A PERIODIC
NEWSLETTER FOR
STUDENTS AND
ALUMNI
SPECIAL POINTS
ECED Grad Newsletter
N E W S L E T T E R
W I N T E R
2 0 1 5
OF INTEREST:
Attend NAEYC's 2015
 Fall 2014 Graduates!
See page 2
Featured Summer Electives
National Institute for Early Childhood Professional Development
See page 3
in Beautiful New Orleans, Louisiana!
 Child Trends: Bullying
See page 7
Sunday, June 7 - Wednesday, June 10, 2015
NAEYC hosts the National Institute for Early Childhood Professional Development, a
conference designed for all early childhood professionals,
including leaders who prepare, mentor, and support early
childhood professionals, as well as program administrators, teacher educators, trainers, teachers, and researchers.
1. Gain new skills and knowledge.
Choose from more than 200 presentations and discover the ideas,
strategies, innovative research, and techniques you need now.
INSIDE THIS ISSUE:
2. Get inspired.
NAEYC Institute 2015
1
Important Tips
Fall 2014 Graduates
2
Take time away from your busy schedule to relax, reflect, and recharge as you attend sessions, meet with colleagues, and explore the
Exhibit Hall and NAEYC Shop.
Important Upcoming
Dates
Featured Electives
3
3. Build your network.
ON-Campus Summer
2015 Schedule
4
ON-Campus Spring
2015 Schedule
5
OFF-Campus Spring
2015 Schedule
6
Child Trends Article
7
Professional Page
8
Meet and learn from hundreds of early childhood educators and leaders from around the country—
and the world—who share the same challenges you do.
4. Learn from the experts.
Hear from early childhood researchers, authors, experts, and other thought leaders sharing the newest ideas and research.
5. Experience New Orleans!
Take part in the many activities the city has to offer: art, food, markets, history tours, and more!
Save the Date!
Week of the Young Child™ 2015: Celebrating Our Youngest Learners!
April 12 - 18, 2015
For more information, please visit the following NAEYC’s websites:
http://www.naeyc.org/events/ and http://www.naeyc.org/woyc
Disclaimer: The sharing of information in this newsletter does not imply a formal endorsement of the conference.
PAGE
Tips from the ECED GRAD Office
Here are a few tips from us to help everyone get off to a successful and smooth
start in the new year:

M.Ed. Plus Students must pass Praxis Core (or have taken Praxis I or any of the other
approved testing alternatives) before they can student teach.

If for any reason your name has changed, please complete the Name Change Form at this
link: http://www.towson.edu/registrar/forms/documents/change_of_name_form_inac.pdf.

It is important that you visit the graduate school’s website at least one semester before you
are ready to graduate. Please visit the following website for directions concerning this matter:
http://www.towson.edu/registrar/graduation/index.asp.

To request an in-person or phone appointment with Dr. Daniels, please send an e-mail to
Dr. Janese Daniels the graduate assistant, Alli Dooley, at: [email protected].
 If you go to www.towson.edu, the search bar in the upper right corner, labeled “Search
TU,” is highly useful in identifying resources. You can type in things like “billing questions” or “graduate tuition”
and be taken to relevant links.

Please check your TU emails regularly and pay close attention to deadlines, especially when requesting permission for
classes, confirming participation in graduate portfolios, and requesting internships, as these things take time to process
and run much smoother when we are all prompt!
Our contact information is:
ECED Graduate Office & Alli Dooley, Graduate Assistant: 410-704-2460
Dr. Janese Daniels, Program Director: 410-704-4832
Mrs. Lisa Mason, Coordinator, ECED MAT & External Programs: 410-704-5271
ECED Grad Office E-mail: [email protected]
Congratulations to Our Fall 2014 Graduates!
Jenny L. Abbott
Debra A. Dayhoff-Franco
Danielle R. Garrison
Liran Laor
Marguerite Schuetz
Sandra J. Ahlskog
Zarna H. Doshi
Mary K. Gleason
Samantha L. Lee
Maura L. Shaul
Amal H. Alobaidi
Elizabeth A. Dudley
Michelle M. Grant
Saher S. Malik
Rachel S. Siegel
Lashawnda R. Alston
Shantoria Edwards
Erin N. Hall
Kristi A. Martini
Stacy A. Simpson
Meredith L. Anderson
Alexis J. Egan
Deborah L. Hession
Mary E.Mitsopoulos
Nicole M. Sturgis
Krysta N. Ballard
Richard B. Ensley
Elizabeth P. Hollick
Casey L. Murphy
Nicole A. Sutton
Nicole M. Clagett
Virginia A. Fisher
Kayla M. Hughes
Fabiola Perez
Ashli L. Taylor
Jennifer K. Caldwell
Amberlea K. Fleck
Kimberly A. Hughes
Lisa M. Phelan
Crystal D. Ward
Alane M. Connolly
Lindsey R. Franck
Laquinnya D. Jenkins
Alana C. Poole
James D. Webb
Michelle C. Dadourian
Portia A. Frierson
Caitlyn L. Johnson
Susan C. Reinhart
Maria L. Witles
Stacy E. Davis
Kristina J. Garner
Jessica D. Koch
Kelly K. Sabelhaus
Bethany L. Zimmerman
We are proud of the work that you have accomplished thus far and know you will do great things
for young children and families!
PAGE
Important Upcoming Dates!
3
Mon, Jan 26 Spring Classes Begin!
Fri, Feb 20 Fall Internship Applications are due (M.Ed. Plus students only)
Mon, Feb 23 Permission for Enrollment Requests are due (see page 5)
Mon, March 9 Summer 2015 Registration begins for all students
(Summer 2015 Schedule is TBD)
Sun, Mar 15 - 22 Spring Break - No Classes
Tues, May 12 Last Day of Classes
Tues, May 19 End of Spring Semester!
Wed, May 20 College of Education Reception for Spring 2015 Graduates (Time is TBA)
Thurs, May 21 Graduation for the College of Education at 10:00 AM at the SECU Arena
Consider registering for this Summer 2015 course:
ECED 680 - Celebrating the Arts with Young Children!
Come and spend time with a group of talented, committed individuals who work in the
arts, in arts education, and in early childhood education as models of collaboration and
integration in the arts!
What you should know about the 10 days:
 They will be learning-filled and creative, not stressful!
 They will focus on understanding and integrating the arts in teaching and learning with all
young children.
 Experiences will include music, dance, drama, and visual arts, supported by computer technol-
ogy, with focus on the inclusion of children with special needs.
 The potential of the arts in literacy learning and the value of the arts in diverse and inclusive
settings will be explored.
 You will work with practicing artists and arts educators, culminating in the development of a
curriculum to be implemented in a current or future setting.
PAGE
4
ON-CAMPUS Class Schedule Spring 2015
Instructor
Day
Room
Time
Integrated Curriculum and Authentic
Mason
Mondays
(M.Ed. & MAT Combined)
Learning in Early Childhood Education
HH 021
5:00 – 7:40 PM
ECED 609.101
Schroth
Growth & Development of Young Children
Wednesdays
HH 408
5:00 – 7:40 PM
ECED 611.101
Teacher as Researcher: Research Methods in
Education
Daniels
Wednesdays
HH 114
5:00 – 7:40 PM
ECED 618.621
Thinking Through the Processes and
(MAT only)
Acquisition of Literacy
ECED 619.101
Assessment, Observation and Evaluation in
Early Childhood Education
Course Number. Section
Course Name
ECED 608.101/.621
ECED 621.101/.621*
(M.Ed. & MAT Combined)
Permission-only course!
ECED 750.101
ECED 773.101*
Permission-only course!
Liwanag
PY 108
Thursdays
4:20 - 6:50 PM
Steele
Thursdays
PY 302
5:00 – 7:40 PM
Skelley
Wednesdays
HH 021
5:00 – 7:40 PM
Curriculum Theory and Development
Daniels
Online only
Program Development and Education in
Hill
Mondays
Early Childhood Education
PY 308
5:00 – 7:40 PM
Berkeley
Tuesdays
HH 016
5:00 – 7:40 PM
Assessment of Reading and Writing in
Early Childhood Education
Permission-only course!
ECED 665.101*
Perpetua/
Seminar in Early Childhood Education
*Students who wished to enroll in ECED 610, ECED 621, ECED 665, or ECED 773 should have emailed the
ECED Graduate Office ([email protected]) in order to confirm their eligibility and be granted permission
to enroll.
PAGE
5
OFF-CAMPUS Class Schedule Spring 2015
OFF CAMPUS: Southern Maryland Campus (California, MD)
ECED
605.674/.678/.680
The Arts and Young Children
Stillwell
Mondays
5:30 - 8:00 PM
OFF CAMPUS: Universities at Shady Grove Campus (Rockville, MD)
ECED 613.641
ECED 619.641
ECED 665.641
Permission-only course!
Programs for Infants and
Schroth
Young Children
Assessment, Observation and
Dushel
Evaluation in Early Childhood Education
Curriculum Theory and Development
Daniels
Tuesdays
5:00 – 7:30 PM
Tuesdays
5:00 – 7:30 PM
Online only
OFF CAMPUS: Howard County Cohort
ECED 665
Curriculum Theory and Development
DePetris
Online only
Section Number
Corresponding Location
101 102 201 301
On campus classes at
Towson University
221 222 223
Anne Arundel County Cohort
251 252 253
Howard County Cohort
601
HEAT Center Campus
615 671 674 678
Southern Maryland Campus
621 622
MAT
641
Shady Grove Campus
PAGE
6
Child Trends: FIVE Things to Know about Bullying
Concern about youth bullying continues to grow. Although definitions of bullying vary, bullying commonly means aggressive
behavior in the context of a power imbalance that is repeated, or has the potential to be repeated, over time. Approximately 28 percent of youth ages 12 to 18 report having been bullied in the past year. Unfortunately, many common assumptions
about bullying are not supported by research. Below we debunk five common misassumptions about bullying, and present
what we actually know.
“Although
definitions of
bullying vary,
bullying
commonly
means
aggressive
behavior in the
context of a
power
imbalance that
is repeated, or
has the
potential to be
repeated, over
time.”
-Tempkin
Bullying is not an epidemic.
Many recent news reports about bullying have labeled the issue a "growing epidemic." In reality, rates of bullying have been relatively stable on both of the nationally-representative surveys collected by the federal government. According to the School Crime Supplement, rates of bullying for 12- to 18-year-old students have remained between 28 to 30 percent of youth from 2005 through 2011 (the most recently-reported data). Information from the Youth Risk Behavior Surveillance Survey shows rates of bullying for students in grades nine to
twelve were 20 percent for each of the collections in 2009, 2011, and 2013. While bullying is not going up, it is
also not going down. A significant percentage of students are being bullied, suggesting that ongoing prevention
efforts are not lowering the overall rate of youth reporting being bullied.
Traditional forms of bullying remain more prevalent than cyberbullying.
Cyberbullying, or bullying through electronic communications, often dominates the current discourse on bullying, making it seem like it is the most common form of bullying. In reality, rates of cyberbullying are consistently lower than traditional forms of bullying, as reported in the School Crime Supplement (9 percent) and the
Youth Risk Behavior Surveillance Survey (16 percent). Emerging research also suggests that cyberbullying is not
a separate form of bullying, but rather a separate context in which the same behaviors occur. The vast majority
of those who are cyberbullied are also bullied in traditional forms.
Bullying alone does not cause suicide.
Much of the recent attention to bullying has centered on several tragic cases of bullying-related youth suicides.
Though bullying was likely a factor in each of these suicides, bullying was likely not the only factor. Youth suicide is often multidimensional and it is not possible to isolate any single cause. Both those who are bullied as
well as those who bully others are at risk for suicide, with the highest risk for those who engage in both behaviors. However, the vast majority of youth who are bullied do not consider or attempt suicide, and the vast
majority of reported youth suicides do not list bullying as a precipitating factor. Suggesting that bullying and
suicide are casually linked, and publicizing youth who have died by suicide, may actually lead vulnerable youth to
consider suicide, a process called contagion. It is important for all youth who are thinking about suicide to get
help. If you or someone you know is feeling suicidal, please call the Suicide Prevention Lifeline (1800-273-TALK).
All youth involved in bullying are affected.
Our concern about bullying typically focuses on youth who have been bullied. There is substantial research that
shows that, indeed, these youth are more likely to become depressed or anxious, have decreased academic
achievement, and use alcohol or drugs. However, emerging research suggests that those who bully others, as
well as those who witness bullying, are also at increased risk. It is therefore important to ensure that all youth
involved in bullying are supported.
Criminalization will not solve bullying.
Several state and local legislatures have begun considering laws to make bullying and/or cyberbullying a crime.
Such laws are problematic in several ways, and will likely do little to actually help youth who have been bullied
or help correct the behavior of those who bully others. Instead, we must focus on prevention and intervention
strategies that have been shown to be effective, such as improving school climate, social and emotional learning,
and restorative practices, which focus on repairing relationships and restoring a positive environment.
Temkin, D. (2014). Child Trends 5: Five things to know about bullyinh. Retrieved from http://www.childtrends.org/news/childtrends-5-information-that-counts/.
PAGE
The Professional Page
7
So to TEACH that our words inspire a will to learn;
So to SERVE that each day may enhance the growth of exploring minds;
So to LIVE that we may guide young and old to know the truth and love the right.
This is Kappa Delta Phi (KDP) at Towson University’s motto.
KDP is an international honor society in education formed by communities of
undergraduate and graduate scholars committed to scholarship and excellence in education.
Membership in KDP is offered through formal invitation to those students who
meet high academic standards upon entering the education program at
Towson University; however, you do not need to be a member to participate
in the organization’s many events and activities!
In order to be considered for an invitation, you must meet the Graduate Student Requirements:

Have completed 6 credits or more at Towson University

And have a minimum of a 3.25 GPA
Please visit their website (http://www.towson.edu/kdp/default.html)or email KDP
([email protected]) if you are interested in gaining information
about their scholarships, upcoming events and activities, and meetings!
Metro Delta Head Start Center
is now hiring Classroom Teachers!
The Metro Delta Head Start Center is looking for qualified applicants with
Associate, Bachelor, or Master’s Degrees in Early Childhood or related fields.
Under the supervision of the Education Coordinator, teachers will be
responsible for providing a stimulating environment for the growth, well-being,
and development of the children and demonstrating the
six CDA Competency Goals during the performance of job functions.
Interested applicants should contact Ms. Lynne Coven for further information.
2001 Park Avenue, Baltimore, Maryland 21217
Fax: 410-225-0696
Email: [email protected]