In this course, we will discuss and write about the dominance of English in the global landscape. The course reader, The Handbook of World Englishes (2006), offers an interdisciplinary approach to the topic. We will begin the course with a geographic and historical overview of World Englishes and then will examine the impact of English language dominance on individuals and societies, emphasizing themes such as migration, globalization, education, and identity. Throughout the course, we will explore the relevance of these issues to educators, linguists, and policy-makers around the world.

Education in the USA
What are schools for? What makes education in a democracy unique? What counts as evidence of that uniqueness? What roles do schools play in educating citizens in a democracy for a democracy? In this course, we will engage these questions while investigating education as a social, cultural, political, and economic process. We will develop new understandings of current policy disputes regarding a broad range or educational issues by examining the familiar through different ideological and disciplinary lenses. (formerly TEDU 0115) 3 hrs. lect./1 hr. disc.

Education in the USA
What are schools for? What makes education in a democracy unique? What counts as evidence of that uniqueness? What roles do schools play in educating citizens in a democracy for a democracy? In this course, we will engage these questions while investigating education as a social, cultural, political, and economic process. We will develop new understandings of current policy disputes regarding a broad range or educational issues by examining the familiar through different ideological and disciplinary lenses. (formerly TEDU 0115) 3 hrs. lect./1 hr. disc.

Education in the USA
What are schools for? What makes education in a democracy unique? What counts as evidence of that uniqueness? What roles do schools play in educating citizens in a democracy for a democracy? In this course, we will engage these questions while investigating education as a social, cultural, political, and economic process. We will develop new understandings of current policy disputes regarding a broad range or educational issues by examining the familiar through different ideological and disciplinary lenses. (formerly TEDU 0115) 3 hrs. lect./1 hr. disc.

Education in the USA
What are schools for? What makes education in a democracy unique? What counts as evidence of that uniqueness? What roles do schools play in educating citizens in a democracy for a democracy? In this course, we will engage these questions while investigating education as a social, cultural, political, and economic process. We will develop new understandings of current policy disputes regarding a broad range or educational issues by examining the familiar through different ideological and disciplinary lenses. (formerly TEDU 0115) 3 hrs. lect./1 hr. disc.

Education in the USA
What are schools for? What makes education in a democracy unique? What counts as evidence of that uniqueness? What roles do schools play in educating citizens in a democracy for a democracy? In this course, we will engage these questions while investigating education as a social, cultural, political, and economic process. We will develop new understandings of current policy disputes regarding a broad range or educational issues by examining the familiar through different ideological and disciplinary lenses. (formerly TEDU 0115) 3 hrs. lect./1 hr. disc.

Foundations of Peace Education
In this course, we will investigate the concept of a "culture of peace" as defined by the United Nations in 1998: “A set of values, attitudes, modes of behavior and ways of life that reject violence and prevent conflicts by tackling their root causes to solve problems through dialogue and negotiation among individuals, groups and nations.” Our focus questions will be: What do we know about the root causes of conflict? What knowledge and skills are required to become skilled negotiators and mediators capable of bringing about a culture of peace? What role can schools play in fostering a culture of peace given the extensive literature that argues that the current institutional structure of schools fosters apathy and fear-conditions unlikely to foster a culture of peace?

Global Perspectives on Literature for Youth
Literature in translation, post-colonial English literature, and the literature of immigrants are a growing part of literature available to American children. We will examine literature from Africa, the Middle East, Europe, and Asia originally written in English or in translation. What makes international literature distinct from multicultural literature? Do these literary traditions bridge cultural gaps? What issues arise in translating for children? What is the phenomenon of "Americanization?" What are the implicit and explicit cultural and/or ethnic expectations regarding authorship and criticism in international literature? In this class we will examine these questions through the lens of literature for children.

Scenarios for Teaching Writing
The purpose of this course is to understand how composition, reflective practice, and inquiry-based learning come together in K-12 education, in the classroom, and online. Theoretical approaches to the teaching of writing will be put into practice in lesson plans. Students will serve as peer tutors-mentors for ACSU students. Readings will include Cross-Talk in Comp Theory, Composing a Teaching Life, The Art of Teaching Writing, Scenarios for Teaching Writing, and Life-Affirming Acts. (formerly TEDU 0225)

Models of Inclusive Education
In this course we will focus on strategies and techniques for including students with diverse learning styles in general education environments. Legal, theoretical, philosophical, and programmatic changes leading toward inclusive models of education will be approached through a historical overview of special education for students with disabilities. Additionally, the course works to expand notions of inclusion such that students' multiple identities are incorporated into all learning. Emphasis is given to the active learning models and differentiated curriculum and instruction to accommodate a range of learners with diverse disabilities, abilities, and identities.

Teaching of Mathematics and Science in the Elementary School
This course is an examination of current theory, research, methods, and materials of elementary school mathematics and science. In addition to the classes and lab, students will participate in a field experience of observing and helping out in elementary school classes in the Middlebury area (approximately 24 hours). Development of an individual education studies website will also be required. Students will construct a working knowledge of assessment and the scope and sequence of mathematics and science skills, concepts, and dispositions; how children learn mathematics and science; effective teaching skills and strategies; and the role of the national and Vermont standards in teaching and learning mathematics and science. (formerly TEDU 0315) 3 hrs. lect./3 hrs. lab

Teaching of Mathematics and Science in the Elementary School
This course is an examination of current theory, research, methods, and materials of elementary school mathematics and science. In addition to the classes and lab, students will participate in a field experience of observing and helping out in elementary school classes in the Middlebury area (approximately 24 hours). Development of an individual education studies website will also be required. Students will construct a working knowledge of assessment and the scope and sequence of mathematics and science skills, concepts, and dispositions; how children learn mathematics and science; effective teaching skills and strategies; and the role of the national and Vermont standards in teaching and learning mathematics and science. (formerly TEDU 0315) 3 hrs. lect./3 hrs. lab

Teaching and Learning in Secondary Schools
This course emphasizes the knowledge and skills necessary for effective teaching at the secondary level. Starting from a foundation in the liberal arts, students will develop lesson and unit plans based on instructional models that reflect "best practice" and that are grounded in key concepts from their respective disciplines. Concerns regarding "classroom management" will be addressed as opportunities to design challenging and engaging curriculum. Students will be required to integrate technology into meaningful, academic inquiry. This course requires 3 hrs/week of observation in local schools. (formerly TEDU 0318) 3 hrs. lect.

Student Teaching in the Elementary School
A semester-long practicum in a local elementary school under the direct supervision of an experienced cooperating teacher. Beginning 2011-2012 fall only. (Corequisite: EDST 0410) (formerly TEDU 0405) (Approval required)

Student Teaching in Elementary School
See EDST 0405. Beginning 2011-2012 fall only. (formerly TEDU 0406) (Approval required)

Student Teaching in the Elementary School
See EDST 0405. Beginning 2011-2012 fall only. (formerly TEDU 0407) (Approval required)

Student Teaching in the Middle School/High School
A semester-long practicum in a local middle or high school under the direct supervision of an experienced cooperating teacher. Beginning 2011-2012 fall only. (Corequisite: EDST 410) (formerly TEDU 0415) (Approval required)

Student Teaching in the Middle School/High School
See EDST 0415. Beginning 2011-2012 fall only. (formerly TEDU 0416) (Approval required)

Student Teaching in the Middle School/High School
See EDST 0415. Beginning 2011-2012 fall only. (formerly TEDU 0417) (Approval required)

Environmental Education in Action
In this seminar we will design environmental education (EE) curricula and community service learning projects for use in public schools or in nonformal educational settings such as nature centers and recreation programs. Students will carry out internships in schools or other community settings in Addison County in order to foster both an enhanced sense of place and a broader perspective on environmental issues. Students will study the evolution, goals, and public attitudes towards EE. Guidelines from the North American Association for Environmental Education will be used to analyze, evaluate, and design EE curricula/projects. 3 hr. seminar

Independent Project
(Approval Required)

Independent Project
(Approval Required)

Independent Project
(Approval Required)

Independent Project
(Approval Required)

Independent Project
(Approval Required)