56 courses with the subject EDU, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
EDU 110INTRODUCTION TO TEACHING3
Required of all students seeking teacher licensure. This course is designed to provide entry-level experiences into the work of the schools, the role of the teacher, and the school environment. Students will study the teaching profession itself and its influences, including political and legal aspects, as well as historical and sociological factors. Students will examine how these factors have shaped, and continue to shape, American education. Students will also study national and state curriculum development in grades K-12 and study curriculum implementation in real classroom settings. Field experience will consist of 20 hours in local public schools. An observational/reflection journal will be documented and maintained by the student. (Fall, Spring.)
The purpose of this course is to assist the student in understanding the community relationship to the school. Nurturing parent and family relationships is essential to the classroom teacher. Methods and procedures for organizing and providing public school relations will be emphasized. This course is designed to support the NAEYC Program Standards. This course requires 10 hours of clinical experiences. (Fall, Spring)
The purpose of this course is for students to learn how human behavior in educational situations is operationalized through various approaches to teaching in grades K-12. The various approaches to teaching will be focused on instruction and assessment. The course theory aims to develop students’ understanding of theories of psychosocial development, cognitive development, and motivation. The course practice aims to develop students’ ability to make instructional and assessment decisions based on application of learning theories. Prerequisites: EDU 110 (Fall, Spring)
Instructional Technology introduces prospective teachers to various computer hardware and software that may be used in the classroom to augment resources, enhance learning, and better meet the individual needs of students. Prerequisites: In order to register for this course, the student must have completed the following course: EDU 110. (Fall, Spring) 2024-2025 Academic Catalog 207 NDERGRADUATE COURSE DESCRIPTIONS
Includes the study of the developmentally delayed, behaviorally-disordered, communication disordered, learning-disabled, physically impaired, and health impaired, visually impaired, and gifted as these affect the teacher in the classroom setting. Students will explore strategies for differentiating lessons to meet the needs of their students. Essential methods for working with students who exhibit behaviors as a result of complex trauma will be included. This course meets INTASC Standards and TN EPP Literacy Standards. Prerequisites: EDU 201, ** (Fall, Spring)
The purpose of this course is for students to learn how to provide ELA instruction for students in grades 3-5. The course is designed to support The InTASC Model Core Teaching Standards, the NAEYC Program Standards, CAEP Elementary Teacher Preparation Standards, and The TN State Board of Education Literacy Standards for Education Preparation. The course theory aims to develop students’ knowledge of effective literacy instruction in grades 3-5. The content of Vocabulary, Fluency, Comprehension, and Writing are introduced and reinforced in multiple ways. The course practice aims to develop students’ practice of effective literacy instruction in grades 3-5. The content of Vocabulary, Fluency, Comprehension, and Writing are integrated in multiple ways. The course requires 10 hours of clinical experiences.
The purpose of this courseis for students to learn how to provide ELA instruction for students in grades K-2. The course is designed to support The InTASC Model Core Teaching Standards, NAEYC Program Standards, CAEP Elementary Teacher Preparation Standards, and The TN State Board of Education Literacy Standards for Education Preparation. The course theory aims to develop knowledge necessary to understand language acquisition and literacy awareness, beginning with infants and progressing through pre-school and elementary levels of language development. The course skills aim to develop students’ practice of effective literacy instruction in grades K-2. The content of Phonemic Awareness, Phonics, Vocabulary, Fluency, Comprehension, and Writing are integrated in multiple ways. The course requires 10 hours of clinical experiences. Corequisite: EDU 340; Prerequisite: **
EDU 355LITERACY IN THE CONTENT AREA FOR 6-12 SECONDARY AND K-12
PE (NON-ELA MAJORS) (3) The purpose of this course is for students to learn how to provide literacy instruction for students in grades 6-12, as well as K-12 PE. The course is designed to support The InTASC Model Core Teaching Standards, the NCSS Standards (History), FFK12SE/ NGSS standards (Biology/Chemistry), the NCTM CAEP standards (Mathematics), the SHAPE standards (PE), and The TN State Board of Education Literacy Standards for Education Preparation. The course theory aims to develop students’ knowledge of effective literacy instruction. The content of Vocabulary, Fluency, Comprehension, and Writing are introduced and reinforced in multiple ways. This course requires 10 hours of clinical experiences. Prerequisite: ** (Spring) 208 2024-2025 Academic Catalog DERGRADUATE COURSE DESCRIPTIONS
EDU 357LITERACY IN THE CONTENT AREA FOR SECONDARY ENGLISH MAJORS3
The purpose of this course is for students to learn how to provide ELA instruction for students in grades 6-12. The course is designed to support The InTASC Model Core Teaching Standards, the NCTE Program Standards, the NCATE Program Standards, and The TN State Board of Literacy Standards for ELA Preparation. The course theory aims to develop students’ knowledge of effective literacy instruction in grades 6-12. The content of Vocabulary, Fluency, Comprehension, and Writing are introduced and reinforced in multiple ways. This course requires 10 hours of clinical experiences.
The purpose of this course is for students to learn how to provide Mathematics instruction for all students. The course is designed to support The InTASC Model Core Teaching Standards, CAEP Elementary Teacher Preparation Standards, TN State Board of Education Literacy Standards for Education Preparation and the NAEYC Program Standards. The course theory aims to develop candidates’ knowledge of why, what, and how of elementary Mathematics: why teach Mathematics (past, present, and future), what to teach in Mathematics (disciplines & standards), and how to teach Mathematics (skills & thinking). The course skills aim to develop students’ practice of planning Mathematics instruction, instructing and engaging students with Mathematics, and Mathematics assessing learning in various ways. The course requires 10 hours of clinical experiences. Prerequisite: ** (Fall)
The goal of EDU 385 is to assist you in developing a personal understanding of general and specific methods for teaching in middle or secondary school. The course will include a close study of teaching practices and procedures appropriate to your specific subject area. You will put the methods into practice at a local middle or secondary school as you teach your lessons. Emphases will include instructional plans aligned with state curriculum standards and EPP Literacy Standards. TEAM evaluation system will be closely incorporated with the InTASC standards. Fifteen (15) hours of field experience is required accompanied by four after teaching feedback forms and the disposition form. Prerequisite: ** (Fall, Spring)
The purpose of this course is for students to learn how to provide Social Studies and Science instruction for all students. The course is designed to support The InTASC Model Core Teaching Standards, NAEYC Program Standards, CAEP Elementary Teacher Preparation Standards, and The TN State Board of Education Literacy Standards for Education Preparation. The course theory aims to develop students’ knowledge of why, how, and what of elementary Social Studies & Science: why teach social studies & science (past & present), how to teach Social Studies & Science (skills), and what to teach in Social Studies & Science (disciplines & standards). The course skills aim to develop students’ practice of planning for social studies & science instruction, instructing and engaging students, and assessing learning in various ways. This course requires 10 hours of clinical experiences. **(Fall, Spring) 2024-2025 Academic Catalog 209 DERGRADUATE COURSE DESCRIPTIONS
Classroom management strategies are explored to enable students to provide an effective learning environment, prevent misbehaviors, and deal with problem situations as they occur. Case studies are explored and dissected to prepare students for the development of their Classroom Management Plan (see rubric) as well as implementation of their management plan during their 10 hours of field experience. EPP Literacy Standards as they apply to Trauma Informed will also be a focus of this course. This course will also provide a study of the laws related to public K-12 education and special education that govern the operation and conduct of their organizations as they face a litigious society. This course requires 10 hours of field experience/observations. Prerequisite: ** (Fall, Spring)
EDU 420CLASSROOM MANAGEMENT FOR THE ELEMENTARY CLASSROOM3
Classroom management strategies to support all learners in an effective learning environment are explored. Topics of study include trauma informed instructional and discipline practices, the effects of adverse childhood experiences on instruction, restorative practices, behavior interventions that work, and procedures/protocols of the successfully organized classroom. Ten (10) hours of field experience are required. This class is for elementary majors. Prerequisite: ** (Fall, Spring)
This course will provide future teachers with the foundation and understanding of the assessment process and its evolution over the past six decades. TWU students will focus on the educational assessment methods and procedures used in decision making and program planning for all students, including those with exceptional learning needs. TWU students will learn the aspects of the assessment process that represents commitment, integrity, intellectual acuity, justice, and stewardship for all students. The TWU students will familiarize themselves with all current reliable, valid, formal, and informal assessment instruments including TVAAS and TEAM evaluation data and the EPP Literacy Standards. Prerequisite: ** (Fall)
The purpose of this course is for students to learn how to plan for and assess instruction for all students in grades K-5. The course is designed to support the The InTASC Model Core Teaching Standards, NAEYC Program Standards, CAEP Elementary Teacher Preparation Standards, and The TN State Board of Education Literacy Standards for Education Preparation. The course theory aims to develop students’ knowledge of assessment with a formal & informal methods and formative & summative methods. The course skills aim to develop students’ practice of planning and assessment by exploring current methods in the field. The course requires 10 hours of clinical experiences. ** (Fall, Spring)
The purpose of this course is for students to learn how to provide Literacy & Mathematics instruction for all students. The course is designed to support The InTASC Model Core Teaching Standards, NAEYC Program Standards, CAEP Elementary Teacher Preparation Standards, and The TN State Board of Education Literacy Standards for 210 2024-2025 Academic Catalog UNDERGRADUATE COURSE DESCRIPTIONS
This course will provide a study of the laws related to general education and IDEA (Individuals with Disabilities Education Act) that govern the operation and conduct of their organizations as they face a highly litigious society. The legal principles that affect the operation, organization, and administration of school systems will be discussed. Future teachers in regular or special education will gain knowledge about legal issues that help them in effectively performing their professional duties within the boundaries of current case law while acting en loco parentis (in lieu of the parent) for students. Students will be familiarized with the EPP Literacy Standards as they pertain to special education. No field service requirement for this class.
EDU 440STUDENT TEACHING IN EARLY CHILDHOOD EDUCATION12
The practicum is designed to aid the prospective pre-school teacher in development of methods and skills for guiding children in the learning process. Practical experience at two grade levels will be provided. Mentors and TWU supervisors will guide and assist the pre-service teacher toward success in the classroom. Prerequisites: Approval of the Teacher Education Committee, **, Documentation that the student has passed all required PRAXIS exams. Must be taken concurrently with EDU 475. (Fall, Spring)
Designed to aid the prospective kindergarten, elementary, or middle school teacher in the development of skills and techniques necessary for guiding children in the learning process through practical experience in actual teaching. Experience will be required in kindergarten and a middle grade. Prerequisites: Approval of the Teacher Education Committee, **, Documentation that the student has passed all required PRAXIS exams. Must be taken concurrently with EDU 475. (Fall, Spring)
This course is designed to aid the prospective special education teacher in elementary or middle school in the development of skills, methods, and intervention techniques necessary for guiding students in the learning process through practical experience. Experience will be required in both elementary and middle grades. Prerequisites: Approval of the Teacher Education Committee, documentation that the teacher candidate has passed all required Praxis exams. Must be taken concurrently with
This course will provide the student with pre-student teaching experiences in the student’s subject area on the middle and secondary level. Class lectures, activities, and readings will provide background knowledge that will enable students to help plan, implement, and evaluate their service-learning experiences. In the supervised field experience, students will observe teachers and learners at work and should assist the mentoring teacher as needed. Students will document and reflect on their field experiences and how they learned through these service experiences. Emphases will include instructional plans aligned with state curriculum standards and EPP Literacy Standards. Students will be in the classroom of their perspective schools for the first seven weeks of the semester. School law will be a major focus of discussion for the second half of the semester. (Must be TEP admitted). Twenty hours of field experience is required accompanied by four after teaching feedback forms and the disposition form. Prerequisite: ** (Fall, Spring)
EDU 455STUDENT TEACHING IN SECONDARY EDUCATION (12)**
Designed to aid the prospective secondary teacher in the development of skills and techniques necessary for guiding secondary students in the learning process through practical experience in actual teaching in his or her major area. Experience will be required in two classroom settings. Prerequisites: Approval of the Teacher Education Committee, Documentation that the student has passed all required PRAXIS exams. Must be taken concurrently with EDU 475. (Fall, Spring)
Designed to aid the prospective teacher in the development of skills and techniques necessary for guiding K-12 students in the learning process through practical experience in actual teaching in his or her major field. Experience will be required in two classroom settings. Attendance is required at a weekly campus seminar. the student has passed all required PRAXIS exams. Must be taken concurrently with
Approval of the Teacher Education Committee. Documentation that
EDU 474STUDENT TEACHING SEMINAR I2
Student Teaching Seminar I is designed to support students through a problem- based assessment (edTPA®) which includes planning, instruction, and assessment, as well as, the state approved evaluation (TEAM). It also encompasses creating a positive learning environment, communication, collaboration, and development of a reflective teaching practice. This course must be taken the semester prior to EDU 475 (Student Teaching Seminar II). Prerequisite: All students must be admitted to the TEP. 212 2024-2025 Academic Catalog DERGRADUATE COURSE DESCRIPTIONS
This capstone seminar is designed to accompany and enhance the student teaching experience. Seminar topics and discussions are directly related to these experiences. Candidates will be working to complete the edTPA® portfolio for licensure while student teaching and attending Seminar II. Candidates will also be required to complete the Educator Electronic Portfolio. Seminar II meets once per week on campus. Seminar II must be taken concurrently with either EDU 440, 445, 447, 455, or 460. Prerequisite: Approval of the candidate’s teacher Education Committee and admission to the Teacher Education Program. (Fall, Spring) ** In order to register for this course, a student must be accepted into the Levels II or III of the Teacher Education Program, have completed EDU 201, and maintained a minimum 2.75 GPA on all education courses attempted. New transfer students who have not had an opportunity to apply to the Teacher Education Program may receive approval from the Education Department for an exemption to this prerequisite following a transcript review. Certification of students’ eligibility to take Education courses above EDU 201 will be evaluated on an individual basis. 2024-2025 Academic Catalog 213 UNDERGRADUATE COURSE DESCRIPTIONS
EDU 500FOUNDATION AND CURRENT ISSUES IN AMERICAN EDUCATION2
This course introduces MAT candidates to the teaching profession and explores the philosophical, historical, social, and legal foundations of education in America as well as current trends and issues in education. Professionalism, educational purposes, curriculum, methods, school systems, teacher ethics, expectations, and evaluations will be introduced. Through field experiences, candidates shall investigate teachers’ work in relation to students, the curriculum, and the school, system, and policy settings in which they are situated. EDU 500 balances understanding of topics from a theoretical perspective as well as investigating teaching and learning from a practical hands-on approach in a local public school classroom. Candidates shall be introduced to edTPA® and TEAM and its processes. Field experience hours are required. (2 hours; blended learning)
Basic experimental, quasi- and non-experimental research designs and descriptive statistics are explored with an emphasis on developing a critical approach to examining the research literature in education. A basic introduction to the application of statistics in research is offered. Topics covered include statistical inference, hypothesis testing, analysis of variance, correlation, regression, qualitative and quantitative data, multiple regression, factor analyses, and non-parametric statistics. program.
MAT 132 Statistics or and equivalent class. Admission to the graduate
EDU 502HUMAN DEVELOPMENT AND DIVERSITY IN EDUCATION3
This course in human development provides foundational knowledge of human life stages from conception through adolescence. Students will acquire knowledge of the cognitive, psychosocial, biological and environmental factors which form foundations of human experience and behavior. Culture, diversity, and educational environments are emphasized to promote self-reflection and applications knowledge. Students will acquire knowledge and skills needed to function well as educators in a changing and diverse society. (3 hours; online)
This course enables candidates to identify psychological, physical, educational, medical, behavioral, learning characteristics and needs of individuals with various disabilities as well as students from diverse cultural, social, ethnic, and racial backgrounds. Inclusion of students with disabilities and techniques to adopt instruction to fit individual needs will be emphasized. An understanding of legislation, regulations, and litigation related to serving individuals with disabilities will enable the candidate to correlate the individualized education program (IEP) with least restrictive environment. Candidates will learn to apply appropriate strategies within the tiered method of RTI2: Tier I universal intervention; Tier 2 small group intervention, and Tier 3 individual interventions. Candidates gain knowledge of professional, ethical, and legal issues affecting educators, and candidates learn the human relations skills needed to work effectively with individuals with disabilities, 2024-2025 Academic Catalog 339
EDU 506MANAGEMENT, ENGAGEMENT AND MOTIVATION IN CLASSROOMS3
The course focuses on research-based strategies in elementary and secondary classrooms designed to create and maintain positive learning environments, to organize and manage classrooms, to establish daily routines and procedures, to respond effectively to disruptive behaviors, to improve instruction and accomplish effective assessment, increase prosocial behaviors, and increase student academic engagement and motivation. Both prevention and intervention methods will be emphasized to promote positive outcomes for students. This course also presents concepts of extrinsic and intrinsic motivation and self-motivation, and examines the relationships among classroom environment, classroom behavior, and learning. This course will also provide a study of the laws related to public K-12 education and special education that govern the operation and conduct of their organizations as they face a litigious society. Field experience required. (3 hours; blended learning)
EDU 508EDUCATIONAL TECHNOLOGY FOR TEACHING AND LEARNING3
Comprehensive overview of the field of education technology aligns the principles of how students learn with current technological tools proven effective in achieving success across the disciplines. Includes strategies for enhancing learning and communication, student collaboration for project and problem-based learning, critical thinking, assessment, and digital citizenship. Candidates will be introduced to student-centered learning within learning spaces that support digital literacy. Candidates will identify and compare national and international standards and introduce the knowledge base of educational technology while surveying design and development tools. (3 hours; online)
This course revolves around effective strategies in business management, school plant management, budgeting, accounting, fiscal planning, and fund-raising tasks of schools as well as those issues facing future school administrators. Students will be required to visit facilities in the local schools and review and analyze the status of the physical plant as well as any other data they collect. Prerequisite: Admission to the graduate program. Field Experience Required.
This course is designed to provide the foundations in school leadership theory. The course focuses primarily on the evolution of leadership theory, interdisciplinary conceptualizations, administrative applications, pedagogy for teaching and learning, and the leadership development process of public school teachers. Historical and contemporary perspectives on administrative leadership and their application in education, including the influence of gender and culture on leadership development, is a major component of this course. Field Experience Required. Prerequisite: Admission to the graduate program 340 2024-2025 Academic Catalog
Topics vary based on the current climate in the field of educational leadership and address current trends and contemporary challenges facing teachers legal, safety, and current curriculum issues; standardized testing, including the Tennessee Response to Intervention (RTI); the use of technology and other issues related to the instructional and school/community relations. The curriculum has also been arranged to accommodate the specific and unique needs of school leaders considering the needs and issues of today and in the future.
The class prepares educators with knowledge; understanding; and the application of planning, assessment, and instructional leadership for roles in the P-12 school setting at the supervisory or administrative level. The primary emphases are planning, implementation, and refinement of standards-based curriculum aligned with instruction, assessment, and instructional decisions as they affect the teaching and learning environment of the school with diverse cultural, ethnic, linguistic, religious, and special needs populations. The implications of current reform movements, issues, and trends in curriculum will be explored, including using principles of student motivation, training assessment teams and future school leaders, growth and development. Students will gather and analyze data to develop and implement a school improvement plan, identify competencies and target areas in need of attention, and integrate technology in curriculum and instruction. Prerequisite: Admission to the graduate program. Field Experience Required.
This course provides the knowledge, understanding, and application of the conditions and dynamics impacting a diverse school community. Participants develop an understanding of the primary role of a school leader in building school community relations. It also emphasizes ways to involve the entire school community to create action through social justice and well organized partnerships. Prerequisite: Admission to the graduate program. Field Experience Required.
EDU 550LITERACY DEVELOPMENT AND INSTRUCTION, GRADES K-22
Literacy Development and Instruction for Grades K-2 provides opportunities for candidates to learn language development, literacy-rich environments, and effective instruction for students in lower elementary school. Candidates are introduced to the unique developmental processes for all students with the National Association for the Education of Young Children’s developmentally appropriate practice considerations, the wide range of environmental contexts with research on exemplary teachers’ classrooms, and to use this knowledge and understanding to guide and inform instruction with Teaching Literacy in Tennessee’s instructional model. Literacy development is reinforced to candidates with practice with children’s literature and media. Literacy-rich environments are reinforced to candidates with analysis of classrooms’ literacy access and literacy interactions. Effective instruction is reinforced to candidates by observing foundational skills lessons. Candidates integrate language development, literacy-rich environments, and effective instruction with practice 2024-2025 Academic Catalog 341
EDU 552LITERACY, LEARNING, AND INSTRUCTION FROM GRADES2
Literacy, Learning, and Instruction from Grades 3-5 provides opportunities for candidates to learn literacy, learning, and effective instruction for students in upper elementary school. Candidates are introduced to literacy for all students with research of literacy motivation, learning with research of learning theory, and to use this knowledge and understanding to guide and inform instruction with Teaching Literacy in Tennessee’s instructional model. Literacy is reinforced to candidates with practice with children’s literature and media. Learning is reinforced to candidates with analysis of learning theories in practice. Effective instruction is reinforced to candidates by observing reading and writing lessons. Candidates integrate literacy, learning, and effective instruction with practice teaching of lessons plans for reading and writing with feedback based on edTPA® and TEAM components. Field experiences are required. (2 hours; blended learning)
The course will focus on the analysis and application of current theories and research in literacy development and instruction. Students will examine the complex processes involved in reading and writing, including the cognitive, linguistic, and sociocultural factors that influence literacy development. The course will also explore the role of technology in literacy instruction and assessment. Additionally, students will have the opportunity to design and implement literacy instruction in real-world settings and reflect on their practice through action research.
In this course, candidates will learn how to effectively implement a comprehensive literacy assessment approach that includes action steps to link assessment results to instructional planning and day-to-day instruction in classrooms. Candidates will gain theoretical knowledge as well as experience in application, anchored in the study of a school and several profile students from that school. Students will learn how to create a comprehensive literacy assessment system and implement a Response to Instruction and Intervention (RTI2) model, a data-based process for preventing reading difficulties and providing timely intervention for those who struggle. Students will also learn how to establish strong links between literacy assessments-including those collected for accountability purposes-and planning and instructional practices. Field experience in a public school is required, including observing a grade level team meeting analyzing and interpreting student assessment data. Field experiences are required. (2 hours; blended learning)
The goal of this course is to assist students in developing a focus on judicial decisions, statutory law, and administrative regulations affecting public education. The course will include a study of the history and philosophy behind mandatory education, desegregation, equal opportunity, safe schools, for students and teachers, bilingual 342 2024-2025 Academic Catalog
EDU 556INSTRUCTION OF ELEMENTARY SOCIAL STUDIES AND SCIENCE FOR
GRADES K-5 (2) Instruction of Elementary Science, and Social Studies provides opportunities for candidates to learn effective instruction for all students. Candidates are introduced to instructional models of science and social studies for all students with the NSTA Next Generation Science Standards and the NCSS C3 Framework. Instruction of science is reinforced to candidates with observation of scientific inquiry lessons and analysis of curriculum and instruction for scientific inquiry. Instruction of social studies is reinforced to candidates with observation of skill-based lessons and analysis of curriculum and instruction for skill-based lessons. Candidates integrate instruction by utilizing a deep knowledge and understanding of language and literacy development to practice teaching of lessons plans for mathematics, science, and social studies with feedback based on edTPA® and TEAM components. Field experiences are required. (2 hours; blended learning)
Instruction of Elementary Mathematics provides opportunities for candidates to learn effective instruction for all students. Candidates are introduced to instructional models of mathematics for all students with the About Teaching Mathematics by Marilyn Burns, Instruction of mathematics is reinforced to candidates with observation of problem-solving investigation lessons and analysis of curriculum and instruction for problem-solving investigation. Candidates integrate instruction by utilizing a deep knowledge and understanding of language and literacy development to practice teaching of lessons plans for mathematics with feedback based on edTPA® and TEAM components. Field experiences are required. (2 hours; blended learning)
This course is designed to functionally integrate the theory and practice of teaching and learning into the instructional program. The goal of understanding the whole child, teacher, school, community, and the profession is more likely to be attained when the student teacher strives to: Develop a sound philosophy of teaching; understand the mental, emotional, social, and physical development of the individual pupil and his or her interactions as a member of various groups of pupils; assist in establishing a learning environment conducive to managing routine classroom activities in a manner that will promote desirable individual and group interaction and growth; Design and implement teaching plans effectively; Understand the need to promote and develop positive parent-teacher and home-school cooperation; Share the full responsibility for classroom instruction; Assist in the evaluation of the effectiveness of the teaching and learning dimensions of the school programs. (6 s.h., Two public school placements) 2024-2025 Academic Catalog 343
This course provides the teaching candidate with the knowledge and skills to guide secondary students to becoming active, engaged, independent, grade-level readers within the content area of Biology, Chemistry, or Mathematics. The course emphasizes research based strategies for accessing prior knowledge, setting a purpose for reading, organizing and summarizing ideas, understand and apply content specific academic vocabulary, select appropriate strategies to make meaningful connections, taking notes, and reflecting on new understandings. Adaptations for culturally and linguistically diverse and exceptional learners embedded throughout the course. Field experiences are required. (2 hours; blended learning)
The course provides a practical application and fundamental principles of educational research. The skills acquired and developed throughout the Curriculum Leadership program will be utilized in creating and analyzing a research topic chosen by the student. The project components will closely resemble real-world conditions actually encountered daily by practicing educational leaders. The students will work on an action research project and will use high-quality writing and statistical skills to analyze and present issues that are well substantiated by current research-based data. Prerequisite: Admission to the graduate program.
EDU 572AREA METHODS: PLANNING, INSTRUCTION, AND MATERIALS2
Assists the student seeking secondary certification on developing a personal understanding of general and specific methods for teaching in a middle or secondary school emphasizing planning and instruction. This course will include a close study of teaching practices and procedures appropriate for each student’s specific content area. EDU 572 candidates will teach three lessons to middle or high school students in a public school. Emphases will include aligning lesson plans with national and state curriculum standards as well as meeting the needs of diverse learners in the middle or secondary classroom. Field experience required. (2 hours; blended learning)
This course provides teaching of candidates with knowledge and skills of assessment to drive decision about the individual student, classroom, effectiveness of the classroom instructional program, and the teacher. Assessment development and design including formative and summative assessments; timely and effective student feedback; test construction within the context of validity, reliability and fairness, and analysis of assessment results and progress monitoring are emphasized. Candidates shall study achievement and growth targets as determined by state and local standards as well as assessment reform and district, state, and national assessments. Candidates will also apply descriptive and inferential statistical analysis in assessment and evaluation scenarios. Field experiences are required (2 hours; blended learning) 344 2024-2025 Academic Catalog
This course provides secondary candidates with knowledge and skills of lesson and unit planning, instruction, assessment, collaboration, and reflection by teaching three or more related lessons in a local secondary public school classroom. Candidates will prepare lessons in alignment with Tennessee Academic Standards and specialty area standards. Field experiences are required. (2 hours; blended learning)
EDU 578CURRICULUM AND MATERIALS IN SECONDARY EDUCATION2
This course is designed to provide students with an understanding and skills with curriculum and materials with licensure area 6-12 school standards. Students are presented with curriculum maps and pacing guides for 6-12 school standards. Students are presented with the text-based materials and non-text-based materials. Students demonstrate an understanding of 6-12 school standards with content area praxis information. Students demonstrate skills with adopted textbooks and mixed media. Field experience required. (2 hours; blended learning)
The purpose of the internship is to provide future administrators with an opportunity to observe and participate in the practice of educational dministration. It is designed for students who are teachers in a school system with principals/administrators who are willing to participate in this program. Some of the activities include observations, consulting and performing administrative tasks. The principal or instructional supervisor must be in agreement with student’s participation. Activities such as finance, budgeting, scheduling, parent conferences, and school board meetings will be explored.
EDU 582SPECIAL EDUCATION INTERVENTIONIST K-8 STUDENT TEACHING6
This course is designed to functionally integrate the theory and practice of teaching and learning into the instructional program. The goal of understanding the whole child, teacher, school, community, and the profession is more likely to be attained when the student teacher strives to: Develop a sound philosophy of teaching; understand the mental, emotional, social, and physical development of the individual pupil and his or her interactions as a member of various groups of pupils; assist in establishing a learning environment conducive to managing routine classroom activities in a manner that will promote desirable individual and group interaction and growth; Design and implement teaching plans effectively; Understand the need to promote and develop positive parent-teacher and home-school cooperation; Share the full responsibility for classroom instruction; Assist in the evaluation of the effectiveness of the teaching and learning dimensions of the school programs. (6 s.h., Two public school placements) 2024-2025 Academic Catalog 345
EDU 586STUDENT TEACHING SEMINAR AND ACTION RESEARCH6
The capstone seminar is designed to accompany and enhance the student teaching experience. Seminar topics and discussions are directly related to the experiences the student teachers are having in the Elementary, Secondary and Special Education classrooms. The primary goal of the seminar and student teaching experience is to provide each student teacher with successful experiences in practicing the knowledge, strategies, skills, techniques, theories, attitudes, and dispositions necessary to become highly qualified, licensed teachers. In addition, the course provides fundamental principles of educational research and a practical application of research techniques. Candidates shall develop a research topic and a quantitative and/or qualitative research design, and then conduct the research project in a public school classroom. Candidates will present their action research projects to an audience of three TWU faculty members at the conclusion of the semester. (6 s.h., blended learning)
This course is designed to functionally integrate the theory and practice of teaching and learning into the instructional program. The goal of understanding the whole child, teacher, school, community, and the profession is more likely to be attained when the student teacher strives to: Develop a sound philosophy of teaching; understand the mental, emotional, social, and physical development of the individual pupil and his or her interactions as a member of various groups of pupils; assist in establishing a learning environment conducive to managing routine classroom activities in a manner that will promote desirable individual and group interaction and growth; Design and implement teaching plans effectively; Understand the need to promote and develop positive parent-teacher and home-school cooperation; Share the full responsibility for classroom instruction; Assist in the evaluation of the effectiveness of the teaching and learning dimensions of the school programs. (6 s.h., Two public school placements) 346 2024-2025 Academic Catalog
