ED-110 Foundations of Education
Discusses the historical and contemporary bases of major political, economic, legal, sociological, and psychological issues affecting public school systems. Students review current issues in education and write a personal philosophy statement.
3 CreditsSCorequisite: ED111.
ED-111 Foundations of Education Field Experience
Provides a classroom experience for freshmen and students who are interested in education to explore teaching as a career and observe the application of multiple philosophies, theories, and teaching strategies.
1 CreditSCorequisite: ED-110
ED-120 Child Development
Provides an in-depth introduction to child development, cognition, behavior, and learning from conception through middle childhood. Using an ecological approach, students examine characteristics of physical, social, emotional, cognitive and language development at each age; identify typical and atypical development; compare and contrast major theories of development and learning; and explore diverse issues in child development and early education, including gender, culture, language, ability, family, social policy, educational setting, and the influence of heredity and environment. Assignments include readings, research, presentations, and direct observation of young children.
3 CreditsSPrerequisites: None. Corequisite: Education majors must take ED121 Child Development Lab with ED120.
ED-121 Child Development Lab
Extends and enhances learning in ED120, Child Development, through authentic classroom opportunities to observe and interact with young children and early education professionals, apply knowledge and understanding of child development and theory, analyze and assess development using formal and informal assessment tools, examine portfolios and Individual Education Plans, monitor student performance, and adapt instruction and interactions to meet individual needs, scaffold learning, and guide behavior.
1 CreditSCorequisite: ED120 or permission of the instructor.
**40 hours of field experience
ED-130 Adolescent Development
Examines human physical, cognitive, and social-emotional development from preadolescence through emerging adulthood. Topics include: identity, sexuality, and gender issues; emotional and behavioral challenges of adolescence, the impact of culture, language, and disability on adolescents, and the role of family, schools, and peers on development.
3 CreditsSEnrollment priority in this course is given to Education POEs.
ED-201 Educational Technology
Introduces educational technology and computer systems and their current applications in the classroom. Topics to be covered include office programs, Web 2.0 programs, multimedia programs, course management systems and web-page construction; classroom presentation software; use of assistive technology and software evaluation.
3 CreditsSPrerequisites: ED110 and ED111 or ED101 and ED120 and ED121. ED130 may be taken as an alternate prerequisite for ED120/ED121 only.
ED-210 Music, Movement, & Art
Examines the elements, principles, and themes of all art forms within the context of school curriculum. Students analyze art forms from historical and cultural perspectives, demonstrate the functions of developing and implementing a play that includes all art forms, and explore and design environments to promote the arts. Activities include creating an activity file, developing and presenting a play, and visiting music and art classes in public school settings. Also, students will attend and critique art, music, movement and theatre presentations held on and off campus.
3 CreditsFPrerequisites: ED120 and ED121.
*Some embedded field experience
ED-240 Introduction to Students With Exceptionalities
Introduces the culture of exceptionalities within the public special education system. Historical, philosophical, educational, and legal perspectives will be presented. Students will learn the categories of exceptionalities, general characteristics of individuals with exceptionalities eligibility criteria, and the referral process for special education services. Professional and community resources, inclusion and other current issues will be discussed.
3 CreditsSPrerequisites: ED110 and ED111 and ED120 and ED121 or ED130.
ED-300S Sign Language I
Provides the learner with the understanding of the basic signs used by the deaf and hearing-impaired persons. Goals of the class include problems of communicating with the hearing impaired or deaf persons, as well as knowledge of basic sign language and word endings.
1 CreditSPrerequisites: ED120 or ED130.
ED-310 Children's Literature
Offers an overview of the various genres of children's literature and the role of children's literature in promoting development in young and school age children. Students will explore the use of children's literature as a vehicle for integrating the curriculum, evaluate different types of literature, and practice various storytelling techniques. They will develop an understanding of contemporary issues in children's literature, develop criteria, select literature that is developmentally appropriate for children and carry out a literature project in an elementary classroom that addresses the PA Academic Standards and Early Learning Standards.
3 CreditsSPrerequisites:ED110 and ED111 and ED120 and ED121.
ED-312 Language and the Brain
Provides an overview of research-based models of language acquisition, both typical and atypical in children. Topics include theories of language acquisition, neurological bases of speech and language, cognitive, perceptual and motor bases of early language and speech,social and communicative bases of early language and speech, language learning and teaching, relationship of language to literacy acquisition, language differences in diverse learners.
3 CreditsSPrerequisites: ED120, ED121.
ED-313 Language and Brain Lab
Extends and enhances learning in ED312 Language and the Developing Brain. Through participation in classroom settings, students will be able to observe and interact with young children in Kindergarten through Grade 2 and public education professionals, apply knowledge and understanding of language development and theory, analyze and assess language development using formal and informal assessment tools, monitor student performance, and adapt instruction and interactions to meet individual needs, scaffold learning, and guide behavior.
1 CreditSPrerequisites: ED120 and ED121. Corequisite: ED312.
**40 hours of field experience
ED-314 English Language Learners
Focuses on the historical, legal, and cultural issues pertaining to meeting the educational needs of English language learners. Students are be introduced to research based best practices in instruction and assessment strategies for working with English language learners in the general education classroom setting.
1 CreditSPrerequisite: ED120 or ED130.
ED-315 ELL Field Experience
Provide students with 30 hours of field experience and participation in a variety of multi-cultural and multi-lingual environments in order to broadentheir own experiences, prepare to teach English learners, and work with diverse families. Students accumulate required hours throughout their program, but they formally register for course credit during student teaching or their final semester at Juniata College.
1 CreditSPrerequisites: ED314. Graded S (satisfactory) or U(unsatisfactory).
ED-342 Assessment Learners
This course provide in depth knowledge of and skills in assessment as it pertains to students with disabilities, the special education system, and Pre-K through grade 4 education. Historical perspectives as they relate to contemporary assessment practices are highlighted. Focus is placed on selection and administration of assessment tools, scoring, and interpretation of data for early intervention and special education eligibility. Students will be required to write an Individual Family Service Plan (IFSP) and an Individual Education Plan (IEP).
3 CreditsSPrerequisites: ED110 and ED111 and ED120 and ED240 and ED121 or ED130.
ED-343 Differentiated Instruction
The purpose of this course is to develop skills for the development and management of effective inclusive learning environments at the Pre-K through Grade 4 level. Content will focus on the strategies necessary to create an instructional and social environment that communicates challenging expectations to students while utilizing and modifying research based instructional strategies/resources/technologies to address individual learning needs. Focus is placed on strategies for establishing positive relationships with students, parents, and professionals.
3 CreditsSPrerequisites: take ED120 and ED121 and ED240. Corequisites: ED400 and ED401.
ED-350 Science Methods: Stem III
This course is for Education students seeking certification in the Pre-K-Grade 4 program, and is the third in a series of three courses intended to address the learning needs and best practices for teaching math, science, and technology to Pre-K-4 students in the 21st century classroom. The primary focus of this course will be in the sciences but will include the integration of math, technology, and engineering. Get ready for an exciting, fast paced course as we explore science and the process of teaching science to elementary students using student's natural curiosity. The main vehicle of exploration will be an inquiry approach as we discover STEM learning the way we want our students to experience it.
3 CreditsSPrerequisites: ED110 and ED111 and ED120 and ED121 or ED130. ED130 may be taken as an alternate prerequisite for ED120/ED121 only.
ED-400 Curriculum and Methods in Early Childhood Education
Provides an in-depth examination of curriculum models, theory, methods, materials, and practices in early childhood education. The course focuses on play, child-centered approaches, use of centers to promote learning across the curriculum, developmentally appropriate best practices, development of interpersonal communication skills, and collaboration. Theory is translated into practice with special consideration given to meeting the needs of diverse learners. Through ED401, a co-requisite of the class, students work with children enrolled in the early intervention program at the Juniata College ECEC as well as typically developing preschoolers. They design and implement small and large group lessons, a dramatic play center, and various learning areas. They attend weekly staff meetings and collaborate with teachers and paraeducators, assess learning, and modify instruction to meet individual needs.
3 CreditsSPrerequisites: ED120 and ED121. Corequisites: ED401.
ED-401 Junior Field Experience
ED401 is a comprehensive field experience offered as a co-requisite to ED400 and ED343. Students complete at least 4 hours/week of field experience in two different sites. One site is an inclusive preschool where they complete assignments from ED400 and work with teachers, directors, professionals, and children who are enrolled in the TIU Early Intervention Program or the Juniata College Early Childhood Education Center Program. The second placement is an inclusive or special education classroom in a public school setting where they work with special and general education teachers and students with disabilities.
1 CreditSPrerequisites: take ED-120 and ED-121 and ED-240. Corequisites: ED400 and ED343.
**40 hours of field experience
ED-403 Math Methods: PreK-6
Math is all around us and an early start in conceptual mathematics will promote understanding and problem solving for young learners. This course is designed to introduce appropriate teaching strategies that highlight both NAEYC and NCTM standards for the mathematical development of the child (Prek-6).
3 CreditsSPrerequisites: ED120 and ED121.
*Some embedded field experience
ED-410 Families and Teachers Education
Promotes understanding of family systems theory and the central role families play in the development of young children. While exploring their own beliefs and values, students examine family diversity and the impact of socioeconomic status, culture, language, lifestyle, and ethnicity on child development. The course focuses on developing effective interpersonal communication skills and strategies to establish culturally sensitive, nurturing relationships among teachers, children, and families. Students learn to build effective partnerships with families and community agencies through home visitation, assessment, case study, portfolio development, leading family workshops, and community involvement. Note: Practicum required.
3 CreditsCS, SPrerequisites: ED400 or permission.
**40 hours of field experience
ED-411 Reading Difficulties
This course provides an in-depth review of the literature concerning language-based learning disabilities. The course will address assessment and intervention strategies for struggling readers and writers in early and middle childhood. Formative, summative, benchmark, and diagnostic measures will be addressed as they relate to classroom intervention. Research-based intervention strategies will be analyzed within the perspective of meeting the needs of learners with diverse learning profiles and etiologies for their language-based academic difficulties. Topics included are early identification, research-based assessment and intervention, authentic assessment strategies for diverse learners and ELL's, technology to support instruction.
2 CreditsSPrerequisites: ED120 and ED121 or ED130 and ED212. Corequisites: ED412.
ED-412 Reading Difficulties Lab
This formal experience requires pre-service teachers to participate in an after school reading clinic for children in grades K through five who are identified as at-risk or struggling readers. Formal and informal assessment tools will be applied and used in decision making for research-based interventions. Communication with in-service teacher mentors and parents will be emphasized. Pre and post measures of achievement will be applied. A formal case report will be completed.
1 CreditSPrerequisites: ED120 and ED121 or ED130 and ED212. Corequisites: ED411.
**40 hours of field experience
ED-430 Language and Literacy
Three themes are woven throughout the course: helping students develop as strategic readers and writers; research-based best practices in teaching; and managing the classroom and curriculum for literacy instruction. The course will begin with a review of the reading and writing process and the principles of effective teaching of reading, based on the IRA/NCTE Standards for the English Language Arts. Emphasis is placed on meeting the individual learning needs of all the children and on application of the PA Academic Standards for Reading, Writing, Speaking, and Listening standards.
3 CreditsS, CWCorequisites: ED432 and ED433.
ED-432 Social Studies Methods
Focuses on standards, current trends, materials, and teaching methods used in the early childhood and elementary education social studies curriculum. Students review social studies materials and trade books, select and organize content for teaching units, practice teaching strategies, and learn to individualize instruction. Focus is placed on an integrated and active approach to learning.
3 CreditsSPrerequisite: permission of instructor. Corequisites: ED430.
ED-433 Pre-Student Teaching Seminar
Students complete two half-day practicum visits each week in their upcoming spring semester student teaching placements and meet for a one-hour seminar each week to discuss current issues. Assignments include but are not limited to a weekly reflection journal, orientation to your school packet, observation reports, attendance, and participation.
1 CreditSPrerequisites: ED310. Corequisites: ED430.
**40 hours of field experience
ED-440 High Incidence Disabilities
This course focuses on academic instruction for students with learning disabilities,attention deficit hyperactivity disorder, specific language impairment and mild intellectual disablilities. Topics include systematic teaching, co-teaching, language arts and mathematics instruction, content area instruction and strategy instruction.
3 CreditsSPrerequisites: ED240.
ED-441 Low Incidence Disabilities
Examines research-based practices for instruction and behavior management for students with low incidence disabilities, specifically severe cognitive impairments, low vision and blindness, autism, spectrum disorder, physical or health disabilities, and traumatic brain injury. Students complete a practicum in a low incedence classroom setting allowing them to apply concepts and techniques discussed in class. Students complete a series of assignments in the practicum setting Case studies, guest speakers, and field trips are included in this seminar format course.
4 CreditsSPrerequisites: Senior standing or permission of the instructor.
ED-442 Social, Emotional, Behavior
This course focuses on specific instructional and behavioral research based strategies for students with social, emotional, and behavioral disabilities. Emphasis is placed on school-wide behavior and classroom management systems designed to prevent inappropriate behaviors and promote appropriate and desirable behaviors. Students will learn empirical strategies and procedures for making the general curriculum accessible to students and the role of general and special education teachers in effectively addressing student needs. A major component of this course is the importance of promoting self-determination to facilitate independent learners.
3 CreditsSPrerequisites: ED240 and ED343.
ED-450 Student Teaching
Student teaching is the capstone experience for students preparing for certification to teach in their content area(s). Students synthesize and apply knowledge of developmental theory, content, and teaching methodology as they design, implement, and evaluate learning experiences in an intensive internship in the classroom. Corequisite: ED451 and completion of all clearances and requirements. Note: A special fee is assessed. Secondary level student teaching is in the fall semester; PreK-4th, and foreign language education student teaching is in the spring semester. Students must have access to reliable transportation.
***Full-time 15 weeks
ED-451 Student Teaching Seminar
In conjunction with student teaching, students attend weekly seminars that are led by the college supervisors. These meetings focus on professional topics and allow students to reflect upon and share their student teaching experience. In addition, students develop interviewing techniques, become familiar with employment seeking strategies, and develop a portfolio that includes but is not limited to a resume, a philosophy of education statement, lesson plans, and documentation of professional experiences.
1 CreditSCorequisite: ED450.
Notes: Teacher certification programs are subject to changes in state and federal regulations. Formal acceptance into, retention in, and completion of a certification program may include requirements over and above those of the college. See the Education Department's Student Handbook for additional information on certification.