EDUCATIONAL STUDIES 61
is designed to help candidates acquire knowledge and skills essential to the care and guidance of children as a teacher. Emphasis is on helping candidates create an environment for school children that will promote optimum development. Prerequisite: Sophomore standing or permission of the instructor.
EDST 225. History of U.S. K-12 Education 1.0 course credit This is a foundational course which intends to contextualize the development of K-12 education in the United States including education prior to the Revolution up through the 20th century and into the 21st century. Major educational movements will be examined including the Common School Reform Movement, Progressivism, Life-Adjustment Movement, ColdWar Era reforms, Civil Rights Era reforms, The Great Society Era reforms, A Nation at Risk 80’s-90’s reforms, and the No Child Left Behind Era. Students will investigate these movements and connect their outcomes (e.g. political, sociological, and philosophical implications) to the current state of public schools. Prerequisite: Sophomore standing or permission of the instructor. EDST 230. Sociology of Education 1.0 course credit Because of education’s role in preparing citizens in this democracy, it is necessary to consider the sociological perspective on K-12 education. In this course, we will focus on five main sociological aspects of education: 1) sociological theories of education, 2) issues concerning diversity, social class and social justice, 3) school choice, 4) politics and policy, and 5) court rulings on education. Prerequisite: Sophomore standing or permission of the instructor. EDST 235. Philosophy of Education 1.0 course credit This is a foundational course that will engage students in reading, thinking and discussing some of the world’s eminent educational philosophic works from the early Greeks to our modern thinkers such as (but not limited to) Socrates, Plato, Aristotle, Locke, Rousseau, James, Dewey, Greene, West, Freire, and Noddings. Students will be challenged to grapple with questions such as “What is knowledge?” “What knowledge is truly valuable?” “What roles do institutions of education play in societies?” “What is a good society?” “How can education help to create or maintain a good society?” Students will explore the relationship between education and society and consider how philosophy, when put into practice, can shape and guide educational decisionmaking. Prerequisite: Sophomore standing or permission of the instructor. EDST 240. Contemporary Policies and Issues in Education 1.0 course credit This course bridges educational theory and practice for students by providing a forum to engage critically and reflectively on issues of contemporary educational practice and policy. Issues include, but are not limited to, exploring national and state educational policy, teaching for social justice, local school improvement and reform efforts, and social and ethical situations occurring in classrooms. Candidates will be examining topics both as current concerns and within the context of their future roles in educational institutions. Prerequisite: Sophomore standing or permission of the instructor. EDST 299. Independent/Group Study 0.5 to 1.0 course credit Individual or small-group study of special topics in educational studies under the guidance of an instructor. Prerequisite: Approval of the department chair. EDST 399. Independent/Group Study 0.5 to 1.0 course credit Individual or small-group study of special topics in educational studies under the guidance of an instructor. Prerequisite: Approval of the department chair. EDST 499. Independent/Group Study 0.5 to 1.0 course credit Individual or small-group study of special topics in educational studies under the guidance of an instructor. Prerequisite: Approval of the department chair.
MONMOUTH COLLEGE ACADEMIC CATALOG
2014–2015