105 courses with the subject TLED, 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.
Explores contemporary problems and trends in education. Emphasis is placed upon topics related to curriculum, instructional strategies, and evaluation.
of Education
cial Education (Birth-5) (BS)
This course is designed to provide students with approaches for introducing young children to literature and reading. The course will examine a variety of children's literature genres and explore relationships between language, theory, politics, ideology and print material. Students will design activities that extend children’s literacy experiences, reading enjoyment, writing capabilities, and incorporate cultural and linguistic diversity in social studie math, science, and the arts.
Curriculum in Early Childhood Ed: Birth-Pre-K (C- or better required)
Examines theories, research, and practices involved in classroom management, motivation, and discipline. Explores techniques for organizing and arranging classroom environments that are most conducive to learning.
Explores contemporary problems and trends in education. Emphasis is placed upon topics related to curriculum, instructional strategies, and evaluation.
1 TLED 485 Teacher Candidate Internship 12 2 Total Credit Hours 34 * A minimum passing score of 160 or above on the Praxis Music Content Knowledge test #5113 is required for 1 MUSC 408 PreK-12 Instrumental Music Education 1 Major
0-6 Practice in the Classroom Total Credit Hours 21 * Grade of C or better required
Technology (satisfies Impact of
Arts (3 Credit Hours) s, Following a theory into practice philosophy, students explore, develop, and use instructional strategies, materials, technologies, and activities to promote children's development of attitudes, behaviors, and concepts in language arts in grades PreK-6 in support of NCTE national instructional standards and the Virginia Standards of Learning. TLED 326, and Junior standing Pre- or corequisite: TLED 426
Studies (3 Credit Hours) Following a theory into practice philosophy, students explore, develop, and use instructional strategies, materials, technologies, and activities to promote children's development of attitudes, behaviors, and concepts in social studies in grades PreK-6 in support of NCSS national instructional standards and the Virginia Standards of Learning.
Strategies for Teaching in the 16 Middle/High School: English
Teaching in Middle/High School: Math and
Teaching in the Middle/High School: Social
Diverse Learning Needs (3 Credit Hours) This course provides an overview of normal language development and language disorders which impact the acquisition of language based curriculum skills such as listening, speaking, reading, and written expression. Emphasis is on instructional techniques to assist students with diverse learning needs to achieve reading and comprehension skills. Effective reading strategies and curricula for individuals with disabilities will also be reviewed.
Childhood Education (3 Credit Hours) This course addresses current issues related to children and families in early childhood settings. Contemporary research on pedagogical and formative assessment practices related to the education of young children will be discussed through critical exploration. This course will also have an associated 40 hour practicum (20 hours in an infant or toddler classroom and 20 hours in a preschool age classroom).
Curriculum PreK-6 561 Elementary Education (BS) r TLED 479 Classroom Management and Practice 3 PreK-3; PreK-6
PreK-6 (3 Credit Hours) Course prepares prospective PreK-3 and PreK-6 teachers to provide instruction and management addressing the intellectual, physical, emotional and social needs of PreK-6 learners founded in empirically based practice. The field based component (70 hours) includes participation in PreK-3 and 4th-6th grade classrooms in an accredited public or non-public school. Students in the Prek-3 program are required to complete 35 hours in the Children's Learning and Research Center. Attendance at seminars and debriefing sessions is required. any two of the following courses: TLED 432, TLED 435, STEM 433, or STEM 434
Explores issues, problems, concerns, and processes related to teaching and to entering the profession of teaching. Passing scores on Elementary Education Multiple Subjects Assessment in licensure content area, and where appropriate passing scores on Reading for Virginia Educators are required to pass this course.
Total Credit Hours 122-128 * Grade of C or better required. ** Grade of C- or better required.
for Early Childhood Education (C- or better required) Total Credit Hours 120 BA or BS to MBA (Master of Business
This course examines the familial lives of young children (Birth through Grade 3) and supports understandings of working with parents and families in early childhood. Family systems theory provides the basis for study and guides understandings of contemporary family structures. The stages of the family life cycle are explored; principles of healthy family functioning are emphasized to promote healthy growth for children.
and Science Across the Early Childhood
Curriculum (3 Credit Hours) This course emphasizes the development of young children's multiple literacies and the promotion of active literacy and social studies explorations within early childhood classrooms. Multiple perspectives and approaches to planning, teaching, and assessing literacy and social studies in the early childhood classroom are explored and practiced. This course includes a 40 hour practicum experience in an early childhood classroom. admission to Teacher Education Pre- or corequisite: TLED 426
Explores contemporary problems and trends in education. Emphasis is placed upon topics related to curriculum, instructional strategies, and evaluation.
Cannot be applied to a Master of Science in Education degree in the Department of Teaching and Learning. Explores contemporary problems and trends in education. Emphasis is placed upon topics related to curriculum, instructional strategies, and evaluation.
Hours to be arranged. Allows the student to engage in independent study of issues and trends in education. Emphasis is placed upon topics related to curriculum, instructional strategies, and evaluation.
Arts (3 Credit Hours) Following a theory into practice philosophy, students explore, develop, and use instructional strategies, materials, technologies, and activities to promote children's development of attitudes, behaviors, and concepts in language arts in grades PreK-6 in support of NCTE national instructional standards and the Virginia Standards of Learning. TLED 568
Studies (3 Credit Hours) Following a theory into practice philosophy, students explore, develop, and use instructional strategies, materials, technologies, and activities to promote children's development of attitudes, behaviors, and concepts in social studies in grades PreK-6 in support of NCSS national instructional standards and the Virginia Standards of Learning.
Teaching in the Middle/High School: English
Teaching in Middle/High School: Math and
Teaching in the Middle/High School: Social
Students with Diverse Learning Needs
Education (3 Credit Hours) This course addresses current issues related to children and families in early childhood settings. Contemporary research on pedagogical and formative assessment practices related to the education of young children will be discussed through critical exploration. This course will also have an associated 40 hour practicum (20 hours in an infant or toddler classroom and 20 hours in a preschool age classroom).
PreK-3; PreK-6
This course explores issues, problems, concerns, and processes related to teaching and entering the profession of teaching. Passing score on Elementary Education Multiple Subjects Assessment in licensure content area, and where appropriate passing scores on Reading for Virginia Educators are required to pass this course.
Explores contemporary problems and trends in education. Emphasis is placed upon topics related to curriculum, instructional strategies, and evaluation.
Cannot be applied to a Master of Science in Education degree in the Department of Teaching and Learning. Explores contemporary problems and trends in education. Emphasis is placed upon topics related to curriculum, instructional strategies, and evaluation.
Hours to be arranged. Allows the student to engage in independent study of issues and trends in education. Emphasis is placed upon topics related to curriculum, instructional strategies, and evaluation.
This course is designed to provide students with a range of approaches for thinking about the arts in education, with specific emphasis on the visual arts. It assumes that life in the 21st century calls for competencies that are critical, flexible, collaborative, and relational and forwards artistic thinkin as complementary to this need. In addition to course readings that explore cognitive, developmental, cultural, and social dimensions of art and learning, students will be asked to participate in activities associated with making and viewing art, as well as consider implications for designing K-12 curriculum.
Focusing on middle school teaching, this course examines the organization, curriculum, instructional strategies, classroom management techniques, and teaching methods for working with young adolescents. Also covered are middle school guidance, exploratories, scheduling, and parent-school relations. A 30-hour practicum in a middle school is required.
3 TLED 677 Learning and Development Across 3 Historical and Contemporary Educational 3 Environments Elementary Education (15 Credit Hours) 3 TLED 568 Language Acquisition and Reading for 3 Students with Diverse Learning Needs 3 TLED 672 Integrating Children’s Lit, Language 3 Arts & Social Studies Across Early Child 3 Curriculum
This course is designed to provide students with an understanding of the political nature of education and its implications for teaching and learning. Students will be expected to critically consider the development and implementation of formal policies designed to improve education in U.S. schools. To do so, students will consider historical and contemporary trends in educational theory and research to situate current policies and practices in our nation’s schools, with a clear focus on understanding the range and scope of policy dilemmas in the public pre-K–12 sector of education.
This seminar explores foundational ideas of democratic education. While focusing on the contexts and conditions of contemporary education, it traces the roots of educational theory and philosophy from the formation of the common school to the policy reforms of the 21st century. This look at the present through the past provides insight into the interactions between social, economic, political, ideological, and environmental factors and its impact on the purposes of education, school curriculum and ideas of measurement and evaluation. Students will be expected to consider the implications of/ for democratic education, historically and presently, as it relates to issues of race, class, gender, and multiculturalism.
Education (3 Credit Hours) This course will provide methods for teaching diverse learners through culturally sustaining pedagogy, effective methods for designing instructional strategies and materials for teaching social studies and language arts in the elementary grades. Students in this course take a corequisite practicum (40 hours) in elementary classrooms to complete assigned activities designed to further practical development.
Young Adolescent (3 Credit Hours) This course focuses on theories and principles of adolescent development and learning in family, school, and community contexts. Candidates examine adolescents from biological, psychological, cognitive, and social perspectives. This includes how adolescents learn and what motivates them to learn, and how schools contribute to adolescents’ growth by teaching in ways that “fit” their developmental and cultural needs.
Linguistical Diverse Learner Across Content Areas (3 Credit Hours) This course focuses on the development and implementation of strategies that will accommodate how language and cultural differences affect communication and learning; knowledge of the impact of language- based curriculum skills such as listening, speaking, reading, and writing; instructional techniques needed to assist individuals identified as culturally, linguistically, and academically diverse in achieving reading and comprehension skills; comprehension strategies; and an understanding of reading across the disciplines. Old Dominion University Graduate Catalog 2025-2026 644
This course is designed to integrate the research on effective teaching and learning with theory and practice through the lens of democratic education. As an introductory survey course, the focus will be on developing the competencies related to the critical consumption of research literature in order to further the teacher candidates’ understanding of the physical, social, emotional, speech and language and intellectual development of children.
This course will explore critical multicultural education situated within culturally sustaining pedagogical practices to explore issues related to race, ethnicity, class, gender, sexuality, religion, power, and language use; however, this course is not about a celebration of difference, but is designed to enable students to investigate how socially constructed categories such as social class, race, gender, sexual orientation, and disability are used to privilege some and marginalize others.
This course will provide opportunities to examine the theoretical and practical applications of data-driven decision making, assessments, and curriculum planning for middle level educators. Students will consider adolescent development as well as student behaviors to analyze standards and effectively plan instruction and assessment. Further, students will apply principles of culturally sustaining pedagogy to middle school instruction and assessment planning and practices.
This course focuses on historical, philosophical, and sociological foundations underlying the role, development, and organization of public education in the United States. Attention is given to the legal status of teachers and students, including federal and state laws and regulations; school as an organization and culture; and contemporary issues and current trends in education, including the impact of technology on education. The role of the teacher is highlighted in this course, including professionalism, ethical standards, and personal integrity as well as Virginia's Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers. A 30- hour observation/participation experience is required in an appropriate grade level classroom.
Grades (3 Credit Hours) In this course, students will learn the processes of reflective inquiry and conduct informal inquiries of the teaching and learning dynamic in preK-12 school settings. Activities include explorations of professional biography school and classroom culture and practice, student demographics, curriculum, and other critical components of teaching and learning.
Hours to be arranged. Explores in depth a variety of current topics, trends and concerns in K-12 education.
Total Credit Hours 12 *Additional course work might be necessary to fully meet teacher licensure requirements Old Dominion University Graduate Catalog 2025-2026 212
This course is designed to integrate the research on effective teaching and learning with theory and practice through the lens of democratic education. As an introductory survey course, the focus will be on developing the competencies related to the critical consumption of research literature in order to further the candidates’ understanding of the physical, social, emotional, speech and language and intellectual development of children. Diverse approaches based upon culturally responsive behavioral, cognitive, affective, social, and ecological theory and practice will be utilized in guiding the learning experience of the course.
This course is designed to provide students with an understanding of the political nature of education and its implications for teaching and learning. Students will be expected to critically consider the development and implementation of formal policies designed to improve education in US schools. To do so, students will consider historical and contemporary trends in educational theory and research to situate current policies and practices in our nation’s schools, with a clear focus on understanding the range and scope of policy dilemmas in the public pre-K–12 sector of education.
Culturally Responsive Approaches
Specialists (3 Credit Hours) Participatory Action Research is introduced to conduct community, school, or classroom-based research for improving mathematics learning and teaching.
This course requires candidates to complete a 150-hour practicum that is designed to provide opportunities and learning experiences to refine and reinforce mathematical and leadership skills, understandings, and dispositions for optimal performance as a Mathematics Specialist. Pre- or corequisite: TLED 650
Total Credit Hours 31 * If not completed in the BS IDS Teacher Preparation Concentration program. Due to changing University requirements, national standards, and the Virginia Board of Education licensure regulations, the programs in the Darden College of Education and Professional Studies are under constant revision. Any changes resulting from these factors supersede the program requirements described in this Catalog. Students are encouraged to obtain current program information from their advisors and from the Teacher Education Services website: http://www.odu.edu/tes (http://www.odu.edu/ oce/).
Select one of the following four that corresponds to subject (content) area:
Students will design a three-chapter research proposal and study the appropriate statistical references. Evaluation methodologies leading to this research are explored (portfolio/rubrics). Instructional technology and its classroom applications are interwoven into research and evaluation.
Grades (3 Credit Hours) In this course, students will explore research methods and forms of data collection and analysis associated with practitioner inquiry, including self- study and action research. Students will be required to design a research proposal using practitioner inquiry research methods.
Across Early Child Curriculum (3 Credit Hours) This course emphasizes the development of K-6 students’ multiple and multimodal literacies and the promotion of active literacy and social studies explorations within the early and elementary classroom and aligned with the Virginia Standards of Learning. The course will focus on the five domains of social studies education and children’s holistic literacy development. Multiple perspectives and approaches to planning, teaching, and assessing literacy and social studies in the early and elementary classroom are explored and practiced. This course includes a 35-hour practicum experience in an early or elementary classroom.
Across the Early Childhood and Elementary 30
Schools (3 Credit Hours) The course will emphasize evidence-based instructional practices and strategies to teach students with diverse interests, abilities, and prior knowledge. This course examines the impact of students' varied home support mechanisms and resources on the academic skills among students in contemporary schools. Additionally, the course will focus on instructional strategies that are varied and accessible from many perspectives; emphasis is given to methods of instruction that have evidence to support resulting improved student outcomes.
Historical and Contemporary Educational
Practicum in PreK-6
Student Teaching (10 Credit Hours) 10
This course will examine children in the context of the families in which they live. Family systems theory provides the basis for study, and students do an in-depth examination of their own families of origin. The stages of the family life cycle are taught; principles of healthy family functioning are emphasized to promote healthy growth for children.
Provides opportunities for graduate students to explore current topics, trends and issues related to curriculum, instructional strategies, and evaluation.
Hours to be arranged. Provides opportunities for the master's student to do independent research in an area of his/her particular interests and needs.
Master’s-level research and thesis in topics related to curriculum, instructional strategies, and evaluation in educational settings.
This course prepares elementary and secondary teachers to become facilitators of change in schools and communities. They will explore various leader roles in the K-12 context, including exemplary and critically minded practitioner, curriculum decision-maker, researcher, advocate, and facilitator of job-embedded professional development
This course prepares teachers to be effective coaches of teacher candidates and inservice teachers in K-12 settings. They will develop understandings of student-centered, evidence-based models of coaching and mentoring, and acquire specific knowledge and skills of effective coaching and mentoring.
This course prepares teachers to enact dynamic curriculum leadership. They will explore curriculum as a design for learning, a set of school experiences based on goals and values, that take into account diverse learners and other stakeholders, including families and communities.
The purpose of this course is to develop teacher leaders’ skills in facilitation collaboration, and advocacy at the school, division, and community levels. Emphasis is placed on engaging with diverse stakeholders through culturally responsive means to foster student academic achievement.
Elementary Schools (3 Credit Hours) This course will engage students in the on-going debates about the development and shaping of curricula with an emphasis on how these forces play out in elementary schools. The course requires students to investigate the scope and components of curriculum planning, development, and delivery. Students are first expected to develop an understanding of the many forms of dynamic tension at play in curriculum debates, and, subsequently, they are required to develop an understanding of specific ways in which teachers and curriculum leaders can shape the instructional process, and select and use curriculum materials.
Secondary Schools (3 Credit Hours) This course will engage students in the on-going debates about the development and shaping of curricula with an emphasis on how these forces play out in secondary schools. The course requires students to investigate the scope and components of curriculum planning, development, and delivery. Students are first expected to develop an understanding of the many forms of dynamic tension at play in curriculum debates, and, subsequently, they are required to develop an understanding of specific ways in which teachers and curriculum leaders can shape the instructional process, and select and use curriculum materials. 647 UNIV - University
Source: Eastern Virginia Medical School's catalog, linked per course · table learning_unit · CourseShelf publish 59
