Education
Office: 240A Blodgett Hall, Website:
departments.vassar.edu/~educ/edweb.html,
Phone: (845)437-7360, e-mail: education@vassar.edu
Professor: Robin Trainor (Chair and Coordinator of
Elementary Student Teaching); Associate Professor:
Joyce Bickerstaff; Assistant Professor:
Christopher Roellke; Visiting Instructors: Linda
Cantor, Judith Wohl (Coordinator of Secondary Student
Teaching); Lecturers: Julie Riess (Director of
Wimpfheimer Nursery School).
The teacher preparation programs in the Department of
Education at Vassar College reflect the philosophy that a
broad liberal arts education is the best foundation for
teaching whether on the nursery school, elementary, or
secondary level; whether in public or private schools. The
student at Vassar who is preparing to teach works within a
strong interdisciplinary framework of professional methods
and a balanced course of study in a select field of
concentration leading to the degree of Bachelor of Arts. The
department offers work leading to provisional New York State
certification at elementary and secondary school levels.
This certification is reciprocal in many other states.
Consistent with New York State requirements, the
certification programs are based upon demonstration of
competency in both academic and field settings. It is
advisable that students planning elementary or secondary
certification consult with the department during the first
semester of the freshman year.
Transfer Students: Transfer students who wish to
be certified for elementary or secondary school teaching
under the Vassar program must take their units in
professional preparation at Vassar. They are also required
to do their student teaching under Vassar's supervision.
Early consultation with the Department of Education is
advised.
Students interested in the theoretical or cross-cultural
study of education, but not in certification, should consult
the department for a list of recommended courses.
Special Programs:
Oxfordshire, England: Internship in British Primary
Schools. Vassar College, in cooperation with Oxford
University and the primary schools of Oxfordshire, England,
offers a one-semester internship in British primary schools.
Students participating are expected to have a basic
knowledge of child development, experience with children,
and overall academic competence. Students work as interns in
infant or junior schools in the vicinity of Oxford. Students
are expected to take a "half-tutorial'' of study at Oxford
University in some area such as history, English,
psychology, history of art, physical sciences, geography, or
another subject taught in the university. Students
interested in applying should consult with their adviser and
the Department of Education before making formal application
through the Office of the Dean of Studies.
Clifden, Ireland: Internship in Irish Secondary
Schools. Vassar College, in cooperation with University
College, Galway, and the secondary schools of Clifden,
offers a one-semester internship in Irish secondary schools.
Students interested in teacher certification, the
theoretical study of education, or the study of
cross-cultural education are assigned as interns in the
secondary schools in Clifden. They are expected also to take
a "half-tutorial'' of study at University College, Galway,
in some area such as history, English, psychology, history
of art, physical sciences, geography, or other subjects
taught in the university. Those interested in applying
should consult with their adviser and the Department of
Education before making formal application through the
Office of the Dean of Studies.
Venture/Bank Street:
Urban (NYC) Education Semester. Vassar College, in
cooperation with Venture/Bank Street, offers a one-semester
program in urban education. Students interested in teacher
certification, the theoretical study of education, or the
study of cross-cultural education are assigned as interns in
New York City public schools. In addition to the two-unit
internship, students also take three additional courses at
Bank Street College. Those interested in applying should
consult with their adviser and the Department of Education
before making formal application through the Office of the
Dean of Studies.
Elementary Certification: Programs leading to the
New York State Provisional Elementary Certificate (K-6) are
offered. New York State will certify students for the
provisional certificate upon recommendation of the
department chair. Such recommendation will depend on
academic excellence, specified competencies in professional
course work, field experiences, and demonstrated fitness for
teaching. In addition, students must pass a qualifying
examination set by New York State. The program of study must
include the following requirements:
Psychology 105, 202; Education 235, 290, 240, 350/351,
360, 361, 362.
Advisers: The department.
Recommended Sequence of Courses for Elementary
Certification:
Freshman year: Sophomore year:
Psychology 105, 202 Education 235
Education 290 (Field Work). *Education 260
Junior year: Senior year:
Education 350/351 Education 360, 361
Education 240 Education 362 (Student
*Africana Studies 321 Teaching)
*Education 250b
NRO work may not be used to satisfy state certification
requirements.
The student teaching internship is a five-day/week full
time classroom experience in selected local schools
ordinarily taken during the a-semester. In rare
circumstances, students may be granted permission by the
department chair to student teach during the b-semester.
Secondary Certification: Programs leading to the
New York State Provisional Secondary Certificate (7-12) are
offered in the fields of English, foreign languages
(Spanish, French, German, Russian), mathematics, biology,
chemistry, physics, and social studies. Students with a
major in the areas of anthropology, economics, geography,
history, political science, urban studies, American culture,
and sociology are eligible for social studies certification.
New York State will certify students upon the recommendation
of the department chair. Such recommendation will depend on
academic excellence, specified competencies in professional
course work, field experiences, and demonstrated fitness for
teaching. In addition, students must pass a qualifying
examination set by New York State. The program of study must
include the following:
Psychology 105; Education 235, 263, 290
English: Education 394, 374
Foreign Languages: Education 390, 370
Mathematics, Biology, Chemistry, Physics: Education 392,
372
Social Studies: Education 396, 376
In addition, there should be the required number of hours
in the academic field in which the student plans to teach.
These vary slightly for each field; therefore it is
important that students planning such a program consult with
the appropriate member of the department as soon as the area
of concentration has been declared.
Advisers: The department.
Recommended Sequence of Courses for Secondary
Certification:
Freshman year: Sophomore year:
Education 235 *Education 260
Psychology 105 Education 263
Education 290
Junior year: Senior year:
*Africana Studies 321 *Education 250b
Education 290 *Education
370-376
Education 390-396
NRO work may not be used to satisfy state certification
requirements.
The student teaching internship is a five-day/week full
time classroom experience in selected local schools
ordinarily taken during the a-semester. In rare
circumstances, students may be granted permission by the
department chair to student teach during the b-semester.
I. Introductory
160b. Books, Children, and Culture (1)
(Same as Africana Studies 160b) This course examines
select classical works from the oral tradition and
contemporary works of children's fiction. The course
addresses children's fiction as a sociological phenomenon as
well as a literary and artistic one (illustrative content).
The course traces the socio-historical development of
American children's literature from Western and non-Western
societies. Social, psychoanalytic, and educational theory
provide a conceptual basis and methodological framework for
the cultural analysis of fairy tale and modern fantasy in
cross-cultural perspective. Socialization issues include:
ideals of moral character; race and class; politicalization;
and the human relationship to the natural environment. Ms.
Bickerstaff.
Two 75-minute periods.
II. Intermediate
The following courses are part of the Urban Education
Semester (Venture/Bank Street) and are taken at Bank Street.
The first three are required and students may then elect to
take one or more of the other four courses:
Urban Education Seminar/Field Experience
Anthropology of Urban Education
The Study of Normal and Exceptional Children through
Observation andRecording
Comparative Migration Experiences of the Caribbean, Latin
American andAsian People
Language Development, Diversity and Disorders
Foundations of Modern Education
Teaching Methodology
235a or b. Issues in Contemporary Education
(1)
An examination of theories and issues in modern education
as they affect and reflect the child, the schools, and the
teacher; inquiry into social, economic, and political
pressures as they affect education, with special emphasis on
the disadvantaged. Mr. Roellke.
Prerequisite: Introductory course in psychology,
sociology, or political science.
Permission required.
Two 75-minute periods.
236a. Childhood Development: Observation and Research
Application (1)
(Same as Psychology 236a) What differentiates the
behavior of one young child from that of another? What
characteristics do preschool children have in common? This
course provides students with direct experience in applying
contemporary theory and research to the understanding of an
individual child. Topics include attachment; temperament;
parent, sibling, and peer relationships; theories of mind;
language development, humor, and language play;
fantasy/reality distinctions; the self and moral
development; and social categories. Each student completes a
comprehensive study of one child in the Nursery School,
based on detailed, extended observation and the application
of research findings from the developmental literature. Ms.
Riess.
Prerequisite: Psychology 202 and permission of
instructor
One 2-hour period; 4 hours of laboratory
participation
237b. Early Childhood Education: Theory and Practice
(1)
(Same as Psychology 237b) What is the connection between
a textbook description of preschool development and what
teachers do every day in the preschool classroom? This
course examines curriculum development based on contemporary
theory and research in early childhood. The emphasis is on
implementing developmental and educational research to
create optimal learning environments for young children.
Major theories of cognitive development are considered and
specific attention is given to the literatures on memory
development; concepts and categories; cognitive strategies;
peer teaching; early reading, math, and scientific literacy;
and technology in early childhood classrooms. Ms. Riess.
Prerequisite: Psychology 202 and permission of
instructor
One 2-hour period; 4 hours of laboratory
participation
240b. Mathematics for Elementary Teaching: Content and
Methodology for Regular and Special Education(1)
The purpose of this course is to develop the student's
competency to teach mathematics to elementary school
children, K-6. Lectures and "hands on'' activity sessions
are used to explore mathematical content, methodology, and
resource materials with an emphasis on conceptual
understanding as it relates to the sequential nature of
mathematics and to cognitive development. Special emphasis
is placed on diagnostic and remedial skills drawn from a
broad psychological and theoretical base. Students have the
opportunity to plan, implement, and assess their mathematics
teaching in appropriate classroom settings through field
assignments in the local schools. Ms. Cantor.
Prerequisites: Psychology 105, 202. Special
permission.
250b. Introduction to Special Education (1)
The purpose of this course is to examine new ideas that
have emerged with regard to the education and training of
exceptional children. A humanistic philosophical approach is
the emphasis of this examination with focus on the child
rather than on the categories of handicaps. Considering
"special education'' as intervention in the education of
children who have special needs, several issues are dealt
with: the medical, psychological, and sociological problems
of these children; instructional practices; inclusion; and
the restructuring of the traditional role of the special
teacher. Ms. Trainor.
Prerequisites: Psychology 105, 202. Special
permission.
Two 75-minute periods.
260b. Child Abuse and Domestic Violence: American
Cultural (1)
and Social Problems
This course examines, from a multidisciplinary
perspective, the historical conceptions of child abuse and
domestic violence; the underlying causes and consequences to
children and to families; the views which influence
professionals as they cope with the problems of
maltreatment; the emotional reactions to these issues; the
trauma and dynamics of family separation; and literary
perspectives on the problems. Legal issues and proposals
which may affect public policy changes in the prevention,
intervention, and treatment of these problems are addressed.
Ms.Trainor.
Prerequisite: permission of instructor.
Two 75-minute periods.
262b. The Fairy Tale (1)
The course focuses on European and Asian folk tales, with
emphasis on how writers from the nineteenth and twentieth
centuries have reinvented the fairy tale while borrowing
from traditional sources. Readings include: Household
Tales of the Brothers Grimm, and selections from Hans
Christian Andersen, George MacDonald, Lewis Carroll, L.
Frank Baum, and Virginia Hamilton. Assignments will include
critical papers, the writing of an original tale, and the
presentation of a traditional tale in class. Ms.
Darlington.
Prerequisite: permission of instructor.
263a. The Adolescent in American Society (1)
This course provides a general review of normal
adolescent development as well as typical adolescent
problems (i.e. substance abuse, depression, eating
disorders.) We review contemporary issues in education as
they relate to adolescent development and the structuring of
a classroom. There is also active discussion as to how to
handle a variety of difficult classroom scenarios. Mr.
Roellke.
Prerequisite: permission of instructor.
One 3-hour period.
[265. Urban Education Reform] (1)
(Same as Urban Studies 280) This course examines American
urban education reform from historical and contemporary
perspectives. Particular attention is given to the political
and economic aspects of educational change. Specific issues
in the course include, but are not limited to: centralized
vs. decentralized decision-making structures; standards and
accountability mechanisms; recruitment and retention of
teachers; micro politics within urban schools; and
incentivebased reform strategies. Students are also afforded
the opportunity to participate directly in current reform
efforts through selected service learning projects in local
Poughkeepsie schools. Mr. Roellke.
Prerequisite: permission of instructor.
Two 75-minute classes.
Not offered in 2000/01.
270b. Drama In the Classroom (1)
This course examines the topic, drama in education, in
terms of its practical application for the classroom teacher
and as a resource for education and training in other
contexts. The course will concentrate on the work of
well-known authors, educators, and practitioners in the
field of educational drama. Class participation incorporates
various dramatic techniques and drama exercises, and written
projects and model lessons are required. Preference is given
to students in teacher training. Ms. Wohl.
Prerequisite: permission of instructor.
One 3-hour period.
281. From Print to Film: The Reading, Writing and
(1)
Seeing of Children's Books
A study of selected children's classics and the films
based on them, both of which have attracted an adult
audience: Alice in Wonderland, Through the Looking Glass,
Gulliver's Travels, Mulan, The Wizard of Oz and others.
Ms. Willard.
Prerequisite: permission of instructor.
Two 2-hour periods.
282b. Learning the 3 R's: Race, Representation, and
Resistance (1)
(Same as Urban Studies 282) In this course, students
examine the political and relational nature of race and its
significance in schooling. Further exploration includes the
complicated relationship between identities at the
individual level and the representations and discourses of
knowledge created by the dominant racial order at a
structural level. Set within the context of schools, this
exploration delves into the significance of race in the
everyday lives of students and teachers, as well as its
significance in the curriculum and in educational policies,
practices, and reform. Ms. Lei
284. The Writing of Children's Books (1)
A study of and writing of the various kinds of literature
for children, including narrative, non-fiction, re-tellings
of traditional tales, and texts for illustrated books. Ms.
Willard.
Prerequisite: permission of instructor.
One two- hour period and individual conferences with the
instructor.
290a or b. Field Work (1/2 or 1)
All candidates for certification must demonstrate
competency in an intensive field work experience at the
elementary, middle school, or senior high school level prior
to student teaching. The department.
Reading Courses
297.01. Teaching Reading: Special Problems
(1/2)
Ms. Trainor.
297.02. Early Childhood Education: History and
Theories (1/2)
Ms. Trainor.
297.03. The Adolescent in American Society
(1/2)
Ms. Trainor.
297.04. Readings in the History of Education
(1/2)
Mr. Roellke.
297.05. Special Problems in the Social Studies
(1/2)
Mr. Roellke.
297.06. Learning About Secondary Mathematics Materials
(1/2)
The department.
297.07. Learning About Science Materials
(1/2)
The department.
297.08. Special Studies in Education
(1/2)
The department.
297.09. Special Studies in Children's Literature
(1/2)
Ms. Trainor.
297.10. The Changing Mathematics Curriculum
(1/2)
The department.
297.11. Sexism, Racism, and Ageism in the Curriculum
(1/2)
Ms. Trainor.
298a or b. Independent Study (1/2 or
1)
Individual or group projects concerned with some aspect
of education, subject to prior approval of the department.
May be elected during the regular academic year or during
the summer. The department.
III. Advanced
A minimum of 1/2 unit of field work
is required for admittance to all 300-level courses for
students seeking teacher certification.
300a. Senior Portfolio (1/2)
This half-unit senior seminar focuses on analysis of the
student teaching experience. Through the development of
their teaching portfolio, senior students examine the
linkages between theory, current research, and classroom
practice. This elective course should be taken con-currently
with the student teaching practicum. The department.
Prerequisites: Taken concurrently with 362, 370, 372, 374
or 376.
One 1-hour period.
320a. Up From Slavery: Schooling and Socialization
(1)
of Blacks in America
(Same as Africana Studies 320) Ms. Bickerstaff.
321b. Cross-Cultural Studies in Education (1)
(Same as Africana Studies 321)
350/351. The Teaching of Reading: Process and
Strategies (1)
for Elementary and Special Education
The purpose of this course is to examine the nature and
process of reading within a theoretical framework and then
to examine a variety of approaches and strategies used in
teaching children to read and to gain competence in all of
the language arts. Special emphasis is placed on diagnostic
teaching for all children as well as on the selection of
reading curricula, goals, methods, materials, and settings
appropriate for children in regular classes and for children
with cognitive and behavioral deficits for whom
modifications in the learning program are necessary.
Observation and participation in local schools is required.
Ms. Trainor.
Prerequisites: Psychology 105, 202, permission of
instructor.
One 2-hour period; one hour of laboratory.
360a. Workshop in Curriculum Development (1)
This course focuses on the current trends, research and
theory in the area of social science and their implications
for practice in the elementary schools. Procedures and
criteria for developing and evaluating curricular content,
resources and teaching strategies are examined and
interdisciplinary units developed. Ms. Cantor.
Prerequisites: open to seniors only or by permission of
instructor.
One 3-hour period.
361. Seminar: Science in the Elementary Curriculum
(1)
This course focuses on methods of teaching science in the
elementary school. Students explore the development of
scientific concepts, science literacy, and scientific
methods as appropriate for elementary school students.
Emphasis is placed on experiential approaches to the
material.
Open to seniors only or by permission of instructor.
One 3-hour period.
362a or b. Student Teaching Practicum: Elementary
(2)
Supervised internship in an elementary classroom, grades
K-6. Examination and analysis of the interrelationships of
teachers, children, and curriculum as reflected in the
classroom learning environment. One or more conference hours
per week. Ms. Trainor, Ms. Cantor.
Open to seniors only.
Prerequisites: Psychology 105, 202; Education 235, 240,
290, 350/351; Education 360, 361 may be concurrent.
(Ungraded only.) Permission of instructor.
370a or b. Student Teaching: (2)
Secondary School Foreign Languages
Supervised internship in teaching in a middle, junior or
senior high school, grades 7-12. Examination of the
interrelationships of teachers, children, and curriculum as
reflected in the classroom learning environment. One or more
conference periods per week. Ms. Wohl.
Open to seniors only.
Prerequisites: Psychology 105; Education 235, 263, 290;
Education 390. (Ungraded only.) Permission of
instructor.
372a or b. Student Teaching: Secondary School
Mathematics (2)
and Science
Supervised internship in teaching in a middle, junior, or
senior high school, grades 7-12. Examination of the
interrelationships of teachers, children, and curriculum as
reflected in the classroom learning environment. One or more
conference hours per week. The department.
Open to seniors only.
Prerequisites: Psychology 105; Education 235, 263, 290;
Education 392. (Ungraded only.) Permission of
instructor.
374a or b. Student Teaching: Secondary School English
(2)
Supervised internship in teaching in a middle, junior, or
senior high school, grades 7-12. Examination of the
interrelationships of teachers, children, and curriculum as
reflected in the classroom learning environment. One or more
conference periods per week. Ms. Wohl.
Open to seniors only.
Prerequisites: Psychology 105; Education 235, 263, 290;
Education 394. (Ungraded only.) Permission of
instructor.
376a or b. Student Teaching: Secondary School Social
Studies (2)
Supervised internship in teaching in a middle, junior or
senior high school, grades 7-12. Examination of the
interrelationships of teachers, children, and curriculum as
reflected in the classroom learning environment. One or more
conference hours per week. Mr. Roellke.
Open to seniors only.
Prerequisites: Psychology 105; Education 235, 263, 290;
Education 396. (Ungraded only.) Permission of
instructor.
380. Deconstructing the Curriculum (1)
This is an advanced educational theory and analysis
course. Theoretical and philosophical perspectives on
pedagogy, classroom structure, and school administration are
presented as a framework for analyzing a series of
curriculum topics: purpose, content, organization,
implementation, and evaluation. Each of these topics is
examined from divergent viewpoints in order to expose the
underlying assumptions of curricular decisions in each area.
Mr. Roelke.
Prerequisite: permission of instructor.
One 3-hour period.
390b. Secondary School Teaching: Methods in Foreign
Languages (1)
A seminar in the methods of teaching and development of
curriculum in foreign languages in the secondary school.
Relation of effective learning to motivation, to adolescent
development, and to individual needs. Discussion of
currently evolving theories of instruction in the secondary
schools. The department.
Prerequisites: Psychology 105; Education 235, 263, 290.
Permission of instructor.
One 2-hour period.
392b. Secondary School Teaching: Methods in
(1)
Mathematics and Science
Seminar in the methods and materials used in a
secondary-school science and mathematics program.
Examination of current trends in application of learning
theories related to those subject areas. Emphasis placed on
expanding of student view of educational problem solving by
exploration of instructional alternatives. The
department.
Prerequisites: Psychology 105; Education 235, 263, 290.
Permission of instructor.
One 2-hour period.
394b. Secondary School Teaching: Methods in English
(1)
A seminar in the methods of teaching and development of
curriculum in English in the secondary school. Special
emphasis is placed on the relation of effective learning to
motivation, to adolescent development, and to individual
needs. Ms. Wohl.
Prerequisites: Psychology 105; Education 235, 263, 290.
Permission of instructor.
One 2-hour period.
396b. Secondary School Teaching: Methods in the Social
Studies (1)
Seminar in the methods and materials of secondary-school
social studies teaching. Special emphasis will be placed on
curriculum development. Specific attention given to the
selection of materials and the exploration of innovative
teaching techniques. Mr. Roellke.
Prerequisites: Psychology 105; Education 235, 263, 290,
permission of instructor.
One 2-hour period.
399a or b. Senior Independent Work (1/2 or
1)
Special permission. The department.