029902 Details | Listing | Web page
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
Score: 9.029902 Details | Listing | Web page
09W, 10W: 3A This course addresses the most modern advances in human development related to perÂception, 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 enrollÂment in Education 41 or 45. 41. Principles of Teaching and Learning in the Elementary School: Theory and Practice
Score: 9.029902 Details | Listing | Web page