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Joan M. Kern - Cedar Crest College. Allentown, PA, US

Joan M. Kern Joan M. Kern

Director and Assistant Professor | Cedar Crest College

Allentown, PA, UNITED STATES

Director of Field Experience and Assistant Professor in Eduction at Cedar Crest College

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Biography

Joan M. Kern is an assistant professor in the education department at Cedar Crest College, and the Director of Field Experiences and Student Teaching.

Joan was a stay-at-home mom and then enjoyed a career in the business world before realizing that she wanted to become a teacher. She went back to school after her children were in school full-time.

After earning her bachelor's and master's degrees, Joan taught elementary school in the Lehigh Valley area in fourth and fifth grade classrooms. In 2006, she became an instructor at Cedar Crest College.

Joan joined the Cedar Crest faculty in order to share her experience as an educator with future teachers. She enjoys watching students reach their goals, as well as gaining insights from her students' field experiences.

Industry Expertise (3)

Education/Learning Research Training and Development

Areas of Expertise (4)

Early Childhood Education Curriculum Design & Development Educational Leadership E-Learning

Education (3)

Alvernia University: Ph. D., Educational Leadership 2015

Kutztown University of Pennsylvania: M. Ed., Education 2004

Kutztown University of Pennsylvania: B.S. , Early Childhood Elementary Education

Affiliations (2)

  • National Association for the Education of Young Children (NAEYC)
  • Pennsylvania Association of College and Teacher Educators (PAC-TE)

Event Appearances (6)

Women's Leadership in Higher Education

International :Leadership Association Women's Leadership Conference  Asilomar, CA

2015-06-09

Women's Leadership in Higher Education

Tobias Leadership Conference  Indiana University, IN

2015-05-01

Conflict Resolution in Education

One Voice IIternational  Philadelphia, PA

2013-08-03

Common Core Standards

Pennsylvania Association of COlleges & Teacher Educators (PAC-TE)  Harrisburg, PA

2012-10-24

Conflict Resolution in Education

American Institute of Higher Education  Williamsburg, VA

2012-03-08

Co-Teaching

One Voice International  San DIego, CA

2010-12-18

Courses (19)

ECE 101 Introduction to Early Childhood Education

This course conducts an analysis of the early childhood education field with a focus on historical, social and philosophical background as well as on current and future critical issues in the field. Discussion of developmentally appropriate practice, current teaching trends and best practices for educating all young learners are included. The role of the family, culture, and society in early childhood education is highlighted.

ECE 301 Assessment I: Early Childhood Education

This course prepares the Early Childhood Educator to develop appropriate assessment tools for grades Pre-K to 4. This course is the first of two assessment courses for the Early Childhood pre-service educator. This course emphasizes the bases for classroom assessments and the use and interpretation of standardized tests. (Prerequisites: ECE 101, EDU 200)

ECE 302 Assesment II: Early Childhood Education

This course prepares the Early Childhood Educator to develop appropriate assessment tools for grades Pre-K to 4. This course is the second of two assessment courses for the Early Childhood pre-service educator. This course emphasizes the creation and use of classroom assessments and grading options. (Prerequisites: ECE 301)

ECE 305 Issues and Advocacy in Early Childhood Education

Prospective early childhood educators will study and reflect on the ethical and professional responsibilities of the early childhood profession. This course provides an overview of critical issues and developing family and community collaborative partnerships. Students will develop problem solving strategies and the expertise necessary to become a reflective decision maker and advocate for families of students, including those with special needs. Focus will be on establishing and sustaining partnerships with families and linking families to appropriate community resources. (Prerequisites: ECE 101and EDU 102)

ECE 501 Foundations of Early Childhood

This graduate level course provides an in-depth study and analysis of the field of early childhood education with an intense focus on historical, social and philosophical background. The course content includes an exploration of current and future critical issues. The student will discuss and implement developmentally appropriate practices, current teaching trends, and best practices as defined by national professional organization principles and standards. The role of the family in early childhood education is highlighted.

ECE 505 Issues and Advocacy in Early Childhood Education

This course is designed for the graduate level student seeking initial certification or to enhance skills in the early childhood profession. This course provides an overview of current issues in early childhood education and focuses on the importance of advocacy in early childhood education. Students in this course will develop problem solving strategies and the expertise to become a reflective decision maker and advocate for families of students, including those with exceptional learning needs. Focus will be on establishing and sustaining partnerships with families and linking families to appropriate community resources.

EDU 150 Educational Planning

This course will enable the student to develop, implement, assess and modify curriculum and lessons for all learners in grades PreK to 12. The student will plan and design a cohesive unit plan. Through the unit plan the student will demonstrate the ability to apply and implement lesson plans based upon effective teaching methods grounded in research. The student will understand other important factors such as: principles of curriculum, instructional strategies, assessment, and classroom management as they relate to teaching and learning.

EDU 151 Field Experience I

The prospective teacher will spend a minimum of three hours per week (for a total of 30 documented observation hours) in the classroom. The prospective teacher will process elements such as school environment, behavior management strategies and teacher decision making procedure among others. By reflection and journal activities, the students will record and respond to their experiences and observations.

EDU 207 Technology for Educators

This online course is designed to provide prospective teachers with informational technology competencies necessary for high quality instruction of elementary, middle, and secondary school students. Prospective teachers will gain skills in developing their students’ IT competencies and using technology as a teaching tool. This is not an introductory computer skills course. You are expected to have previous experience with technology. This is to provide you with current programs and ideas to use in your classroom instruction. (Prerequisite ECE 101 or EDU 100)

EDU 213 Field Experience II: Early Childhood

This course is a structured field experience that consists of classroom observations and participation in the teaching of reading and language arts in the early childhood education program. Students plan, implement, and assess instruction and gain feedback from a cooperating mentor teacher. The course focuses on helping students process the theory-praxis relationship as it relates to the balanced reading program approach. Students spend the required amount of hours each week in a field placement and participate in four class sessions for processing their field experiences. Co-requisite: EDU 211.

EDU 319 CALE Social Studies

Prospective early childhood teachers will explore a variety of strategies for providing students with standards-based learning experiences in history, geography, economics and political science including current events. A strong emphasis is placed on students’ ability to plan, model, and reflect upon their teaching.

EDU 321 Field Experience III: Early Childhood

This course is a structured field experience that involves participation in teaching in an early childhood education classroom. Students plan, implement, and evaluate learning experiences in their content area, analyze their competencies in classroom management, and gain feedback from a cooperating mentor teacher. Students are required to spend 30 hours in the classroom setting and are required to participate in four class sessions to process their experiences. Co-requisite: EDU 312, EDU 317, EDU 319, or EDU 332.

EDU 374/574 Professional Seminar

Professional Seminar is taken with EDU 372/572 or EDU 373/573 and is designed to cover topics of importance related to the student teaching experience and the issues related to professionalism of the new professional educator. Major topics include: professional portfolio development, interviewing techniques, professionalism and ethics, topics related to teacher professional competencies, as well as other topics of current interest and value.

EDU 518 CALE Social Studies

This course prepares the prospective teacher to develop and implement learning experiences and assessments based on the PDE standards and current research in the field of social studies education. Emphasis is placed on conceptualizing social studies as a keystone for the integration of all subjects. Students will be expected to plan, model, and reflect upon their teaching. Prospective teachers will explore a variety of strategies for providing students will standard based and engaging learning experiences in history, geography, economics, civics and government. Attention will also be given to assessment and the integration of technology in the classroom. Prerequisites: EDU 550

EDU 520 Pre-Student Teaching Experience

Graduate students will observe and participate in an elementary or secondary school classroom. Meetings with the Instructor during the semester provide the prospective teacher with the opportunity for analysis and synthesis of field experience. The student will complete 90 observation hours.

EDU 525 Research Design & Methodology

Research Methods and Design (EDU 525) will provide the opportunity for students to explore the importance and value of research in the field of education. Textbook assignments, self-selected assignments, class discussions, large and small group interactions, presentations, lectures, and guided research reviews will serve as the means of delivering instruction. The course is designed to promote collaborative interactions and support between students and the Instructor toward the completion of the course requirements.

SPE 243 The Exceptional Child

This course provides the prospective teacher with a functional understanding of the various types of exceptional children and the legal responsibilities of teachers, school districts and charter schools in regard to exceptional children. This introductory domain course will explore the practices of special education identification procedure, service delivery models, and the impact these practices have on exceptional children, families, and educators within today’s society. This course will expressly focus on the special education transition process and the development of IEPs that meet transition requirements, including coordinated, measurable, annual IEP goals that will reasonably enable students to meet post-secondary outcomes. This course is aligned with the Pennsylvania Framework for Special Education, 7th -12th grade, Program Guidelines PA Department of Education (PDE).

SPE 245 Field Experience IV

Prospective teachers spend three hours per week in an inclusive and/or special education early childhood, middle, or secondary classroom. Emphasis is placed on observation and participation related to the application and content in domain special education courses (SPE 342/542, SPE 243/543, SPE 320/520, and SPE 344/544) including examining curricula content, effective teaching strategies, collaboration, adaptations and modifications. Students will observe the implementation of IEPs under the supervision of a cooperating mentor teacher. Students will also participate in four class sessions to process the field experience and discuss related research studies related to inclusion and ethical practices. Students will respond to guided questions through the development of a comprehensive journal related to their Field Experience.

SPS 160 College Life or Exploring Future

This course is designed to help students explore and develop an understanding of the career decision-making process, including choosing a major and putting their career plan into action. Students learn how to evaluate their goals, interests, values, and strengths, how to conduct research on majors and careers, prepare and build a resume, and effectively explore career and internship opportunities. Students will experience the career decision-making process through hands-on projects and activities such as taking self-assessment tests, conducting informational interviews, and effectively using the internet

Articles (1)

Lessons Learned from Women Leaders in Higher Education ProQuest Dissertations (UMI No. 3700116)

2015-05-16

Kern, J.M. -Doctoral dissertation

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