Early Childhood Education

Introductory study of education. Emphasizes teaching as a profession and current educational practice. Requires school-based practicum. This course requires the submission of PA Dept of Education clearances. 2 SH.

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This course is an introductory study of education. The emphasis is on teaching as a profession and current educational practices. Highlighted in this course is the role of education in American society and the historical, cultural, and philosophical forces that have influenced the school. Particular attention will be paid to the changing needs of society which underlie the institution of the school. This course will examine a variety of practical ethical issues and educational problems using the tools of philosophical analysis and moral theory. This is a four credit course that includes a 5-hour field experience. All Education Department clearances must be obtained by the beginning of this course. 4 SH.

This education course is for non-education majors. This elective course prepares students to understand the diverse needs of individuals with exceptionalities. Typical and neurotypical patterns of development are examined to provide an understanding of the 13 categories of exceptionality as defined by the Individuals with Disabilities Education Act (IDEA) and the Pennsylvania standards governing special education. Course topics include, but are not limited to: (a) the various disability categories and corresponding characteristics, effective practices and approaches to support the needs of these individuals; (b) legal, ethical and professional responsibilities of individuals and teachers working with children with disabilities, including those with multicultural and multilingual backgrounds; (c) perceptions of individuals with disabilities, (d) inclusion and inclusive practices; and (e) an exploration of career options in the field of special education. 4 SH. Prerequisite: none. CC: Diversity Intensive.

Studies of current and past issues in education. Topics vary according to instructor preference. 2-4 SH.

An overview of educational principles, theories and strategies that positively influence student development and learning focusing on early childhood through middle school ages. Approaches to teaching and learning are based on the understanding of children as individuals and as members of a group. Includes required school-based field experiences. EDUC-240 focuses on the development of young children and is a required course for Early Childhood Education majors. Special Education majors may take either EDUC-240 or EDUC-250 depending on their interests, with the latter course focusing on adolescents. Secondary Education majors should enroll in EDUC-250, not EDUC-240. Prerequisite: EDUC-101. 4 SH. CC: Social Interactions, Writing Intensive.

An overview of psychological and educational principles as they apply to the classroom. Topics include instructional planning, developmental characteristics of students and learning theories. Also covers evaluation, discipline, and classroom management. EDUC-250 focuses on the development of adolescents and is a required course for Secondary Education majors. Special Education majors may take either EDUC-250 or EDUC-240 depending on their interests, with the latter course focusing on young children. Early Childhood Education majors should not enroll in EDUC-250. Prerequisite: EDUC-101 or MUED-200. 4 SH. CC: Social Interactions, Writing Intensive.

An overview of the needs of students with disabilities in multiple settings, examining both typical and atypical development, as well as all major areas of exceptionality and instructional strategies that support student success in inclusive classrooms. Additionally, legal, ethical, and professional responsibilities of teachers working with children with disabilities, including those with multicultural and multilingual backgrounds are emphasized. Includes required special education school-based field experiences. Pre-requisites: EDUC-101. 4 SH. CC: Diversity Intensive.

Explores methods of designing and delivering effective instruction for individuals with special learning requirements. Prerequisites: EDUC-260 and either EDUC-240 or EDUC-250. 4 SH.

This course focuses on child development for children in pre-kindergarten through grade 4 and the ways in which child development interacts with teaching and learning. Particular attention will be paid to developmentally appropriate practices and the role of play as a teaching medium. Research-based teaching strategies will be highlighted. Students will demonstrate their in-depth understanding and analyses of concepts and constructs applied to important issues that have implications for the home, school, and community. This is a course with additional field experiences at early childhood sites. All Education Department clearances must be obtained by the beginning of this course. Prerequisite: EDUC-101. 4 SH.

This course emphasizes experiential learning and builds upon students’ understanding of the diverse needs of children who are struggling and those with identified mild disabilities, particularly in terms of research-based approaches to provide effective instruction in inclusive and special education classrooms. Students will specifically learn how to develop and implement appropriate and individualized standards-aligned instruction for learners who have Individualized Education Plans (IEPs). Students will identify and implement research-based learning/teaching strategies to promote learners’ progress (focusing on both those with high incidence disabilities) as well as a range of ways in which to differentiate instruction and implement universal design for learning principles to meet individual needs in all content areas. Only available to students accepted into the Special Education (PreK-8) Dual Certification program. Prerequisites: Sophomore class standing and successful completion of EDUC 240 and EDUC 260. 4 SH.

With EDUC-300M, basic music and art fundamentals, methods of music and art instruction in elementary classrooms, and strategies for integrating music and art into the teaching of other elementary subjects, taught as two separate 2SH sections (EDUC-300A and EDUC-300M). Students must complete both EDUC-300A and EDUC-300M to fulfill the Artistic Expressions requirement. Prerequisites: Sophomore standing and EDUC-101. CC: Artistic Expression.

With EDUC-300A, basic music and art fundamentals, methods of music and art instruction in elementary classrooms, and strategies for integrating music and art into the teaching of other elementary subjects, taught as two separate 2SH sections (EDUC-300A and EDUC-300M). Students must complete both EDUC-300A and EDUC-300M to fulfill the Artistic Expressions requirement. Prerequisites: Sophomore standing and EDUC-101. CC: Artistic Expression.

Methods of developing instructional strategies beginning with preschool-aged children and including numbers and operations, algebraic concepts, geometry and measurement, and data analysis and probability. This course will focus on developing conceptual understanding of math skills using hands-on and virtual manipulatives and using research-based instructional strategies. This knowledge will be applied in field experiences. Prerequisites: EDUC-101. 4 SH

Methods of developing instructional strategies in all strands of the mathematics curriculum beginning with early elementary-aged children. Topics include numbers and operations, algebraic concepts, geometry and measurement, and data analysis and probability. This course will focus on developing conceptual understanding of math skills using hands-on and virtual manipulatives and using research-based instructional strategies. This knowledge will be applied in field experiences. Prerequisites: EDUC-310 and admission to a teacher education program. 4 SH

This required course will address knowledge and skills educators need to plan individualized programs for students with moderate and severe disabilities, including those with physical and cognitive impairments as well as autism. Emphasis will be on teaching and supporting students within both special education and regular classes/typical school activities, based on a vision of adult participation in typical community activities and settings. Associated topics of discussion include learning characteristics of students with moderate and severe disabilities, program planning and IEP development, assessment and instructional planning in foundation skills, communication, assistive technology, supporting participation and progress in the general education curriculum, social skills and facilitating peer relationships, and transition planning. Only available to students accepted into the Special Education (PreK-8) Dual Certification program. Prerequisites: Sophomore class standing and successful completion of EDUC 240 and EDUC 260. 4 SH.

The theory and practice of using educational technology in the classroom. Includes practice with computers, multimedia and telecommunications. Prerequisite: EDUC-101. 2 SH.

This course will focus on having students develop a foundational understanding of behavior modification principles and classroom management strategies in order to be able to most effectively teach any type of student in an inclusive setting. Special attention will be given to individuals with emotional and behavior disorders and a variety of techniques for implementing specific behavior intervention strategies at the school-wide and classroom levels will be discussed in addition to appropriate assessment procedures and behavior plan writing. Students will also learn evidence-based methods for providing academic instruction in core content areas for this population of students. Only available to students accepted into the Special Education (PreK-8) Dual Certification program. Prerequisites: Sophomore class standing and successful completion of EDUC 240 and EDUC 260. 4 SH.

Using knowledge of language systems, language acquisition and sociocultural influences on learning and communication to design instruction and assessment for students whose home language is not English. Includes field experiences. Prerequisites: Either MUED-200 or EDUC-101. 4 SH. CC: Diversity

An overview of research on and theories of young children’s language development and methods of assessing and guiding the development of language skills in very young children, including skills that facilitate later learning of reading and writing. Includes field experiences at early childhood sites. Prerequisites: EDUC-101. 4 SH.

This course will present a balanced, comprehensive program of scientifically-based research instruction in reading, writing, and related language arts. emphasizing the teaching of phonemic awareness, phonics, fluency, vocabulary development, and comprehension strategies for all students in Prekindergarten through Grade 4, including students with varied reading levels and language backgrounds. This course includes required field experiences in schools. Prerequisite: Either EDUC-280 or EDUC-365. 4 SH.

Methods of assessing young children’s literacy development and providing interventions suited to the needs of each child. Includes field experiences at school sites. Prerequisites: EDUC-365 and EDUC-366. 4 SH. CC: Writing Intensive.

An introduction to a broad range of approaches to successful tutoring, this course focuses particularly on addressing diverse learning styles and understanding the impact of social-cultural differences on learning. Students will develop diverse peer tutoring strategies to facilitate learning and will be prepared to serve as tutors in a variety of settings. Prerequisite: GPA of 2.75 or instructor’s approval. 2 SH.

Methods of designing instruction to enhance student learning by using clear objectives, appropriate assessment and flexible learning activities that conform to state curriculum standards. Prerequisites: EDUC-101. 2 SH.

Methods of designing and using a wide range of assessment types and assessment data to implement instructional or programmatic revisions in education. Includes field experiences at school sites. Prerequisites: A Central Curriculum Analytical Thought course, senior standing, and admission to the teacher education program. 2 SH.

Methods of designing and delivering effective instruction in social studies in early childhood classrooms. Includes field experiences at school sites. Prerequisites: Senior standing and elementary education major. 4 SH.

Examines the connections among schools, families and communities and methods teachers can use to establish and maintain positive collaborative relationships with the families of their students. Includes field experiences at school or community sites. Prerequisites: Senior standing and admission to the teacher education program. 2 SH.

The course covers methods and materials used in assessing students who may be eligible for special education. Class sessions will involve experiential learning activities related to the assessment of students. Students will take this course the semester before student teaching, in concurrence with a practicum. This course includes technical prerequisites of understanding standardized assessment and the rationale for using curriculum-based measurement (CBM) within the broad context of special education programming. Students will develop competencies in utilizing norm-referenced, criterion-referenced, curriculum-based, and teacher-made assessment for instructional and placement decisions. Only available to students accepted into the Special Education (PreK-8) Dual Certification program. Prerequisites: Senior class standing, EDUC-999 admission to the teacher education program, and successful completion of EDUC-240 and EDUC-260. 4 SH.

Methods courses in the secondary program address content and techniques used to develop and implement instruction in the specific content area. (Music education majors should refer to the music department’s methods course list.) All methods courses include field experiences. These courses are taken in the first semester of the senior year as part of the Secondary Education Methods Block. Prerequisites: Senior standing and EDUC-999 admission to the teacher education program. 2 SH.

Methods courses in the secondary program address content and techniques used to develop and implement instruction in the specific content area. (Music education majors should refer to the music department’s methods course list.) All methods courses include field experiences. These courses are taken in the first semester of the senior year as part of the Secondary Education Methods Block. Prerequisites: Senior standing and EDUC-999 admission to the teacher education program. 2 SH.

Methods courses in the secondary program address content and techniques used to develop and implement instruction in the specific content area. (Music education majors should refer to the music department’s methods course list.) All methods courses include field experiences. These courses are taken in the first semester of the senior year as part of the Secondary Education Methods Block. Prerequisites: Senior standing and EDUC-999 admission to the teacher education program. 2 SH,

Methods courses in the secondary program address content and techniques used to develop and implement instruction in the specific content area. (Music education majors should refer to the music department’s methods course list.) All methods courses include field experiences. These courses are taken in the first semester of the senior year as part of the Secondary Education Methods Block. Prerequisites: Senior standing and EDUC-999 admission to the teacher education program. 2 SH.

Methods courses in the secondary program address content and techniques used to develop and implement instruction in the specific content area. (Music education majors should refer to the music department’s methods course list.) All methods courses include field experiences. These courses are taken in the first semester of the senior year as part of the Secondary Education Methods Block. Prerequisites: Senior standing and EDUC-999 admission to the teacher education program. 2 SH.

Methods courses in the secondary program address content and techniques used to develop and implement instruction in the specific content area. (Music education majors should refer to the music department’s methods course list.) All methods courses include field experiences. These courses are taken in the first semester of the senior year as part of the Secondary Education Methods Block. Prerequisites: Senior standing and EDUC-999 admission to the teacher education program. 2 SH.

Business, Communications and IT Methods prepares students to develop and implement instruction in the K-12 Business classroom setting. This course includes field experiences and is taken in preparation for student teaching. Prerequisites: Approval of the Director of Teacher Intern and Auxiliary Programs. 2 SH.

Methods of Teaching Art (Methods of Curriculum, Instruction and Assessment in Art) prepares students to develop and implement instruction in the pK-12 Art classroom setting. This course includes field experiences and is taken in preparation for student teaching. Prerequisites: Approval of the Director of Teacher Intern Programs. 2 SH.

Methods of teaching scientific knowledge and the elements of scientific thinking and experimenting in developmentally appropriate ways to children through fourth grade. Field experiences may include one or more Saturdays. Prerequisites: INTD-320. 4 SH.

This course focuses on the academic language needed for ELLs to be successful in U.S. schools. The course begins with an emphasis on foundational knowledge of language structures (i.e., English phonology, morphology, and syntax) as well as a thorough review of key theories and principles in first and second language acquisition. The course looks at the particular issues faced by students at different points in their education: elementary, middle and high school, as well as the role of literacy in content area learning. Students will understand the complexities associated with reading and writing development in more than one language. The tutoring component of the course will give students an opportunity to apply theoretical knowledge to practice and conduct hands-on analyses and diagnostic assessments. Prerequisite: EDUC 350. 4 SH.

In this course, sociocultural and political dimensions of language learning and teaching are explored. Learning a language is not a politically neutral enterprise: Issues of power are related to who is encouraged to learn a language and who is prevented from accessing linguistic resources. The course emphasizes the interplay between the macro-level relations of power in society and the micro-level experiences of language learners by focusing on sociocultural, political, racial, and economic perspectives. Throughout the semester, you will be encouraged to make connections between theory and practice. As part of making connections between theory and practice, 20 hours of field experience will be a part of the course assignments and requirements. Prerequisites: EDUC-350. 4 SH. CC: Diversity.

The purpose of this course is to introduce students to current research-based methods, strategies, frameworks and resources in K-12 ESL education, with an emphasis on both curriculum and assessment components. The course offers a critical overview of a variety of ESL teaching methods, with the focus on recent developments in content-based, task-based, and critical pedagogies, in addition to appropriate assessment principles and techniques. Students will also explore a variety of ways to use technology for instructional purposes. The course includes a concurrent, required field experience (20 hours total; two observation hours per week) where candidates will work with an ELL in the field, identify their instructional needs through assessment and then work with the learner to meet instructional needs through different forms of curriculum. Prerequisite: EDUC-350. 4 SH.

This course is designed as an introduction to how first and, in particular, second languages are learned. The hope is that students will use what they learn to teach individuals who have a second/additional language. All course topics weave in discussion on the role of language in teaching and learning, as well as stress the relevant implications for effective instruction in culturally and linguistically diverse classrooms. Students will gain an understanding of the historical development of language acquisition theories, and how they have led to modern hypotheses on language learning and classroom practices. By the end of the course, the students will write action plans that explain their understanding of language acquisition and how it applies to classroom environments. There is no required field experience for this course. 4 SH.

A study of current curricular and instructional practices. Topics include components of planning and preparation, classroom environment, classroom assessment, and professional development. Prerequisite: Acceptance in the Teacher Intern Program. 2 SH.

A study of current curricular and instructional practices. Topics include components of professional practice, planning and preparation, classroom environment, classroom assessment, and professional development. (A summer section of EDUC-479 may be offered for students participating in the Teacher Intern Program. This summer section carries two semester hours of credit and is not available to undergraduate students.) This course is taken in the first semester of the senior year as part of the Secondary Education Methods Block (see secondary education in the education course requirements section.) This course includes a practicum. Prerequisites: Senior standing and EDUC-999 admission to the teacher education program. 4 SH.

An overview of the current models of classroom management and strategies for meeting diverse needs and unique abilities of students from many different backgrounds. Topics include classroom management techniques for exceptional learners, urban and rural students, and culturally and linguistically diverse students. Includes field experiences at a school site. This course is taken in the first semester of the senior year as part of the Secondary Education Methods Block. Prerequisites: Senior standing and EDUC-999 admission to the teacher education program. 2 SH.

A course for seniors in the early childhood (PreK-4) certificate program, which covers methods of early childhood teaching, including instructional planning, responsive classroom management, diversity in the classroom and professional ethics. The second half of the course is spent at the school site with the cooperating teacher to whom each senior is assigned for student teaching in the spring semester. Prerequisites: Senior standing in the elementary education major and EDUC-999 admission to the teacher education program. 4 SH.

Taken together, EDUC-501, EDUC-502, EDUC-503, and EDUC-600 require observation and student teaching in nearby schools under supervision of a public school teacher and a university supervisor and attendance at a weekly seminar. During this 15-week period, students in early childhood education spend a minimum of 450 hours of observation/teaching experience, and students in secondary education spend a minimum of 420 hours of observation/teaching experience. To enroll in this block of courses, students must be admitted to the teacher education program and have approval from their advisers. Students may not enroll in any additional courses for this semester without prior written approval from the head of the Education Department. Prerequisites: All other courses required for the major and for the teacher education program, as well as EDUC-999 admission to the teacher education program. Capstone for elementary education majors. 4 SH.

Taken together, EDUC-501, EDUC-502, EDUC-503, and EDUC-600 require observation and student teaching in nearby schools under supervision of a public school teacher and a university supervisor and attendance at a weekly seminar. During this 15- week period, students in early childhood education spend a minimum of 450 hours of observation/teaching experience, and students in secondary education spend a minimum of 420 hours of observation/teaching experience. To enroll in this block of courses, students must be admitted to the teacher education program and have approval from their advisers. Students may not enroll in any additional courses for this semester without prior written approval from the head of the Education Department. Prerequisites: All other courses required for the major and for the teacher education program, as well as EDUC-999 admission to the teacher education program. Capstone for elementary education majors. 4 SH.

Taken together, EDUC-501, EDUC-502, EDUC-503, and EDUC-600 require observation and student teaching in nearby schools under supervision of a public school teacher and a university supervisor and attendance at a weekly seminar. During this 15- week period, students in early childhood education spend a minimum of 450 hours of observation/teaching experience, and students in secondary education spend a minimum of 420 hours of observation/teaching experience. To enroll in this block of courses, students must be admitted to the teacher education program and have approval from their advisers. Students may not enroll in any additional courses for this semester without prior written approval from the head of the Education Department. Prerequisites: All other courses required for the major and for the teacher education program, as well as EDUC-999 admission to the teacher education program. Capstone for elementary education majors. 4 SH. CC: Ethics Intensive.

This course examines contemporary issues and challenges in public education. It explores the history of education in the United States and discusses objectives behind creating a public school system. Theories and concepts related to the policymaking process are explored, and resulting policies are analysis and contextualize within the field of education. Finally, the course investigates recent education reforms and, where possible, seeks to analyze the consequences of these reforms. Same as POLI-353. Prerequisites: EDUC 101, Junior or senior standing. 4 SH. CC: Writing Intensive.

Taken together, EDUC-501, EDUC-502, EDUC-503, and EDUC-600 require observation and student teaching in nearby schools under supervision of a public school teacher and a university supervisor and attendance at a weekly seminar. During this 15- week period, students in early childhood education spend a minimum of 450 hours of observation/teaching experience, and students in secondary education spend a minimum of 420 hours of observation/teaching experience. To enroll in this block of courses, students must be admitted to the teacher education program and have approval from their advisers. Students may not enroll in any additional courses for this semester without prior written approval from the head of the Education Department. Prerequisites: All other courses required for the major and for the teacher education program, as well as admission to the teacher education program. Capstone for elementary education majors. 2 SH.

A detailed exploration of a selected educational topic or problem under faculty direction. Project may relate to the development of a significant skill in teaching. Requires approval of supervising professor and department head. 1-4 SH.

Students in this course will examine the disciplines of the natural sciences (physics, chemistry, biology, earth and space) together with related technologies. The course introduces students to science as a human activity with a long history and the following habits of mind: values and attitudes, computation and estimation, manipulation and observation, communication, and critical-response skills. Particular attention is given to the underlying themes of science: systems, models, constancy and change, and scale. Laboratories will be taught together with the lecture portion of the class. However, some field experiences may be on Saturdays. Prerequisites: sophomore standing, completion of the Analytical Thought requirement, and either MUED-200 or EDUC-101. 4 SH. CC: Interdisciplinary, Scientific Explanations.

This course is designed for secondary education, modern language education, and music education students. Course instruction will be structured following principles of interdisciplinary instruction and inquiry-based learning. Required lab components are integrated with instruction. Students will analyze and apply their developing understanding of interdisciplinary instruction and inquiry-based learning in order to create original learning activities and lesson plans that incorporate concepts from their respective teaching disciplines. Prerequisites: Sophomore standing. CC Interdisciplinary, Scientific Explanations. 4 SH