Examination of individual differences and their consideration in the teaching-learning process. Research and pre-practicum required. Prerequisites: 238 and 235 or 342 and permission of the instructor.

A study of the curriculum and the application of the principles of teaching in the elementary school. Two class hours and a practicum involving directed classroom teaching. Prerequisite: three courses in the department taken previously, including 235 and 238, grade of B- or better in education courses. Admission by permission of the department. Preregistration meeting scheduled in April.

The institutional educational contexts through which our adolescents move can powerfully influence the growth and development of our youth. Using a cross-disciplinary approach, this course will examine those educational institutions central to adolescent life: schools, classrooms, school extracurriculars, arts-based organizations, athletic programs, community youth organizations, faith-based organizations, and cyber-communities. Three issues will be investigated. First, what theoretical and socio-cultural perspectives shape these educational institutions?

This course examines the experience of childhood in modern society and the ways that it is shaped by the interplay of family, schooling, and the wider culture. Sociocultural influences on philosophies of education and their implementation across cultures will be explored through models of education such as the Italian Reggio Emilia and Pistoian approaches, Head Start, public and private childcare initiatives in the United States. Students are expected to spend one additional hour per week in study group discussions and observing in schools.

This course examines teaching and learning issues related to the reading process in the elementary classroom. Students develop a theoretical knowledge base for the teaching of reading to guide their instructional decisions and practices in the classroom setting. Understanding what constitutes a balanced reading program for all children is a goal of the course. Students spend an additional hour each week engaged in classroom observations, study group discussions, and field-based experiences. Prerequisite: EDC 238. Open to juniors and seniors only with permission.

Topics course. The seminar explores how the challenges facing schools in America's cities are entwined with social, economic and political conditions present within the urban environment and how the interplay of these forces shape the nature of educational reform in the urban context.

This course combines perspectives on cognition and learning to examine the teaching-learning process in educational settings. In addition to cognitive factors the course will incorporate contextual factors such as classroom structure, teacher belief systems, peer relationships, and educational policy. Consideration of the teaching-learning process will highlight subject matter instruction and assessment. Prerequisite: a genuine interest in better understanding teaching and learning. Priority given to majors, minors, first-year, and second-year students. Enrollment limited to 55.

A study of theories of growth and development of children from prenatal development through adolescence; basic considerations of theoretical application to the educative process and child study. Directed observations in a variety of child-care and educational settings. Enrollment limited to 55.

Admission by permission of the department, normally for majors and minors who have had four semester courses in economics above the introductory level. Students contemplating a special studies should read the guidelines for special studies in the department's "Handbook for Prospective Majors." on the departments webpage: www.smith.edu/economics. This is a full-year course.