Learning to observe and to listen carefully are important skills, both in Cornell classes and in observations in the public schools, introduced during Stage One coursework.
This course explores the historical, sociological, and philosophical foundations of education. The class will draw upon the broad, theoretical issues of education through a variety of written and discussion-based activities. Particular attention is paid to curriculum theory, the civic and democratic mission of the common schools movement, Dewey and the Progressive Era of schooling, and the current social context of schools. Students are encouraged to critically analyze the purpose of schooling and to further develop their own philosophies of education through reflection and dialogue. (Humanities)
The factors that influence the nature and quality of growth, development, and learning during the educational process. Examination, through the use of recent research and illustrative examples, of important psychological characteristics of children and adolescents as learners, and of teachers and the teaching process in the elementary and secondary schools. Fourteen hours of observation-practicum in the schools. Students must provide their own transportation. Not open to juniors and seniors without permission of instructor. (Social Science)
An introduction to the basic characteristics of persons with special needs and how they can best be educated in the K-12 schools. All categories of students served under IDEA 2004 and Sec. 504 will be considered. Topics include legal mandates, inclusion, mental retardation, learning disabilities, emotional and behavioral disorders, speech and language disorders, hearing impairment, visual impairment, physical disabilities, and giftedness. Fifteen hours of observation-practicum in the schools. Students must provide their own transportation. No S/U option. Not open to juniors and seniors without permission of instructor. (Social Science)
This course explores the influence of social issues such as discrimination, diversity, equity, racism, sexism, homophobia, and ethnic and socioeconomic pluralism in American schools. The goals for this class are to understand and be sensitive to the values, beliefs, lifestyles, and attitudes of individuals and the diverse groups found in a pluralistic society and to translate knowledge of human relations into attitudes, skills, and techniques that will support favorable learning experiences. Through critical analysis, this course reveals ways in which dehumanizing biases may be reflected in instructional materials, methodologies, media, and everyday encounters and understand how these interactions may influence classroom dynamics and student learning.