Education Courses Spring 2005

Experienced Educators Program
Integrated Learning & Waldorf Program


Experienced Educators Program


EDP 599
Action Research & Educational Change

(formerly Educational Research & Educational Change)
Competency Area: Education & Social Policy
Restricted to Experienced Educator students; others by written permission of Program Director attached to or on registration form.

This course will introduce students to the theory and strategies behind action research and will enable them to begin work on selecting an appropriate topic for their Master’s Projects and to develop a proposal for their project. Strategies for framing a question, collecting data and determining samples will be part of the discussion. Methods of quantitative and qualitative research will be discussed and the relationship of purpose to method examined. Emphasis will be on the living, changing nature of qualitative research during the process of developing the Master’s Project Proposal.

Section F: Keene 2004 Cluster: Peter Eppig
Time: Fridays, January 14, February 4, and March 4,
5:00-8:00 pm and
Saturdays, January 15, February 5, and March 5,
9:00-4:00 pm
Maximum: 18
Credits: 2


EDP 600
Contemporary Social & Political Issues in Education

(formerly Education in Social & Political Context)
Competency Area: Education & Social Policy

Section F:
Restricted to Experienced Educator students; others by written permission of Program Director attached to or on registration form.

This course will look at the context for schooling in America in the twenty-first and latter half of the twentieth centuries. We will look at the relationship between what is happening in society and public education; we will also look at the forces both within and outside the school that direct and constrain the process of education. We will pay particular attention to the role of the teacher in the patterns of teaching, learning, determining curricula and governance that characterize schools.

Section F: Keene 2004 Cluster: Susan Dreyer Leon
Time: Fridays, April 1, April 29, and May 20,
5:00-8:00 pm and
Saturdays, April 2, April 30, and May 21,
9:00-4:00 pm
Maximum: 18
Credits: 2

Section G:

Restricted to Experienced Educators School Choice 2005 Cluster 2; others by written permission of Program Director attached to or on registration form.

The socio-cultural contexts of K-12 teaching are ever shifting-Society’s expectations for schools and the roles that teachers are expected to assume are best understood in relation to the social, cultural, political, and historical contexts from which they arise. We will explore ways in which these multiple and overlapping contexts influence teachers’ work in educational settings-building perspective on what makes organizations and innovative approaches work. We will look at the current relationship between society and public education, with a particular focus on standards and accountability and on issues of school choice. We will also look at the forces within and outside the school that direct and constrain the processes of education.

Section G: School Choice 2005 Cluster 2: Judy Coven
Time: Fridays, April 1, April 29, and May 20,
5:00-8:00 pm and
Saturdays, April 2, April 30, and May 21,
9:00-4:00 pm
Maximum: 18
Credits: 2


EDC 520
Curriculum Theory and Applications

Competency Area: Curriculum and Instruction
Restricted to Experienced Educators School Choice 2005 Cluster 2.

Changed 11/19/04 to:
Restricted to Experienced Educators School Choice Cluster 1

Others by written permission of the Program Director attached to or on the registration form.

This course will include an exploration of curriculum theory and practice from the classroom to the district, and state levels. We will examine historical and modern conceptions of curriculum theory, curriculum design, and curriculum implementation. Given all we know about the world inside and outside the school, we will both individually and as a group: 1) articulate what is quality curriculum, 2) determine how to design curriculum to achieve desired results, 3) produce exemplars of curriculum that make these ideas concrete and practical. During class sessions we will engage in large group discussion, small group work, individual reflection, and curriculum design.

Section E: School Choice 2004 Cluster 1: Tom Julius
Time: Fridays, February 4, March 4,
April 1, and April 29,
4:30-7:30 and
Saturdays, February 5, March 5,
April 2, and April 30,
9:00 am-5:00 pm
Maximum: 18
Credits: 3


EDT 611
Learning Theory

Competency Area: Theoretical and Philosophical Foundations of Education
Restricted to Experienced Educators School Choice 2005 Cluster 2; others by written permission of Program Director attached to or on registration form.

How do children think and learn? What is intelligence? What is the role of emotion in education? How do biology and the environment interact to create a unique human mind? Developmental theories abound-Piaget, Vygotsky, Erikson, Kohlberg, Kegan, Gilligan. Some models describe broad stages of development that clump a range of human characteristics. Recent work has been focused more narrowly on the unfolding of a single skill or trait. Learning has been variably ascribed to information processing, cognitive processes, constructivism, and social constructivism. Are there theories and models that can effectively guide us in our approach to teaching? How do we best support our students as they develop, mature, and gain knowledge, skills, and understanding?

Section G: School Choice 2005 Cluster 2:
Susan Dreyer Leon
Time: Fridays, January 14, February 4, and March 4,
4:30-7:00 pm and
Saturdays, January 15, February 5, and March 5,
9:00 am-4:00 pm
Maximum: 18
Credits: 2


ED 699B
Master’s Project

Required of all finishing students in the Keene 2003 Clusters (1 & 2).
Restricted to students who have completed EDP 599 Educational Research.

The Master’s Project is a year-long project of the student’s own choosing. Projects are expected to contribute to the improvement of educational practice, and may have either a research or a developmental focus. Each student must make a public presentation of the project in a symposium before the end of the program. In the past, symposia have consisted of workshops for other teachers, presentations to school boards or parents, discussions in staff meetings or with seminar participants. Projects may incorporate any variety of media, such as videotapes, slides, pictures, but must also have a written manuscript to accompany them.

Section C: Keene 2003 Cluster 1: Staff
Section D: Keene 2003 Cluster 2: Staff
Credits: 5


ED 699C
Master’s Project Continuation

Students who have completed coursework must register for Master’s Project continuation every semester until the project has been completed and signed off by the Master’s Project reader. Enrollment in Master’s Project continuation confers half-time status for Financial Aid and loan deferment purposes through May 13, 2005.

Section A: Education Faculty
Credits: uncredited


ED 699S
Master’s Project Seminar

Restricted to Experienced Educator students; others by written permission of Program Director attached to on on registration form.

The Master’s Project seminar is designed to assist teachers with the action research process through collegial critique and advice. The seminar will be used for piloting activities, for sharing concerns and emerging theory, and for reflecting upon both the process and the content of what teachers are learning through their research. Special strategies for data collection and analysis will be explored.

Section C: Keene 2003 Cluster 1: Jane Miller
Section D: Keene 2003 Cluster 2: Peter Eppig
Time: Saturdays, January 29, March 12, and April 16, 9:00 am-4:00 pm
Maximum: 15 per section
Credits: 1


ED 693C
Practicum
Practicum Seminar

The purpose of the Practicum is to assist students in integrating theoretical knowledge gained through reading and seminars with their experience as teachers. During this Practicum semester students will be completing their Practicum portfolios. The emphasis in the Practicum is upon self-evaluation, reflection, and articulation of experience. Students may call on faculty consultants for particular assistance with classroom practices. A reflective journal is required of all students, and at least one visit to another classroom; an annotated bibliography and a sustained observation of a student are also required. One hour of the monthly core course meetings will be devoted to practicum-related issues, such as discussion of classroom practice, reflective journal writing, and theoretical applications to teaching.

Section F: Keene 2004 Cluster: Staff
Time: TBA
Credits: 2


ED 693E
Practicum
Practicum Seminar-Leadership for Change

Restricted to Experienced Educators School Choice 2004 Cluster 1.

This practicum is designed explore students’ roles as leaders in their schools, school districts and in relation to implementing their change project. We will identify qualities of effective leadership and strategies for building leadership capacity in oneself and others. Students will engage in taking leadership roles, reflect and write about their developing leadership skills, interview leaders they admire, and become knowledgeable about current leadership theory. Practicum work for this semester will culminate in a plan for building leadership capacity to implement a change project in the student’s school.

Section E: School Choice 2004 Cluster 1: Staff
Time: TBA
Credits 3


ED 693D
Practicum
Practicum Seminar-Organizational Case Study

Restricted to Experienced Educators School Choice 2005 Cluster 2.

The practicum seminar is designed to allow students to explore school change and/or school choice issues in their education setting. Using a variety of research methodologies, including surveys, interviews, and observations, students will collect data about their setting and use this information to reflect upon the issues facing their school communities. These reflections will include analyses of formal organizational structures, informal power relationships and the roles played by the many constituents making up a school environment. Practicum work for this term will culminate in a case study that presents the collected data with an eye towards beginning to define the work that students might want to undertake for their masters project.

Section G: School Choice 2005 Cluster 2: Staff
Time: TBA
Credits: 2


EDC 641A
Professional Standards Portfolio II

Competency Area: Curriculum & Instruction
Required of all finishing students in the Keene Clusters (1 & 2).

This course represents the culmination of students’ work begun in the summer semester course EDC 641 Professional Standards Portfolio. Time will be devoted during the Master’s Project seminar to completing this work. Some of the coursework will also be done online. Participants will reflect on their professional strengths and weaknesses, and engage in collegial critiques of portfolios. Proficiencies may be defined from national, state or district-created standards.

Section C: Keene 2003 Cluster 1: Jane Miller
Section D: Keene 2003 Cluster 2: Peter Eppig
Time: TBA
Maximum: 15
Credits: 1


ED 690
SIS: Supervised Independent Study

If you are planning an independent study, please register for an SIS on your registration form; however, an SIS contract Must be submitted to the Registrar’s Office by April 20, 2005, in order for it to appear on your schedule or transcript. Please be sure to specify on the contract if the SIS will be used to fulfill a competency area or serve as a required course substitute, or as an elective. Contracts received after the April 20th deadline will be returned to you for registration in a subsequent semester (additional costs may apply). Credits will not appear on your schedule until the SIS contract(s) has been submitted to the Registrar’s Office, thus affecting your enrollment status and perhaps your financial aid eligibility.

Credits: variable


Integrated Learning & Waldorf Program


EDC 661
Backyard Weather Predicting

Competency Area: Curriculum & Instruction

Did you ever wonder how the weather pundits forecast the weather? Could YOU learn to predict the weather accurately? Yes you can