Master of Arts in Teaching K-6
Master of Arts in Teaching 7-12
Master of Education in Educational Leadership K-12
Master of Education in English Language Learners PreK-12
Master of Education in Instructional Effectiveness K-12
Master of Education in Instructional Technology PreK-12
Master of Education in
PreK-12
Master of Library and Information Science K-12
Ed.D. in Leadership and Professional Practice
Center for Leadership and Renewal (CLEAR)
Continuing Education
School of Education
Mackey Building (Corner of Lester and Hart)
615-248-1201 or 1-800-284-1594
Fax 615-248-1597
It is the mission of the School of Education to model competence, character, and compassion so that our students emulate and embrace these qualities in service and leadership.
Being, Knowing, and Doing – Educators: Shaping the Future. This underlying structure of the conceptual framework for the School of Education informs and frames the entire unit.
Knowing
Understands Content
Understands Intellectual, Social and Personal Development
Understands Diversity
Doing
Designs Instructional Strategies
Manages and Motivates
Communicates and Collaborates
Plans and Integrates
Evaluates
Being
Reflects on Practice
Participates in the Professional Community
Pursues Spiritual Development
Inherent in Trevecca's heritage, mission, and program is the assumption that because of who we are (Being), we seek to learn (Knowing), and to teach (Doing).
The School of Education, administered by the dean of the School of Education, offers master's degrees that lead to licensure, master's degrees for which the state does not offer licensure, and one doctoral degree which is non-licensure.
Students in the master's level programs begin and continue as a group. The curriculum requires a minimum of four semesters for completion. Courses are offered in sequence at each location. On/off campus programs use the same textbooks, syllabi and course evaluations. The majority of off-campus courses are taught by full time faculty. Students in the Ed.D. Program are in cohort groups for the three-year duration of the program.
The University is not responsible for any changes or delays in graduation for students who change groups or begin late. The University may combine groups as needed.
The purpose of the graduate programs is to provide advanced study beyond the Baccalaureate degree.
Specific objectives are as follows:
Trevecca Nazarene University offers the following graduate degrees in the School of Education:
Master of Arts in Teaching K-6 (Initial Licensure)
Master of Arts in Teaching 7-12 (Initial Licensure)
Master of Education in Educational Leadership K-12 (Advanced Licensure)
Non-degree – Licensure in Educational Leadership also available
Master of Education in English Language Learners PreK-12 (Advanced Licensure)
Master of Education in Instructional Effectiveness K-12 (Non-Licensure)
Master of Education in Reading PreK-12 (Advanced Licensure)
Master of Education in Instructional Technology PreK-12 (Non-Licensure)
Master of Library and Information Science K-12 (Advanced Licensure)
Doctorate of Education in Leadership and Professional Practice (Non-Licensure)
The School of Education offers these additional non-degree programs
CLEAR (Center for Leadership and Renewal)
Continuing Education
Current National Board Certification permits 3 hours of transfer credit in programs that allow transfer credit.
General requirements for admission to master of education degree programs are required of all applicants. These requirements are:
Note: TOEFL score (550 paper version; 213 computer version) is required of international students according to university admission requirements.
A student's file must be complete prior to full acceptance into a program. A completed file consists of the following documents:
Additional requirements may be identified in the program specific sections of this catalog supplement or in assessment system information provided when beginning the program.
Graduate students at the master's level who are employed full time in the teaching profession may not enroll for more than six hours during the fall and spring semesters. During the summer semester, it may be appropriate to register for up to 12 hours. Master's programs for non-teaching professionals may vary in course load per semester. To receive financial aid, students must be enrolled for a minimum of three (3) semester hours. Six hours is considered a full-time load during the academic calendar year.
In the doctoral program, the maximum class load that may be taken during the fall or spring semester will be four semester hours, plus dissertation project hours (see Matrix). Students will take two courses totaling 7 or 9 hours during the Intensified Summer Learning Experience.
To receive a Master's degree, the student must meet the following academic requirements:
Instructional Effectiveness |
24 hrs |
|
Educational Leadership |
27 hrs |
|
English Language Learners |
24 hrs |
|
Instructional Technology |
24 hrs |
|
Library and Information Science |
33 hrs |
|
Reading |
30 hrs |
|
Teaching K-6 |
30 or 36 hrs* |
|
Teaching 7-12 |
30 or 36 hrs* |
|
*dependent upon student teaching |
|
|
Regardless of the load carried per semester, each student must maintain a cumulative grade point average of 3.0 (B) to remain in good standing. If the cumulative GPA falls below 3.0, the student will be declared on academic probation for the following semester. Upon regaining the required cumulative average, 3.0, the student will be in good standing. However, if the student does not meet the cumulative average of 3.0 during the probationary semester, he/she will be declared on academic suspension for the subsequent semester and until reinstated by the admissions committee.
Restrictive admission to master's level courses may be considered for students who do not have both a 2.7 GPA and a minimum score of 378 on the MAT or 800 GRE. Students not meeting all program admission guidelines may be admitted with restrictions upon recommendation of the dean of the School of Education.
The restrictive admission status will be removed when the enrollee has completed the first three courses with a minimum grade of B in each of those courses. Failure to meet this stipulation during any of the first three consecutive courses will result in disenrollment.
Two classifications of graduate students are recognized:
Because Trevecca's graduate programs are non-traditional and have standardized curricula, advising, though significant, does not follow the traditional pattern. All students begin with a group that takes the same classes on the same schedule. The only exceptions are non-degree seeking students, students who have earned transfer credit, or the occasional student whose program is interrupted. Students receive the tentative schedule of classes for their entire program when a new group begins. Students must maintain flexibility in schedules to allow for possible changes in dates of courses.
The University maintains communication with the student in at least four ways. First, students receive a packet of information. Second through the instructors the students know the procedures for their program. Third, information on a range of topics is communicated through the student representative, chosen by each group, and through e-mail. Fourth, students are assigned to an adviser who is a full-time faculty member.
The primary responsibilities of the adviser are to:
Because of the unique design of the doctoral program, the traditional concept of advising is not applicable. The doctoral student will be assigned a cohort group. The cohort group begins the program together, takes all classes together, and follows a prescribed standardized curriculum of 57 semester hours in a minimum of three years. Consequently, no student needs to locate courses, determine the sequence of a course, or become concerned with the hindrances of traditional graduate students. Students receive the tentative course sequence and calendar for the complete program. A dissertation adviser and reader are assigned to each doctoral candidate.
Communication with each doctoral student is maintained via a variety of avenues. The dean of the School of Education and instructors keep students informed of the processes of the program. Students are kept up-to-date on a wide range of topics through newsletters and electronic media. The dean of the School of Education, the dissertation adviser, and the course instructors provide academic advising to Ed.D. students that includes:
Applicants for the M.Ed. programs who are denied admission and wish to appeal that denial must complete the following:
For the MLIS and Ed.D. Programs, the decision of the admissions committee is final and is not subject to appeal. Applicants may reactivate their admissions file for consideration in a subsequent year.
Admission to candidacy is a formal step approved by the dean of the School of Education, acknowledging that the student has been performing well and is likely to complete the degree. Students must be in good academic standing to be eligible for admission to candidacy, and admission must take place upon completion of 12 hours in the program. Admission to Candidacy Forms are available in the School of Education.
The master's program grading scale is as follows:
Quality Points Per Semester Hour
Exceptional |
A |
4.0 |
|
A– |
3.7 |
Superior |
B+ |
3.3 |
|
B |
3.0 |
|
B– |
2.7 |
Average |
C+ |
2.3 |
|
C |
2.0 |
|
C– |
1.7 |
Unacceptable |
D+ |
1.3 |
|
D |
1.0 |
|
D– |
0.7 |
Failing |
F |
0.0 |
Incomplete |
I |
0.0 |
Withdrawal |
W |
0.0 |
Note: |
Exceptions to grading scales will be noted in course syllabus. |
|
A Course and Instructor Evaluation is administered at the end of courses. Forms are distributed by student representatives, collected, placed in a sealed envelope, and returned to the School of Education by the student representative. The evaluation is considered a personal assessment; therefore, discussion of any kind during the process should not occur. In order to maintain high quality instruction in all the classes, instructors receive the results of the evaluations after all grades have been submitted. Courses include several types of evaluative and assessment measures related to student progress. An evaluation of the program takes place at the Exit Assessment.
When a graduate from a Trevecca School of Education master's degree program desires to add a master's degree in another program, he or she will take all courses in the major and enough electives from other program areas (other than the core courses that are common to most M.Ed. programs) to complete 30 hours of course work. If the program desired is Educational Leadership, the student may choose three electives to replace three courses (Research, Technology, and Educational Issues) if they were taken previously in another program.
Any student who drops below half-time status (3 credit hours for masters, 3 credit hours for doctoral) for two consecutive semesters will be suspended from financial aid. This suspension will require the student to pay for at least three hours with his or her own resources before he or she can regain eligibility for aid. A student may appeal the suspension to the review committee.
Students must submit a new Free Application for Federal Student Aid for each academic year they are enrolled and want to receive federal loans. All students must contact the Financial Aid Office if they want subsequent loans. Financial aid packets and additional information concerning financial aid may be obtained by calling the Office of Financial Aid at (615) 248-1242.
Master's level courses
Educational Leadership, English Language Learners K-12, Instructional Effectiveness, Instructional Technology, Library and Information Science, Reading PreK-12, Teaching K-6, Teaching 7-12
General Fees |
|
Tuition per credit hour (master's) |
404.00 |
Instructional Materials Fee per Course (non refundable) |
110.00 |
Exit Assessment Seminar, if applicable |
35.00 |
Enhanced Student Teaching |
350.00 |
Student Teaching Fee for Out of County Placements (in addition to regular student teaching fee) |
300.00 |
Guest Student Teaching Fee |
500.00 |
Graduation Fee |
100.00 |
Alternative Licensure Mentoring Fee |
600.00 |
|
|
Master of Arts in Teaching (M.A.T.) |
|
M.A.T. Professional Liability Insurance |
35.00 |
M.A.T. Portfolio Fee - initial fee |
100.00 |
M.A.T. Portfolio Fee per semester |
50.00 |
M.A.T. TMA 6670 On-line Lab Fee |
40.00 |
M.A.T. Methods Courses, K-6 and 7-12 |
25.00 |
|
|
Educational Leadership (E.L.) |
|
E.L. Administrative Portfolio Fee |
25.00 |
|
|
Library and Information Science (M.L.I.S.) |
|
MLIS Portfolio Fee - one time fee at beginning of program |
100.00 |
MLI 5090 Professional Practice |
75.00 |
|
|
Instructional Effectiveness (I.E.) |
|
Portfolio Fee |
100.00 |
|
|
English Language Learners (E.L.L.) |
|
Portfolio Fee |
100.00 |
|
|
Instructional Technology (I.T.) |
|
Portfolio Fee |
100.00 |
ETM 5060 Professional Practice |
75.00 |
|
|
Reading (RDG) |
|
Portfolio Fee |
100.00 |
Ed.D. - Leadership and Professional Practice
Tuition per Semester Credit Hour |
$418.00 |
Instructional Materials Fee per Course |
160.00 |
Dissertation project Fee per hour |
75.00 |
Dissertation bindery fee ** Full payment for binding of all dissertations ordered must be paid by April 25 in order to participate in commencement.** |
150.00 |
Graduation Fee (doctoral hood becomes property of graduate) |
200.00 |
Intensified Summer Learning Experiences |
* |
*The Intensified Summer Learning Experience requires separate fees for service, lodging, and meals.
(Note: All fees and charges are subject to approval and change annually by the Board of Trustees.)
The Master of Arts in Teaching K-6 is a 30 - 36 hour program and takes five semesters to complete.
The MAT K-6 is a non-traditional program designed to accommodate working adults who have an undergraduate degree in a field other than elementary education and who desire a degree and/or licensure at the K-6 level. This five-semester program is comprised of thirty hours of course work and six hours of student teaching. A 30-hour, non-licensure option without student teaching is available.
Candidates who accept employment for full-time teaching while enrolled in the MAT are achieving teacher licensure through an alternative licensure process and must participate in a mentoring plan as required by the Tennessee State Department of Education. To meet this requirement, two years of successful teaching coupled with mentoring is required in lieu of the traditional one semester of student teaching. As stated in the Nashville Area Alternative Licensure Consortium plan, mentoring is to be jointly provided by the employing school district and by the respective university during the time that the student is enrolled.
Trevecca will assign a mentor to work with the candidate. The role of the mentor is to coach and assist the candidate; the mentor does not serve as an evaluator of the candidate's progress. As required, the candidate will attend seminars and other professional development provided by the university. Each semester of the program, the candidate seeking to be alternatively licensed will pay a mentoring fee to the university to cover the expenses of the mentoring.
The MAT summer class sessions are accelerated and intensive. Students can earn a total of three credit hours over the course of a three-week period. Therefore, it is imperative that all students be present for the entirety of each class. There will be a reduction of one letter grade for any student who is absent up to three hours. Any absence from a summer class that exceeds three hours may result in disenrollment from the course.
CORE COURSES: 15 hours
Curriculum Design and Practice |
3 |
|
Psychological Foundations of Learning+ |
3 |
|
Assessment for Excellence |
3 |
|
Legal, Ethical, and Diversity Issues in Education |
3 |
|
Classroom Organization and Management for Urban Educators+ |
3 |
MAJOR COURSES: 21 hours
K-6 Reading and Literacy Education+ |
3 |
|
K-6 Science Education |
3 |
|
K-6 Math Education+ |
3 |
|
K-6 Social Studies Education |
3 |
|
Student Teaching and Seminar++ |
6 |
|
Math for Elementary Educators |
3 |
|
E-Portfolio Seminar |
0 |
|
TOTAL HOURS: |
36 |
|
+ These courses will require field experience. In order to show that when teaching, students learn, candidates are required to complete clinical experiences. In order to participate in the mandatory field experiences, all MAT students will be required to undergo a background check and be fingerprinted, at the student's expense, prior to beginning their first class. Students will be notified of the specific vendor that will supply this service in their program acceptance letter.
A total of 40 clock hours of field experience in addition to student teaching will be required in the program. The total number of field experience hours will be divided among various courses.
++ A fee will be assessed for student teaching. An additional fee will also be assessed for those students who request a placement outside of Davidson County. Placements will be made in only seven other counties: Dickson, Montgomery, Rutherford, Sumner, Williamson, Wilson, and Maury.
The Praxis II test, Elementary Education: Content Knowledge, is the required Admissions' test. A passing score on the Praxis II Content Knowledge test must be submitted to the School of Education before the completion of nine semester hours of coursework. Other required tests: (1) Principles of Learning and Teaching (PLT) K-6; (2) Elementary Education: Curriculum, Instruction and Assessment; (3) Reading Across the Curriculum: Elementary.
A non-traditional program designed to accommodate working adults who have an undergraduate degree in one of the following content areas of study which are available at Trevecca:
This five-semester program is comprised of thirty hours of course work and six hours of student teaching.
Candidates who accept employment for full-time teaching while enrolled in the MAT are achieving teacher licensure through an alternative licensure process and must participate in a mentoring plan as required by the Tennessee State Department of Education. To meet this requirement, two years of successful teaching coupled with mentoring is required in lieu of the traditional one semester of student teaching. As stated in the Nashville Area Alternative Licensure Consortium plan, mentoring is to be jointly provided by the employing school district and by the respective university during the time that the student is enrolled.
Trevecca will assign a mentor to work with the candidate. The role of the mentor is to coach and assist the candidate; the mentor does not serve as an evaluator of the candidate's progress. As required, the candidate will attend seminars and other professional development provided by the university. Each semester of the program, the candidate seeking to be alternatively licensed will pay a mentoring fee to the university to cover the expenses of the mentoring.
The MAT summer class sessions are accelerated and intensive. Students can earn a total of three credit hours over the course of a three-week period. Therefore, it is imperative that all students be present for the entirety of each class. There will be a reduction of one letter grade for any student who is absent up to three hours. Any absence from a summer class that exceeds three hours may result in disenrollment from the course.
CORE COURSES: 12 hours
Curriculum Design and Practice |
3 |
|
Psychological Foundations of Learning+ |
3 |
|
Assessment for Excellence |
3 |
|
Legal, Ethical, and Political Issues |
3 |
MAJOR COURSES: 24 hours
Classroom Organization and Management for Urban Educators |
3 |
|
Secondary Instructional Design 7-12+ |
3 |
|
Reading and Writing in the Content Areas: Middle and Secondary+ |
3 |
|
Methods and Tools for Secondary Teachers |
3 |
|
Student Teaching and Seminar 7-12++ |
6 |
|
Urban Perspectives in Teaching and Learning+ (technology fee $40) |
3 |
|
Teaching the Exceptional Learner |
3 |
|
E-Portfolio Seminar |
0 |
|
TOTAL HOURS: |
36 |
|
+ This course will require field experience. In order to show that when teaching students learn, candidates are required to complete clinical experiences. A total of 40 clock hours of field experience in addition to student teaching will be required in the program. The total number of field experience hours will be divided among various courses.
A passing score on the content knowledge test in the major field of study is required for admission to the MAT 7-12 program. In addition, all other required Praxis II tests in the major or minor field of study and the PLT 7-12 must be submitted before the student is admitted to student teaching or the e-portfolio seminar.
++ A fee will be assessed for student teaching. An additional fee will also be assessed for those students who request a placement outside of Davidson County. Placements will be made in only seven other counties: Dickson, Montgomery, Rutherford, Sumner, Williamson, Wilson, and Maury.
For licensure requirements, see section under Master of Arts in Teaching 7-12. For all students who have passed all required Praxis tests and met ALL other program requirements for graduation, students will participate in an e-portfolio seminar and symposium. During the seminar, there will be a program review, collection of data and completion of the application for teacher licensure.
The licensure program for principals enables candidates to develop knowledge and skills specified for the Beginning Administrator License and Professional Administrator License in the State of Tennessee. The Educational Leadership Program curriculum satisfies the requirements of Interstate School Leader Licensure Consortium.
NOTE: Institutions of higher education in Tennessee, including Trevecca, that prepare candidates for licensure as school leaders have been mandated to review and, when appropriate, redesign preparation programs based upon the Tennessee Instructional Leadership Standards (TILS) adopted by the Tennessee State Board of Education in 2008. The master's in educational leadership as outlined here is applicable only until August 21, 2009.
Trevecca's redesigned program in educational leadership will be presented to the Tennessee Department of Education for action not later than May 1, 2009. Action on Trevecca's redesigned program in educational leadership by the State Department of Education is expected not later than July 1, 2009. A description of the redesigned program in educational leadership, once accepted by the state, should be available to prospective candidates for the degree not later than July 15, 2009. The redesigned master's in educational leadership will be implemented beginning August 22, 2009.
The design of the M.Ed. program in educational leadership for on campus and off-campus classes includes 30 semester hours over a 15-month period. Classes meet 8:00 A.M. to. 4:00 P.M. on Saturdays. Each course takes five Saturdays to complete. The summer semester times and days vary. The delivery system format includes a variety of instructional strategies including lecture, group projects, small group discussions, technology presentations, guest speakers, field trips, and instructor-student interactions. Students enrolled in off-campus programs must attend on campus sessions in research, practicums, educational issues, and exit assessment seminar.
In addition to the general admissions requirements, the specific admission requirements for applicants for the master of education in educational leadership degree are as follows: Leadership Profile Forms, required of each applicant, are available for a written description of his/her potential for success as a school administrator.
CORE COURSES:
Power Through Research |
3 |
|
21st Century Technology |
3 |
|
Legal and Political Implications |
3 |
|
Organizational Decision-Making |
3 |
|
Perspectives on Leadership |
3 |
|
School Innovation |
3 |
|
Diversity: Management and Change |
3 |
|
Administrative Portfolio Practicum II+ |
3 |
|
Administrative Portfolio Practicum I+ |
3 |
|
Exit Assessment Seminar* |
P/F |
**NON-CORE COURSES:
Educational Issues |
1–3 |
|
Culture, Ideas and Values |
1–4 |
|
Financial Planning for the Educator |
3 |
|
TOTAL REQUIRED: |
30 |
|
+ These courses will require field experience. In order to show that when you teach, students learn, candidates are required to complete clinical experiences.
See also the general admission requirements for this program. This program allows one course (3 hours) transfer credit. Graduates from this program may qualify for the Tennessee Beginning Administrator (BAL) License.
*$35 fee in lieu of instructional/materials fee applies to this course.
** Non-CORE COURSES are offered at the discretion of the administration.
This non-degree offering is available to individuals who hold an education-related master's degree. The standardized test that is required for admission to a master's program does not apply for licensure only. The program consists of 21 hours as follows:
Legal and Political Implications |
3 |
|
Organizational Decision-making |
3 |
|
Perspectives on Leadership |
3 |
|
School Innovation |
3 |
|
Diversity: Management and Change |
3 |
|
Administrative Practicum II |
3 |
|
Administrative Practicum I |
3 |
|
TOTAL |
|
21 |
Requirements for the beginning administrator licensure for the state of Tennessee include:
Candidates for the professional administrator licensure from the State of Tennessee must meet specific requirements to obtain PAL:
The Master of Education in English Language Learners program is designed to provide currently licensed teachers who desire to become teachers of English language learners with sequential and integrated experiences. The degree consists of a total of 30 hours. Nine hours are CORE COURSES in education, and 21 hours are in the major. The ELL major will enable teachers to develop expertise in language acquisition, appropriate instructional models, curriculum design, culture, assessment, technology, and linguistics.
For students wishing a recommendation from Trevecca Nazarene University for an add-on-endorsement in English Language Learners (ELL), twenty-one (21) hours of coursework and a passing score on the Praxis II, English to Speakers of Other Languages (0360) is required.
Presentation of a passing Praxis II score on the 0360 test is insufficient for endorsement in ELL.
CORE COURSES 9 hours
Curriculum Design and Practice |
3 |
|
Psychological Foundations of Learning+ |
3 |
|
Legal, Ethical, and Political Issues |
3 |
MAJOR COURSES: In addition to 9 hours of CORE COURSES, the following 21 hours in ELL Instruction (K-6) are required:
Language Acquisition and Learning+ |
3 |
|
Trends, Models and Methods in ELL Instruction+ |
3 |
|
Authentic Language Curriculum Design+ |
3 |
|
Culture+ |
3 |
|
Methods of Assessment and Evaluation for ELL |
3 |
|
Technology and Language Learning |
3 |
|
Linguistics for Teachers of English Language Learners |
3 |
|
Exit Assessment |
0 |
|
ELL 6600 |
E-Portfolio |
0 |
TOTAL |
|
30 |
Additional Option:
Individuals who have completed previously and education-related master's degree may take 21 hours to add an endorsement in teaching English Language Learners. In addition, endorsement only students will maintain an E-Portfolio and participate in the exit assessment. The courses to be taken are the courses identified for the major in the English Language Learners degree. To be recommended for licensure program completers must pass ELL Praxis Exam Test #0360.
If a student is seeking initial licensure in ELL, he or she should enroll in the dual major program to obtain licensure as a K-6 teacher and PreK-12 ELL teacher.
+ These courses will require field experience. In order to show that when you teach, students learn, candidates are required to complete clinical experiences. The total number of field experience hours will be divided among various courses.
The Master of Education in Teaching MAT K-6 and English Language Learners (ELL) provides prospective teachers with the required course work for licensure as a teacher of K-6 students and as a teacher of students for whom English is not their first language. This program is designed for individuals who seek initial licensure in both K-6 and ELL. In addition to the 12 hours of core courses in professional education, 15 hours in the K-6 major and 12 hours in the ELL major will be required in addition to student teaching and seminar.
Core courses: |
9 hours from the MAT K-6 master's degree core |
|
Psychological Foundations of Learning+ |
3 |
|
Legal, Ethical, and Political Issues |
3 |
|
Methods of Assessment and Evaluation for ELL |
3 |
Major K-6 |
In addition to the 9 hours of the core courses, the following 15 hours in K-6 are required: |
|
K-6 Reading and Literacy Education+ |
3 |
|
K-6 Science Education |
3 |
|
K-6 Math Education+ |
3 |
|
K-6 Social Studies Education |
3 |
|
Authentic Language Curriculum Design + |
3 |
Major ELL |
In addition to 9 hours of core courses, the following 15 hours in ELL instruction are required in addition to student teaching and seminar: |
|
Language Acquisition and Learning+ |
3 |
|
Trends and Models in ELL Instruction+ |
3 |
|
Culture |
3 |
|
Technology and Language Learning+ |
3 |
|
Linguistics for Teachers of English Language Learners |
3 |
|
Student Teaching and Seminar |
6 |
|
E-Portfolio |
0 |
|
|
Hours |
45 |
Student Teaching |
Students seeking initial licensure in MAT K-6 and ELL must complete an enhanced student teaching semester (6 hours credit at the graduate level) that includes experience at both the PreK-6 and 7-12 grade levels in the regular classroom and the ELL classroom. An alternative licensure procedure of two years of teaching as a teacher of record in a state approved K-12 school may substitute for the student teaching experience. |
Language |
Experience learning a second language equivalent to at least six semester hours of college level study is required. (This experience may include (but is not limited to): completion of intensive language training by the Peace Corps, passing the Praxis II subject assessment in a second language, or a foreign language teaching credential from TN or another state.) |
Test Requirements: |
Praxis Principles of Teaching and Learning K-6 |
|
Praxis Elementary Education: Curriculum, Instruction and Assessment (Test #011) |
|
Praxis Reading Across Curriculum: Elementary |
|
Praxis Elementary School: Content Knowledge |
|
Praxis English to Speakers of Other Languages |
To be recommended for license candidates must pass all five PRAXIS exams.
Practicum (0 Credit)
At least 40 hours of practicum will be completed in English as a second language settings; the practicum will include experiences in both the PreK-6 and 7-12 grade levels. The practicum hours will be divided among the requirements of various courses and will include using applied technology to enhance academic proficiency as well as communicative proficiency in English.
E-Portfolio Presentation (0 Credit)
The student will maintain an E-portfolio throughout the program that will be evaluated as a part of the exit assessment and/or as part of the student teaching seminar.
ELL 6070 Exit Assessment (0 Credit)
The culminating experience of the M.Ed. ELL is the exit assessment during which the student will demonstrate learning and present the E-portfolio. For those seeking initial licensure, Student Teaching and Seminar will be required in lieu of the exit assessment.
The M.Ed. in Instructional Effectiveness Program is appropriate for individuals who wish to continue working as teachers and to increase their knowledge and skills regarding curriculum and instruction. This degree does not lead to licensure.
The design of the M.Ed. Program in Instructional Effectiveness includes 30 semester hours during a 15-month period. The classes meet 8:00 A.M. to 4:00 P.M. on Saturdays. Each course requires five Saturdays to complete. The summer semester times and days vary. The delivery system format includes a variety of instructional strategies including lecture, group projects, small group discussions, technology presentations, guest speakers, field trips, and instructor-student interactions.
CORE COURSES:
Curriculum: Design and Practice+ |
3 |
|
Psychological Foundations of Learning+ |
3 |
|
Assessment for Excellence+ |
3 |
|
Technology for Learning |
3 |
|
Instructional Design+ |
3 |
|
Issues and Trends in Teaching and Learning |
3 |
|
Research into Practice |
3 |
|
Exit Assessment * |
P/F |
|
Legal, Ethical, and Political Issues |
3 |
|
Non-CORE COURSES |
|
|
Culture, Ideas, and Values |
1-4 |
|
Educational Issues |
1-3 |
|
Financial Planning for Educators |
3 |
|
EDU 6600 |
E-Portfolio |
0 |
TOTAL REQUIRED |
30 |
|
*$35.00 fee in lieu of instructional/materials fee applies to this course.
**Non-CORE COURSES are offered at the discretion of the administration.
+ These courses will require field experience. In order to show that when you teach, students learn, candidates are required to complete clinical experiences. The total number of field experience hours will be divided among various courses.
The Master of Education in Technology PreK-12 Program provides prospective technology specialists with a concentrated focus appropriate to grades pre-kindergarten through twelve. However, it is appropriate for higher education or other venues which provide training in technology. This program is designed as an additional field of expertise for individuals who are already licensed as teachers although teaching licensure is not a prerequisite. In addition to the 15 hours of CORE COURSES, 18 hours in the major will be required. Courses meet on Saturdays to accommodate the full-time working adult.
A non-traditional program designed to accommodate working adults desiring a master of education with an emphasis in Technology (PreK-12). The five semester program is comprised of thirty hours of course work and three hours of practicum. This program addresses Tennessee Teacher Licensure Standards, Professional Education, International Standards for Technology in Education (ISTE); and standards of the Tennessee Educational Technology Association (TETA).
All technology courses are laboratory-based and provide hands-on computer experience in class and require extensive computer work outside of class. Students must have access to Microsoft Office Suite, Internet, and email. A complete listing of the technology requirements is located at the end of this document.
CORE COURSES
Curriculum: Design and Practice |
3 |
|
Psychological Foundations of Learning |
3 |
|
Assessment for Excellence |
3 |
|
Legal, Ethical, and Political Issues |
3 |
|
TOTAL |
|
12 |
MAJOR COURSES 18 hours
Introduction to Educational Technology |
3 |
|
Integrating Technology into the Curriculum |
3 |
|
Application Software for Educational Settings |
3 |
|
Instructional Design & Multimedia Authoring |
3 |
|
Technology Planning & Administration |
3 |
|
Practicum |
3 |
|
Exit Assessment |
0 |
|
ETM 5600 |
E-Portfolio |
0 |
TOTAL |
|
30 |
Students must meet the following current hardware and software requirements to properly complete technology coursework
Licensure
Currently the State Department of Education does not provide licensure in technology.
The Master of Education in Reading provides prospective reading teachers with a concentrated focus appropriate to grades pre-kindergarten through twelve. This program is not designed for individuals seeking initial certification. Candidates for the reading master's degree must hold a professional license. Prior to admission, applicants must show evidence of having completed a minimum of 18 months as a successful full-time teacher of record. Nine hours of CORE COURSES are in education. In addition to the 9 hours of CORE COURSES, 21 or 24 hours in the major are required.
The master's program in reading is designed to provide prospective reading teachers sequential and integrated experiences in the areas of the reading curriculum ranging from grades pre-kindergarten through 12. The core will address broader content that is applicable across grade levels and disciplines. The reading major will enable teachers to develop expertise in design, delivery, diagnosis, and assessment of reading domains. Students can meet course requirements for Tennessee licensure standards in reading, pre-kindergarten through grade 12. Classes meet on Saturdays to accommodate the full-time working adult.
CORE COURSES: 9 hours
Curriculum: Design and Practice |
3 |
|
Psychological Foundations of Learning |
3 |
|
Legal, Ethical, and Political Issues |
3 |
MAJOR COURSES: 21 hours
Advanced Literacy/Reading Instruction: Theory and Practice* + |
3 |
|||
Reading and Writing in the Content Areas: Middle and Secondary Schools+ |
3 |
|||
Literature and Book Selection for Children and Adolescents** |
3 |
|||
Analysis and Correction of Reading Problems+ |
3 |
|||
Diverse Learners and Literacy Instruction |
3 |
|||
Reading: Supervision and Leadership+ |
3 |
|||
Seminar in Reading |
3 |
|||
Action Research in Reading |
3 |
|||
RDG 6600 |
E-Portfolio |
0 |
||
TOTAL HOURS |
30 or 33* |
|||
Literature and Book Selection for Children and Adolescents** Required if not taken for initial certification |
3 |
|||
*Pre-requisite: Literacy/Reading Instruction and Development (bachelor level)
Individuals who have completed previously an education-related master's degree may take 21 hours to add an endorsement in Reading. The courses to be taken are the courses identified for the major in the Reading degree.
+ These courses will require field experience. In order to show that when you teach, students learn, candidates are required to complete clinical experiences. The total number of field experience hours will be divided among various courses.
The MLIS degree consists of 33 semester hours that will be completed in a 15-month period. Courses on campus are scheduled to meet for four weekends on Friday evenings and Saturdays. Evening classes meet from 6:00 P.M. – 9:00 P.M. During the day, classes meet from 8:00 A.M. to 3:00 P.M. Some weekends may meet online. An e-portfolio is maintained throughout the program and is presented as part of the Exit Seminar. Off-site hours may vary to meet local needs.
The MLIS program is organized as a standardized, peer-group program which means that all students in a group will take all courses together. No transfer credit is permitted. All students are assigned for program advising.
For individuals who hold a Tennessee teaching certificate, the MLIS program provides the coursework and degree required for licensure as a school library information specialist. In addition, individuals seeking licensure as school library information specialists must pass the PRAXIS Specialty Test for Library Media Specialists. This test should be taken after all course work is completed. Test Code: 310 Minimum Score Required: 600
Specific admission requirements for applicants for Master of Library and Information Science degree are as follows:
The admission process must be completed prior to attending the first class session.
Each peer group begins the program with the summer semester. The deadline for application file completion is February 15.
CORE COURSES:
Professional and Ethical Issues |
3 |
|
Information Technologies I |
3 |
|
Information Technologies II |
3 |
|
Knowledge Environment |
3 |
|
Fiction/Non-Fiction Resources for Children and Young Adults |
3 |
|
Research Tools and Strategies |
3 |
|
Knowledge Management |
3 |
|
Knowledge Leadership |
3 |
|
Collection Development and Organization |
3 |
|
Professional Practice |
6 |
|
Or Enhanced Student Teaching* |
6 |
|
Exit Assessment** |
0 |
|
MLI 5600 |
E-Portfolio |
0 |
TOTAL REQUIRED: |
33 |
|
No transfer credit is permitted.
* $325 fee in lieu of instructional/materials fee applies to this course.
** $35 fee in lieu of instructional/materials fee applies to this course.
Individuals who do not hold a teaching certificate and who are seeking initial licensure as a school library information specialist only (not as a classroom teacher) must complete the following requirements in addition to the 33 hours required in the master's of library and information science program. The following 22 hours of professional education core classes at the post-baccalaureate level:
EDU 1500 |
Foundations of Education |
3 |
EDU 1010 |
Foundations Practicum in Education |
1 |
EDU 2600 |
Learning and Cognition |
3 |
EDU 2556 |
Methods for Effective Classroom Climates |
3 |
EDU 2250 |
Teaching in the Elementary Grades K-6 |
|
|
or |
|
EDU 2200 |
Teaching in the Middle and Secondary Schools 7-12 |
3 |
EDU 3510 |
Teaching Reading and Writing in the Content Area |
|
|
or |
|
EDU 4130 |
Reading and Writing K-6 |
3 |
PSY 3411 |
Introduction to Exceptional Learner |
3 |
PSY 4020 |
Educational Tests and Measurements |
2 |
MLI 5200 |
Enhanced Student Teaching |
6 |
|
First Aid and CPR Certification |
|
The Ed.D. in Leadership and Professional Practice is a non-traditional doctoral program designed for the working practitioner. The program extends for nine semesters over 36 months. A major scientifically based research dissertation is completed in concert with the coursework. The program is designed around a cohort model and a rigorous, standardized curriculum. A nine-day, on-campus residency period is required during the three summers of the student's program. The instructional delivery system includes extended time beyond actual class meetings for reflections, lectures, group work, technology, presentations, and research reports. This is not a licensure program.
Selection into the Ed.D. program is for educational practitioners holding a master's degree from a regionally accredited educational institution. To begin the process of admission, the student will be required to submit:
DEADLINE FOR COMPLETED APPLICATION FILE IS FEBRUARY 15
Admission is based on the evaluation of the following components:
Resume (follow the specified format); it may show documentation of professional administrative or successful experiences.
Reference Forms (These should attest to potential ability for success in doctoral studies, and be completed by employer, professor, or supervisor.)
Each new cohort group is selected in April and begins the program with the summer semester. The deadline for application file completion is February 15.
The purpose of the admissions committee is to review the data submitted for entry into the doctoral program. Because selection is based on a composite evaluation, the committee will determine whether the applicant is accepted or denied.
The University Admissions Committee decision for acceptance or denial to the program is final and is not subject to appeal. The admissions committee is comprised of selected School of Education faculty.
The Program of Study is a list of required courses which will be offered. Course substitutions or transfer hours are not allowed. The 57-semester hour program requires a minimum of three years (36 months) for completion.
Applying Quality Education Trends |
4 |
|
Scientifically Based Practice: Research I |
4 |
|
Strategic Policy and Planning |
3 |
|
Scientifically Based Practice: Research II |
4 |
|
Instructional Environments |
4 |
|
Cultural Influences |
4 |
|
Leadership and Organizational Behavior I: Intrapersonal Effectiveness: |
5 |
|
Leadership and Organizational Behavior II: Team Building |
5 |
|
Leadership and Organizational Behavior III: Action Learning |
5 |
|
Technology I: Learning and Instructional Technologies |
2 |
|
Technology II: Technology-Based Statistics |
3 |
|
Technology III: Advanced Learning and Instructional Technologies |
2 |
|
EDU 7201 |
Dissertation Project |
12 |
TOTAL |
|
57 |
No transfer credit is accepted in the Ed.D. program.
The University is not obligated to any student who becomes disenrolled for any reason. Failure to follow course sequence will result in delayed graduation date and significant financial penalty.
Each doctoral student is assigned an adviser and a reader for the dissertation. The student works directly with the adviser at all times. Expectations for advisers are as follows:
A reader is also assigned to work with each doctoral adviser in a supporting role. The student and the reader do not communicate directly regarding the dissertation project. All communication from the reader is provided to the adviser who determines whether or not to forward the information to the student.
Students are expected to keep in touch with their adviser. Advisers may be reached at 615-248-1201 or 1-800-284-1594, e-mail or voice mail. Regular office hours are weekdays from 7:30 A.M. to 5:00 P.M. central standard time.
To be admitted to candidacy for the doctoral degree, the student must have successfully completed the first 18 semester hours of the program and have an unconditional approval of the dissertation proposal. The candidacy forms are provided by the School of Education office.
The grading system for doctoral studies includes the letter grades A, B, C, and F for all courses except Dissertation, Technology I and Technology III. The grades of S, U, or I will be assigned to the Dissertation, Technology I, and Technology III. Courses with grades of C, F or U must be retaken. Grade point average of 3.0 must be maintained for satisfactory academic progress.
The dissertation is a major research study of a significant issue related to practice within the inquiry-based environment of education. The dissertation must engage a field of specialization and involves identification of a problem, development of appropriate protocol, implementation and analysis of both qualitative and quantitative research, production of deliverables, dissertation defense, and a capstone presentation of the candidate's work and findings. The dissertation is designed to equip the candidate to engage in scientifically based inquiry and practice to effect problem identification and solutions in the environment of educational practice.
The dissertation experience begins in the first semester of the doctoral program and ends with a culminating experience that includes a defense with the student's dissertation team and a symposium presentation.
Students must earn a grade of "S" to identify them as making satisfactory progress on the dissertation project each semester. A grade of "U" identifies the student as not making satisfactory progress. Any dissertation course with an earned grade of "U" must be made up the following semester along with the normal course load already expected to be taken. A student who earns a grade of "U" in two consecutive dissertation courses is automatically terminated from the program. A student who earns a grade of "U" in three dissertation courses is automatically terminated from the program. Additional details regarding the dissertation may be found in the Dissertation Manual.
The graduate department of the School of Education includes a doctoral council comprised of experienced faculty and administrators in the University who work collaboratively to be creative and to promote intellectual stimulation through the field-based experience format and design. The overall goal of the research study is to integrate theoretical learning into practical application. Studies may be predominantly qualitative or quantitative or may be a combination of both.
A primary responsibility of the doctoral council is to consider recommendations for advisers and readers as presented by the dean of the School of Education and to approve the dissertation team for each doctoral student. The Council also may approve topics, review and modify procedures, and provide training for dissertation teams. The doctoral council will meet at least once per semester.
The dean of the School of Education seeks out University faculty who may have an interest or expertise in the areas in which doctoral students conduct research. The dean of the School of Education and the dissertation coordinator carefully screen all potential advisers prior to submission to the doctoral council. The majority of advisers are full-time professors within the University academic units; however, part-time faculty who hold the doctorate and who have enjoyed a successful tenure of at least two years with the University are potential advisers.
Each doctoral participant will be assigned a dissertation team. The dissertation team consists of the adviser and one additional member who serves as a reader for the dissertation. The adviser is the primary member of the dissertation team. Individuals selected to serve as readers hold the terminal degree.
If a student requests that the assigned adviser or reader be changed, the dean of the School of Education will determine if the request should be granted. If the change is granted, the fees to be charged to the student are as follows: $350 for change in adviser; $150 for change in reader.
During the three summer sessions of intensified learning experiences, students are required to participate with peers and faculty members in scholarly and innovative activities. These learning experiences include both day and evening sessions.
All doctoral students will be required to reside in University residence halls during the summer sessions. There are no exceptions to this residence requirement. Attendance in classes and all other scheduled activities are mandatory. Failure to comply with ISLE requirements will likely result in dismissal from the program.
In addition to tuition for courses, other fees are assessed for participation in ISLE.
Guidelines for program completion are as follows:
To be eligible for graduation from the doctoral program, students must
Core Courses vary by program and are selected from the Instructional Effectiveness curriculum.
An investigation of significant research related to reading with emphasis on school administration, management, decision-making, leadership, and change, the course involves critiquing and oral presentation of materials.
Designed to enable school leaders to use current research from multiple sources to analyze and improve the learning community. Areas of interest include: student learning, effective teaching, connecting students and community resources, analyzing problems, and understanding student growth and development.
Focuses on the improvement of administrators' abilities to more efficiently and effectively manage school programs with the aid of technology. Effective communication, through the use of newsletters, electronic mail, and audio and video presentations, helps administrators deal more capably with teachers and parents. Participants learn to use large amounts of data in school fiscal operations, inventories, student data, and plant facilities and equipment records.
Examines the legal and regulatory mandates as outlined by the local school district, the state, the federal government, and the courts. Emphasis is on the legal rights and liabilities of school personnel and the responsibilities in maintaining an orderly school climate. Additional emphasis is on understanding the following: political influences in decision-making, moral and ethical responsibilities of schools, diverse cultural values, and the ability to communicate properly with the community and the media regarding relevant school matters.
Designed to create a theory into practice by using concepts of organizational theory to explain the functioning of an educational organization, this course emphasizes communication with individuals and groups involving faculty, staff, parents, and community members in meaningful decision-making, delegating responsibilities, and managing change through effective school programs.
This foundation course for educational leadership includes theory and research along with practical applications to allow administrators to lead in the face of challenging and changing climates in schools and society, nationally and locally. Specific paradigms of leadership include the leader as visionary, change agent, instructional supervisor, financial officer, and chief executive officer.
Emphasizing a supportive environment committed to personal and organizational growth, the course deals creatively with the vision that supports the total learning community. It investigates the Deming Model as it relates to continuous improvement and other integrated delivery systems that utilize comprehensive professional development at all levels of the organization.
Reflects the social, political, and cultural diversity that characterizes national and global life. Discussion centers on the politics of race and sexism within the total learning community and alternative ways of working with diverse and pluralistic communities for the improvement of society.
The administrative portfolio is a practicum for enriching assessment of educators who are candidates for administration. The portfolio is a capstone course that serves as a valuable tool for encouraging reflective, analytical thought about the administrative profession. An in-depth analysis of educational leadership is researched by collaboration with administrators at the public school and higher education levels. During this practicum, the student engages in dialogue and field experiences that include perspective leadership, organizational decision-making, diversity, school innovation, and 21st century technology. The full semester course is determined by the school calendar where the practicum takes place rather than the University semester. Students may take up to twelve months to complete the practicum. A grade of "I" will be assigned until the time limit expires. To avoid changing the "I" to "F", the student must complete the practicum within twelve months.
Required of ALL students pursuing the Master of Education in Educational Leadership degree. Taken during the last semester of the program, the purpose is to assess the progress of the student through group work on major issues, critiquing of speakers, writing experience, and program evaluation.
A survey of current issues in education, this course is designed for the advanced graduate student. A seminar format may be utilized as the instructional technique.
Requiring considerable independent work, students investigate significant research with emphasis on instructional leadership, the educational change process, and other current educational influences. Students critique materials selected and orally present their synthesizing of research findings.
An exploration of the content that revolves around the development of the curriculum, this course includes curriculum analyses, models, alignment, and evaluation.
Formerly Instructional Vision – This course addresses developmental stages within the context of major learning theories. The psychology of learning includes motivation, humor, strategic learning, anchored instruction, mediated learning, metacognition, brain research, classroom organization, management, climate, and communication for effective teaching.
Models of assessment are examined to determine measures of student performance. These include authentic assessment, competency-based assessment, assessment instruments, and assessment reports. Emphasis is given to accountability, data-driven instruction, and current trends in assessment.
Formerly Technology: Today and Tomorrow –This course focuses on using e-mail, word processing, data bases, and spreadsheets to support instruction. Internet resources, interactive media, and webpage design are also examined. Hands-on laboratory experiences develop an understanding of the power of technology to assist in the teaching and learning process.
Formerly Paradigms of Planning –Emphasizing the decision-making process, this course is a survey of instructional models for teaching including planning, delivery, strategies, grouping, themes, and resources. Differentiated learning, including learning domains, teaching and learning styles, and multiple intelligences as well as evaluation of student performance and parental involvement are essential components of this course.
Formerly Empowerment for Life-Long Learning –This course addresses issues of philosophical importance including historical influences, diversity, educational theorists, family and society, health, and physical and emotional safety in schools. The correlates of effective schools will be emphasized.
Participants study conceptualization of research problems, development of hypotheses and strategies, using quantitative and qualitative research, research into practice, problem-solving, and applied educational research.
The Exit Assessment Seminar is required of ALL students pursuing the Master of Education in Instructional Effectiveness degree. Taken during the last semester of the program, the purpose is to assess the progress of the student through group work on major issues, critiquing of speakers, writing experience, and program evaluation.
Formerly Visionary Leadership—Legal and ethical responsibilities of teachers toward their students are central to this course. The legal rights and liabilities of teachers and the responsibilities in maintaining an orderly classroom climate will be discussed. Political influences are juxtaposed against moral and ethical responsibilities in decision making. Strategies for interacting with media are included.
Students will be challenged to examine the facts, delve into the causes, and reflect on the impact of various legal, ethical and diversity issues faced by today's educators. Identifying and addressing legal and ethical responsibilities of teachers for their students will be central to this course. The impact of the U.S. Constitutions with a focus ont he Bill of Rights will be a significant part of the class discourse. Constitutional influences in the context of the religious, moral and ethical responsibilities in school decision-making will be explored. The implications of major court decisions, local, state and national (NCLB) laws and policies that directly impact schools, teachers, students and parents will be an essential component of the class dialogue. Another major component of this class will involve an exploration of the various diversity issues that are an inherent part of school life, ie. religion, culture, ethnicity, and special needs.
An exploration of specific issues in education. Alternative instructional delivery requires students to possess a high level of personal discipline and responsibility and technological skills.
Explores the accepted theories of language learning and acquisition. The distinction is made between learning and acquisition as it relates to efficient language application and use. Distinctions are also made between communicative language learning and academic language learning and the instructional supports required for each. This is an applied theory course with significant reading and which provides a theoretical framework
for the remainder of the course work in this major. Understanding how language is learned and acquired is fundamental to language instruction. The importance of socialization in the target language with transitional supports in the mother tongue is also explored. Course addresses state standards IA, IIC, IIIA, IIIB, IIIC.
Examines the currently used models of ELL instruction from a variety of school boards and regions. These models are examined in light of language learning theory. Models of integration, mainstreaming, "push out" and "pull in" are examined and students are expected to not only understand the differences but to also understand the implications for effective language learning. Course addresses state standards IC, IE, II, IIIC.
Considers the principles of curriculum design as they relate to language learning within an authentic learning environment. Rather than creating inaccurate learning environments with controlled language input, this course explores the efficiency of maximizing comprehensible input in order to produce comprehensible output. Contextualization of language application and use are central to this course and students will be expected to design actual curriculum units within an authentic language context. Integrated approaches to grammar, vocabulary, pronunciation, and writing are examined and used by students to design their own authentic language course. Course addresses state standards IA, IB, IC, IG, IIA, IIIA.
This course focuses on the relationship between culture and language, both oral and written, and examines the importance of identifying key cultural traits of ELL students' home culture for instructional scaffolding. Affirmation of home culture as well as multicultural issues such as integration, acculturation and assimilation are examined as they pertain to ELL teaching and learning. This is a research course. Course addresses state standards ID, IH, II, IIB, IIIA, IIIB, IIIC.
Language proficiency assessment for placing is not the same as evaluation of language demonstration and use. This course examines the differences between the two and combines methods with outcomes evaluation. Assessment for "placement" is compared with evaluation of outcomes. Placement is also examined in light of authentic language learning within a school setting. Students are expected to understand the various methods as well as produce samples of assessment and evaluation strategies. Course addresses state standards IE, IF, IG, II, IIIC.
Examines the importance of instructional scaffolding for ELL learners and looks at how new technology can facilitate this approach. Students experience various methods using new technology such as the Internet for instruction and various forms of distance education for language learners. This course provides access to new software, online resources, and synchronous and asynchronous methods in technology mediation. Language practice through mixed media input is demonstrated as well as the role of rote practice for pronunciation. Course addresses state standards IA, IB.
A descriptive linguistics course which focuses on understanding phonologic, syntactic, semantic, and pragmatic aspects of language as they apply to an understanding of any ELL student's native language. Language transfer issues for ELL students are examined in both the oral and written domains to provide appropriate instructional scaffolding. The course also considers the significance of sociolinguistic and psycholinguistic aspects of language learning. This is a research course. Course addresses state standards IG, IIA, IIB, IIC, IIIA, IIIC.
Student teaching that includes experience at both the PreK-6 and 7-12 grade levels and seminar is required for individuals seeking initial licensure as ELL teachers.
The culminating experience of the M.Ed. ELL PreK-12 is an exit assessment during which the student will demonstrate learning and present the E-portfolio. For those seeking initial licensure, Student Teaching and Seminar will be required in lieu of the exit assessment.
Focuses on developing proficiency in the foundational skills necessary for the master of education in technology PreK-12. Working in face-to-face, synchronous, and asynchronous environments, students develop skills necessary for competency in word processing, database, spreadsheet, presentation, and Internet applications. The course includes an overview of the use and management of technology in the educational setting and exploration of emerging resources. Elements such as Word, Excel, PowerPoint, Outlook, Internet Explorer, hardware, and troubleshooting are included. Course addresses the following standards: ISTE 1, ISTE 2, State Standard 11.b.
Examines applications of traditional and emerging technology to the curriculum with an emphasis on the use of technology as an instructional tool to enhance the quality of classroom instruction and facilitate the work of the teacher. This course includes lesson planning as well as hands-on experience with a variety of technologies as well as discussions of the place of technology in dynamic school paradigms. Course addresses the following standards: ISTE 2, ISTE 3, State Standard 11.a.
Studies applications of technology to the curriculum in a variety of disciplines and reviews software and technology projects to enhance science, mathematics, social studies, language arts, and other pertinent curriculum areas. Criteria for evaluating software and technology projects are discussed, and technological resources in each curricular area are presented. The course includes using software such as KidPix, School House Rock, Inspiration, Kidspiration. The course addresses the following standards: ISTE 2, ISTE 3, ISTE 5, State Standard 11.a.
Focuses on the utilization of design principles to effectively communicate instructional and professional materials prepared for the classroom, school/district, and professional development use. Students learn how to use multimedia authoring tools to produce courseware for classroom use and how to incorporate multimedia design projects into their curricula. The course includes such elements as Web page design, I-Movie, enhanced PowerPoint, and Windows MovieMaker. The course addresses the following standards: ISTE 2, ISTE 3, ISTE 5, State Standard 11.a, State Standard 11.b.
Prepares technology leaders for technology planning and administration, including staff development, management programs, legal issues, and grant writing. The course includes creating technology plans; reviewing acceptable use policies; working with IT department in school and district; previewing school management software, grade programs, counseling programs, special education programs, and library programs; managing change processes; and considering the ethical and societal impact of technology. Elements such as technology planning & administration, creating a technology plan, acceptable use policy, working with IT department in school, school management software, grade programs, counseling programs, legal issues, ethics, and societal impact will be addressed. The course addresses the following standards: ISTE 2, ISTE 4, ISTE 5, ISTE 6, State Standard 11.b, State Standard 11.c.
100 hours of professional practice are required. Students may intern or conduct a project in a school, business, or other appropriate setting. Approval by program adviser is required. Some additional field experience hours may be required in conjunction with coursework.
The Exit Assessment is the culminating activity of the program. The student demonstrates learning and presents the E-portfolio for evaluation.
Emphasizes the importance of commitment to personal and professional growth and knowledge of a variety of cultural and philosophical viewpoints and provision of information and materials to reflect this variety. Issues of censorship, standards for information programs, and purposes for libraries are discussed. The course addresses the state competencies IC and ID in the category of professionalism and communication.
Development of technological literacy. This course focuses on understanding and use of basic computer applications. Use of on-line databases, Internet, PowerPoint, and CU See Me Web design are included. The course addresses the state competencies IA, IID, IIE, IIF, IIIG, IVC, IVD in the category of administration.
Studies advanced understanding of technological applications including desk top publishing, media production, Boolean searching and other library-related applications. The course addresses state competencies IA, IID, IIE, IIF, IIIG, IVC, IVD in the category of administration.
Effective communication with library users to provide guidance in selection and use of materials and electronic media is emphasized in this course. Strategies for providing ideas and training to a variety of library media users of library and media resources are suggested. Create an organized, accessible environment that facilitates access and stimulates use of library resources and is conducive to learning. This course addresses state competencies IA, IB, IIIB in the category of professionalism and communication.
Knowledge of books, media, instructional materials and electronic resources appropriate for children, young adults, and adults are important aspects of this course. This course addresses state competency IIIA in the category of collection management and organization.
Focuses on research skills and strategies, including evaluation and analysis of information with ability to convey to users. Understanding of traditional and non-traditional research tools and the ability to use technology for research and information retrieval and to instruct users in the use of electronic resources will be emphasized. Knowledge of books, media and instructional materials appropriate for children, young adults, and adults are explored. This course addresses state competencies IID, IIE, and IIIA in category of instructional leadership.
Students develop and implement short and long range goals for a library information program. Personnel management procedures, development and administration of library information programs and processes, and management of instructional and administrative computer applications are studied. This course addresses state competencies IVA, IVB, IVC in the category of administration.
Collaboration with users on curriculum and instructional design is emphasized. Understanding of learning styles, student development and strategies to meet the needs of diverse learners are discussed. Students identify and select resources appropriate to curriculum areas and to various client groups. The importance of preparing one's self to become a life-long learner is included. This course addresses state competencies IIA, IIB, IIC, IIF in the category of instructional leadership.
Focuses on books, media, and instructional material appropriate for children, young adults, and adults. Students plan collection development to accommodate the needs of users, evaluate both internal holdings and external resources to select appropriate resources, explore library classification systems and cataloging resources, evaluate automation resources and systems, and gain knowledge of community and global resources. This course addresses state competencies IIA, IIIB, IIIC, IIIIE, IIIF, IIIG in the category of collection management and organization.
Consists of work experience in library environments under the guidance of practicing professional library information specialists. The course is to be taken by students who are licensed as teachers or who do not seek licensure.
The culminating seminar for students to demonstrate learning. It will include discussion, reflection, and writing about library and information related issues.
A full semester of student teaching with placement in two libraries of differing grade levels. It is taken by students seeking initial licensure as school library information specialist.
Literacy acquisition as a developmental process is emphasized in this course. Activities are designed to create an appreciation for the complex process of reading. Lecture and discussion topics include an historical perspective on learning to read, what it means to be a reader and writer, the emergent reader, developmental stages of reading, assessment strategies for reading and writing, organizing and managing a balanced reading program, selecting appropriate materials for instruction. Using technology to support language learning is explored. Practicum experiences at various grade levels will be required. Course addresses state standards 1, 2, 5, 6, 8, 9, 10.
The relationship between learning strategies and the subject areas normally taught in grades 4-12 is the focus for this course. Current theory and use of reading and writing in content areas is discussed. Reading comprehension as a process and skills such as fluency, attention, working memory, content specific vocabulary and motivation as each relates to constructing meaning from text will be examined. Using technology as a tool to support language learning in the content area will be explored. Assessment that mirrors instruction is embedded within the topics. Course addresses state standards 1, 2, 5, 6, 7, 8, 9, 10.
The various genres of literature for children and adolescents, and approaches to building a quality literature program are highlighted. Criteria for selecting quality literature through consideration of developmental needs, reading levels, and relevancy for today's children and youth are investigated. A bibliography of selected children's books or adolescent books is required. Course addresses state standards 3, 4, 5.
Emphasis is placed on theory and practice in the diagnosis and treatment of reading difficulties. Students are introduced to formal diagnostic tools for identifying struggling readers. Students examine research-based strategies, practices and intervention programs and criteria for selecting appropriate materials for instruction. Guidelines for communicating with parents and community regarding students' reading difficulties and progress will be discussed. Application of assessment and intervention techniques are required through a diagnostic case study in which the student tutors a child, identifies the reading problem, implements intervention strategies to correct the problem, and makes recommendations for parents and teachers. Students will connect research, theory, and practice as they share tutoring experiences and receive feedback from their peers. Course addresses state standards 1, 2, 3, 4, 5, 6, 7, 8, 10, 11, 13.
Differentiation of instruction for English language learners, special needs children and culturally diverse learners are emphasized in this course. Learning styles and learning models are explored and integrated into curriculum, instruction and assessment. Various strategies, methods of reading instruction used in settings with special populations will be examined as well as the research that has evaluated different models. A literacy practicum with special populations is required. Course addresses state standards 2, 3, 5, 6, 7, 8, 10, 11, 13.
Principles and procedures for planning, implementing, evaluating and supervising reading programs at the school, district, and state levels are studied. Included are theoretical foundations of planning and supervision as well as practical application of theory. A focused shadowing field experience is designed and carried out by the student. Course addresses state standards 1, 2, 3, 4, 5, 6, 7, 8, 10, 11, 12, 13, 14, 15, 16.
Current trends in research and issues in literacy are studied by critically examining selected qualitative and quantitative investigations that have shaped the field of reading. Students must complete an in-depth review of literacy research on a focused topic. As a part of this course, an action research project proposal is required. The instructor must approve the action research problem. Course addresses state standards 1, 2, 3, 4, 10, 11, 12, 14, 16.
The action research proposed in Seminar in Reading is implemented. A paper including the proposal, the literature review (work from Seminar in Reading), the methodology, and results will be prepared. A multimedia presentation of the findings of the action research will be presented in class. Course addresses state standards 1, 2, 3, 4, 10, 11, 12, 14, 16.
Provides a proactive program of classroom management that has demonstrated increases in student appropriate and on-task behavior and in student achievement. The primary goal is to help teachers improve their overall instructional and behavioral management skills through planning, implementing, modeling, and maintaining effective classroom practices for both experienced and beginning teachers.
Designed to provide an in-depth look at elementary mathematics. Mathematical concepts will be explored both conceptually and procedurally. Participants will be encouraged to explore mathematics not only through the formulas required to find answers but also through creative methods that promote understanding of the concepts. A variety of manipulatives will be used. Beginning in the Fall 2009 semester, this course will be a prerequisite to TMA 6630.
A survey of research and theory in reading education with a focus on research-based instructional practice. Diagnostic, corrective methods are included. Alternative strategies for special needs students in the regular classroom are examined. Writing skills are also addressed. Hands-on experiences are a part of this course. Meeting the reading/literacy needs of students with special needs, including English language learners, is addressed.
Explores the climate and culture of effective secondary learning environments, programming, and instructional and curricular models within the 7-12 school setting. Teaching strategies that facilitate learning in the secondary grades are also examined. Students review developmentally appropriate practices in the 7-12 learning environment. A second component of this course explores ways to prevent misbehaviors from occurring, support students when misbehaviors occur, and correct students when problems persist. Emphasis is placed on holding high expectations, encouraging and motivating the heart, and modeling the way for students in a firm and caring learning environment. Addressing the needs of students with special needs, including English language learners, is included. A field experience is included.
Focuses on current trends, strategies, and materials for teaching science in grades K-6. The constructivist approach to teaching science is emphasized, along with inquiry-based learning and the guided discovery method.
Addresses teaching reading and writing in the various subject areas at the secondary level. It stresses skills of vocabulary building, comprehension and writing as well as skills and methods of motivating students to read and write. Classroom observation and analysis in a secondary school is required.
Foundations of elementary and middle school mathematics, pedagogy, and materials of math instruction will be examined. Participants are challenged to construct new understandings of K-6 math and to look beyond rote procedures of math to the underlying principles. Methods to assist the learning of mathematics by students with special needs, including English language learners, are included. Participants apply concepts covered in class through a microteaching experience.
Focuses on materials, methods, and skills needed to effectively teach at the secondary level. A variety of instructional tools, including significant use of technology, is included.
An interdisciplinary approach to social studies instruction is presented identifying the contributions of the six social science areas; integrating the various elementary subjects; and aligning the national, state, and local curriculum standards in lesson planning and instructional formation. The course analyzes current trends in instructional strategies to accommodate differing learning styles, abilities, and interests and apply learning theories and principles of child development to instructional planning that includes long and short-range goals appropriate for students. Methods to assist the learning of social studies by students with special needs, including English language learners, are included. An emphasis is placed on student participation in lessons, higher-order thinking, visual and performing arts, technology, language arts, inquiry based models, authentic assessment, and project based learning. The course also requires involvement with the professional community through various experiences.
The student must have taken and passed all specialty area tests required by the State Department of Education for licensure prior to enrolling in student teaching. Student teaching includes a 15-week, semester long professional practice experience in two diverse elementary public school settings at different grade levels, an opening of school experience, and a seminar component for processing the application of knowledge and the analysis of teaching skills, lesson and unit planning, classroom management, and other professional issues. The culminating activity is the review of the portfolio by School of Education faculty. Successful completion of the seminar and the portfolio is required in order for the student to receive a pass in student teaching. This requirement may be waived upon acceptable documentation of two years of successful teaching experience.
Beginning with the first MAT course, the e-portfolio will be a work in progress for the duration of the program. The E-Portfolio Seminar is designed for a student who has successfully completed thirty hours of course work. This e-portfolio will serve as the culminating activity and is required for graduation in the Master of Arts in Teaching program. A fee will be imposed to cover the cost of Live Text web access and space. A Pass-Fail grading system will be used.
The student must have taken and passed all specialty area tests required by the State Department of Education for licensure prior to enrolling in student teaching. Student teaching includes a 15-week, semester long professional practice experience in two diverse secondary public school settings at different grade levels, an opening of school experience, and a seminar component for processing the application of knowledge and the analysis of teaching skills, lesson and unit planning, classroom management, and other professional issues. The culminating activity is the review of the portfolio by School of Education faculty. Successful completion of the seminar and the portfolio is required in order for the student to receive a pass in student teaching. This requirement may be waived upon acceptable documentation of two years of successful teaching experience.
Designed to provide an overview of the diverse educational needs, challenges, opportunities and rewards that teachers encounter as they seek to effectively meet the needs of learners in urban schools. Students will explore the historical perspectives of public urban education, the characteristics of the urban child as well as culturally relevant issues that impact the progress of teaching and learning in an urban setting. Students will examine the impact of poverty on children who may be deemed "at risk." This course will focus on equipping students with the competencies, principles, tools, and instructional strategies to effectively create a positive classroom environment that fosters student achievement. This course has a $40 technology fee.
Designed to provide an overview and an awareness of issues and trends related to special education that will assist regular education teachers in meeting the needs of all students in their classrooms especially those who are at-risk or may have disabilities. General characteristics and the educational impact of various disabilities across age and severity will be explored. Information concerning educational services and current research about students with disabilities will be discussed. Students will actually explore a variety of methods, strategies, and tools that will help them acquire the instructional skills to identify, create interventions, participate in the special education process and make classroom accommodations and/or modifications for students that may have disabilities.
For programs leading to licensure professional practice in school settings will be required and will be scheduled in conjunction with the course work.
The student maintains an E-portfolio throughout the program that is evaluated at the time of the culminating activity of the student teaching seminar. A special session for this purpose is arranged for the students who do not take the seminar as a result of having two years of successful teaching in lieu of student teaching.
Based on current, historical evaluation, the course includes analysis of techniques, review of diagnostic and prescriptive measures, differentiated salaries, and higher education/teacher training.
Participants travel abroad to engage in educational and varied cultural experiences for assessing and enhancing educational programs.
Investment strategies and retirement vehicles are explored, such as company retirement plans, stock market, mutual funds, certificates of deposit, annuities, trusts, income tax, social security, personal business, and real estate. This course is designed to prepare the educator to make decisions that will allow financial independence.
Designed to assist the participant in understanding the problems faced by leaders in schools and communities. Topics include accepted theories, principles and techniques of effective leadership, the role of personal values, and the role of the leader in current reform and restructuring.
Includes topics: bureaucracy and the school, the role of professionals, schools and their external environments, character of work groups, dimensions of leadership, and methods for making decisions.
Explores best practices having been identified to assist in the establishment of learning environments. Evidenced-based foundations are used to focus on those best practices that foster continuous quality improvement in schooling, and rethinking the connections in the relationships of education's stakeholders through the formulation of problem-solving teams that can approach quality through collaboration and scientifically-based practice. An enhanced linkage among students, teachers, administrator's, support staff, parents, businesses, and community is encouraged and emphasized as a result of evidence-based exploration of best practices.
Introduces the doctoral candidate to the principles of both qualitative and quantitative educational research and the paradigm of an evidence-based approach to academic research as well as consumer-based problem solving. Research design, ethics, data analysis, and techniques such as survey, issue and trend analysis, case study, historical research, pre-and post-testing, literature review, meta-analysis, psychographic methods, and quantitative data collection and statistical analysis are emphasized. This course establishes the candidate's basic understanding of academic research while fostering comfort with the utilization of scientifically based practice to approach problem-solving needs within the professional environment.
Studies the roles of institutions, departments, and teams in planning and implementation strategies. An evidence-based foundation encourages the candidate to use scientifically based practice to improve efficiency. Holistic and integrated strategies are implemented to guide candidates in investigating policy and planning to achieve visions and high organizational performance.
Extends the depth of study in educational research established in Scientifically Based Practice: Research I. An emphasis is placed on methodology, research design, statistical analysis, and data reporting. An efficient use of technology for all phases of the dissertation is employed by the candidate in the completion of this course.
Examines the multiple facets associated with both andragogical and pedagogical change from the fundamental conceptualization of the design phase through the implementation phase. A meaningful learning experience is emphasized along with the capture of teachable moment and the culmination phase of evaluation and revision. The candidate is expected to use evidence-based practice to form the pillars of a learning experience, evaluation, and revision for improvement. emphasizing meaningful learning experiences and teachable moments, to the culmination phase emphasizing evaluation and revision.
Engages a thorough study of the multiple elements that impact learning: Conflict, cultural groupings, discrimination, ethnicity, ethnocentrism, fragmentation, prejudice, bias, stereo-typing, the role of culture in people's lives, and other elements that influence beliefs, values, and decisions are investigated. The candidate is given an opportunity to expand personally and professionally through an evidence-based examination of how culture influences the educational environment.
The first in a three-part series, this course examines the four levels of leadership: personal, interpersonal, managerial, and organizational. The focus of part one is to deeply implies an evidence-based approach to examine the theories of individual motivation and behavior. Candidates analyze their personal character and competence as leaders, with the goal of maximizing their personal effectiveness. Candidates are encouraged to develop a habit of scientifically based practice of continual examination of their own effectiveness and use of their evidence-based learning to effect personal improvement.
Building on the foundation laid in EDU 7051, this course is an extension from Study of individual behavior and effectiveness to analysis of group or team behavior and leadership effectiveness. A collaborative team-based learning culture is utilized to simulate real-life problems and team-building processes. Course topics include: leadership dimensions, team learning, development and management, diversity, and organizational analysis and development. An evidence-based foundation is employed to support the candidate learning and exposure to best practices expressed by recognized leaders in team building concepts.
The culmination of individual behavior/effectiveness and team behavior / effectiveness, this course provides the candidate a comprehensive understanding of the way in which total organizational effectiveness is conceptualized, measured, and realized in practice. The course also explores the ways change associated with organizational improvement is effectively managed. It assists educational practitioners in understanding how quality improvement can be initialized, managed, and sustained at all levels within the organization to achieve total value-added improvement. An evidence-based foundation is employed to support the candidate learning through exposure to best practices and the concepts of recognized leaders in organizational leadership and improvement.
Assists the candidate in learning the uses of technology that facilitate the completion of the doctoral project (dissertation). Elements may include word processing, databases, spreadsheets, internet, project management software, web pages, and other appropriate applications. It is additionally used as a platform for the candidate to begin exploring the information available so as to begin a habit of seeking evidence-based data in the employment scientifically based practice within their professional environment.
Designed to equip candidates to incorporate statistical analyses into educational research. The different types of data and the tests appropriate for each are discussed and practiced. Successful completion of this course enables students to analyze their data gathered for dissertations and to draw definite conclusions from their data. Additionally, candidates in the evidence-based educational environment are equipped to review the methodology and data generated by scientifically based research and draw useful and reliable conclusions from that data.
Examines the application of computing technologies as tools for developing and conveying domains of knowledge effectively. Candidates learn how to use diverse computing technologies to gather, process, and present knowledge and information to enhance the teaching and learning process. It is a performance-based learning experience using a variety of hands-on computer-based technologies and techniques. This course requires both collaborative and individual demonstrations of their mastery of instructional technologies.
The dissertation is a major research study based on a significant issue related to practice within the inquiry-based environment of education. The dissertation must engage a field of specialization and involves identification of a problem, development of appropriate protocol, implementation and analysis of both qualitative and quantitative research, production of deliverables, dissertation defense, and a capstone presentation of the candidate's work and findings. The dissertation is designed to equip the candidate to engage scientifically based inquiry and practice to effect problem identification and solutions in the environment of educational practice.
The School of Education provides professional and personal development for educators and administrators through C.L.E.A.R., the Center of Leadership Effectiveness and Renewal. The center provides a variety of practical and inspirational programs and products designed to address the current and changing needs of teachers and leaders. Through the expertise of the faculty of the School of Education, services include individualized programs for schools and districts, consulting services, speakers, and skill training. The center also disseminates the current research of faculty members in practical venues. The purpose of C.L.E.A.R. is to address the changing needs of educators with developmental opportunities that increase competence, enrich character, enlarge compassion, and inspire courage.
For Teacher Recertification
Trevecca Nazarene University has partnered with Virtual Education Software, Inc. to offer educators convenient, relevant and affordable professional development courses completed online or via CD-ROM. Created by top instructors at VESi, these courses offer applicable content that can be completed in the comfort of your own home and immediately applied in the classroom. Courses are offered for both graduate and undergraduate credit.
Offered cooperatively by VESi and Trevecca Nazarene University, School of Education, courses can be taken by education professionals for graduate or undergraduate credit:
Graduate 2 Credit Courses
Advanced Classroom Management
Autism and Asperger's Disorder
Drugs and Alcohol in Schools
Educational Assessment
Inclusion
Talented and Gifted
Teaching Diversity
Violence in Schools
Graduate 3 Credit Courses
Learning Disabilities
Understanding Aggression
Undergraduate 2 Credit Courses
Attention Deficit Disorder
Child Abuse
Early Childhood: Program Planning
Infant and Toddler Mental Health
Reading Fundamentals #1
An Introduction to Scientifically-Based Research, the first in a three-course series on effective reading instruction, was designed to give background on Reading First as it applies to the No Child Left Behind federal legislation. The course discusses the research that supports scientifically-based research as it applies to phonetically-based instruction, assessment, and evaluation. The course explores myths and misconceptions concerning reading instruction and remediation. It also presents an evaluation checklist designed to assess the effectiveness of your current reading program. The goal of the course is to present you with research, trustworthy evidence, and background information that support the need for a reading program that is based on scientific research and proven methods.
Reading Fundamentals #2, the second course in this three-course series is designed to lay the foundation for effective reading instruction. As part of this course, you will learn about the elements of effective instruction. It is important that all teachers have a firm understanding of effective instructional procedures. Teachers benefit, and more importantly, students benefit, both in terms of their behavior and their academic performance. Further, you will learn about the importance of reading instruction and read some sobering statistics on reading performance in this country and what happens when individuals are not proficient in reading.
Fundamentals #3 will focus on learning to read, reading to learn, and an introduction to reading assessment. As part of these two key areas of reading instruction, the five elements of effective reading instruction will be highlighted, including definitions, implications for instruction, and future directions. These five elements include instruction in: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Further, we discuss information on teacher preparation in learning about comprehension strategy instruction and reading instruction, as well as how to integrate computer technology into the classroom. Additionally, the course will provide information on important assessment terms and definitions and will explore how reading assessment fits within the Reading First Program. This analysis includes specific recommendations on 29 reading assessments. Finally, the course describes how teachers can conduct pivotal curriculum-based measurement procedures in their classrooms.
This course will help the learner achieve a better understanding of ADD and intervention strategies to facilitate positive student change. Taught by Mick R. Jackson MS/ED, this course covers the history of the disorder, accepted methods to assess and identify students with the disorder, and various methods, medications, and strategies that are currently used to treat it. For situations in which services beyond what can be provided in the classroom are required, the referral process for getting help for the student will be addressed. Reference materials include a list of resources for both teachers and parents who would like more help or information about ADD or ADHD.
Designed to give the learner a new perspective on student behavior and effective tools to facilitate positive student change. Taught by Mick R. Jackson, MS/ED, this course provides a developmental framework to help the learner understand what students are trying to communicate through the "language" of their behavior. Topic covered include behavioral techniques and intervention strategies that remediate disruptive behaviors, reduce power struggles while increasing classroom control, reduce educator workload, and help prevent burnout. After successfully completing this course, the educator and his/her students will be better equipped to find and implement creative, effective solutions to behavioral problems.
Designed to help the learner identify and effectively teach students affective by child abuse and/or neglect, this course covers how to recognize the signs of physical, emotional, and sexual abuse, and physical and emotional neglect in students. It also discusses the specific factors that exist in families who abuse or neglect their children. A major emphasis in this course is to help the participant understand the special learning needs of abused or neglected children and how to meet those needs in the regular classroom. Working with parents and community agencies is also emphasized.
This course is designed to help educators achieve a better understanding of infant and toddler mental health, child development, and strategies that can be used to promote positive relationships with children and their families. This course provides information that will help the learner understand and identify his or her role as a child care provider, educator, and early childhood professional. Infant and Toddler Mental Health provides research-based information on child development, attachment, temperament, and curriculum. This course also lists resources for both teachers and parents who would like more help or information about infant and toddler mental health.
The course is designed to help classroom teachers, school counselors, and other educational personnel gain strategies to reach and teach students who have been affected b y stress, trauma, and/or violence. Participants will learn the signs and symptoms of stress and trauma and explore how stress, violence, and trauma affect a student's learning, cognitive brain development, and social-emotional development. The short and long term consequences of being exposed to stress, trauma, or violence, as well as the social and family causes, will be reviewed. The dynamics of domestic violence and community violence are also discussed as well as the educator's role in the intervention and prevention of violence.
This course, Program Planning, has been divided into four chapters. The first chapter will discuss numerous considerations for planning and implementing a comprehensive, research-based curriculum for young children. Various perspectives on the history and theory behind early childhood education and child development will be examined, in addition to discussing various forms of diversity among children. We will also discuss what curriculum is, and identify guidelines presented by the National Association for the Education of Young Children (NAEYC) for appropriate curriculum for young children through eight years of age. We will take an overall look at the basic steps for creating an appropriate curriculum, planning a daily schedule, and creating lesson plans and activities for early childhood programs. In addition to focusing our attention on appropriate curricular approaches, we will touch briefly on several curricular approaches to avoid.
Each chapter contains additional handouts or attachments that cover specific topics from the chapter in greater depth. They are provided for you to read, ponder, and apply to the early childhood education setting in which you work. Some of the topics are intended for you, as the professional, while others are intended for you to pass on to parents, when appropriate.
While the first chapter of the course provides an overview of general considerations and approaches for early childhood curriculum, assessment, and evaluation, later chapters of the course will take a more in-depth look at appropriate curriculum for various age groups such as infants & toddlers, preschoolers, and primary school children. Curricular considerations for integrating specific content areas such as language and literacy, math and science, and social studies and expressive arts will also be discussed.
This course is geared for professionals serving children and youths presenting behavior problems in the school or community. This course focuses on cognitive and cognitive-behavioral interventions with an emphasis on teaching students how to change and manage their own behavior. Since previous knowledge and understanding of traditional behavioral concepts and strategies is required, it is strongly recommended that you take an introductory behavior management course to learn the basic terms and concepts of behavior management prior to taking this "advanced" course.
This course is designed to give you a better understanding of school violence and increase your intervention strategies. Taught by Dr. Michael Sedler, this course provides an over view of violence and the motivational purposes behind aggression. The correlation and impact of the media, community, and family upon violence is investigated. You will learn identification and intervention approaches to working with out-of-control behaviors. In addition, you will receive information about the national resources available for both parents and teachers. Upon successful completion of this course, you will have a better understanding of violence and the motivations behind the use of violence, as well as specific strategies to minimize the occurrence of violence in a school and community.
Describes Autism and Asperger's Disorder, including characteristics of these disorders, associated learning styles, communication weaknesses, and various intervention strategies. The course helps you make sense out of why individuals with Autism spectrum disorders act the way they do, and what you can do to enhance more appropriate behavior. This course lists resources for educators, related service personnel, and parents who want more help or information on Autism and Asperger's Disorder.
Take this course to gain a more comprehensive understanding of alcohol, drugs, and their influences in your classroom. This course provides a contextual framework for understanding what students may be experiencing either through their own substance use or from a substance use of persons close to them. Taught by Casey Jackson, this course provides a basic historical perspective of substance use along with the biological, psychological, and social factors that comprise the disease of addiction. Upon course completion, you will better understand the complex dynamics that contribute to this biological and social phenomenon.
This course is designed to further develop the conceptual and technical skills required by teachers to help them identify their educational goals, and implement meaningful instructional strategies for effective learning by students with special needs. The focus of this course will therefore be on assessment for instructional programming. The course will outline procedures for designing or selecting, administering and interpreting, a variety of informal assessment measures typically used in schools. The presentation of assessment information in an acceptable format to parents and teachers will also be addressed.
This interactive course is designed to help special and general educators gain a better understanding of inclusion, one of the current educational reform movements that advocates educating students with disabilities in the general education classroom. Upon course completion, you will be able to define key concepts and terms, identify and describe federal legislature and course cases, and list and describe the federal definition of students entitled to special services. This course will also help you identify the roles and responsibilities of educators in providing special services to students educated in inclusive classrooms.
This course describes diverse theoretical approaches to handling learning disabilities in the classroom. Taught by Dr. Bob Pillay, this course lays the foundation for sensitive, appropriate assessment and evaluation of students. In addition, this course covers program planning and implementation, stresses the importance of a close, positive partnership with parents or alternative caregivers, and explores methods for ensuring that the home-school axis is effective and meaningful. You will also learn about major trends and unresolved issues in the field of learning disabilities.
Talented and gifted education provides information on the history of the exceptional in relation to education, current law, and accepted methods for referral, assessment, and identification of these students. The course also covers major program models and methods of differentiating instruction to meet the rate and level of learning of those students identified. The course gives you an understanding of ways to meet the affective needs of the gifted and talented student in the regular classroom. This course also lists resources for teachers and parents who would like more information about the talented and gifted.
Designed to give you the knowledge, tools, and dispositions to effectively facilitate a diverse classroom. This course will help you understand and identify differences in approaches to learning and performance, including different learning styles and ways in which students demonstrate learning. An emphasis in this course will be on understanding how students' learning is influenced by individual experiences, talents, disabilities, gender, language, culture, family and community values. You will be challenged to apply knowledge of the richness of contributions from our diverse society to your teaching field.
Understanding Aggression includes topics on violence, aggression in the classroom, youth gangs, aggression in sports and on television, how drugs and alcohol play a role in aggression and violence, and "hot spots" that tend to breed aggression and violence. The course helps school personnel become more aware of the causes of aggression and ways to evaluate the aggression and intervene before the aggression turns to violence in the schools. The course also speaks about aggression in our communities through driving, dating, sports, television, music and how these issues are dealt with in modern society.
JAMES AGEE
B.B.A., Eastern Nazarene College, 1994; Ph.D., University at Albany, 2000.
EDWARD C. ANTHONY
B.S., Southern Connecticut State University, 1979; M.S., Southern Connecticut State University, 1982; M.B.A., University of New Haven, 1991; Sc.D., University of New Haven, 1996.
JUDY BIVENS
B.S., University of Tennessee at Martin, 1969; M.A.T., Middle Tennessee State University, 1975; plus 30 in Technology, Western Kentucky University; M.S.I.S., University of Tennessee Knoxville Distance Education Program, 2000.
RANDY CARDEN
B.S., Trevecca Nazarene University, 1978; M.A., Middle Tennessee State University, 1979; Ed.D., Tennessee State University, 1990
LINDA COLLINS
B.S., Middle Tennessee State University, 1970; M.A., University of Northern Colorado, 1977; Ed.D., Peabody College of Vanderbilt University, 1990.
AMY CONDITT
B.S., University of Tennessee, 1992; M.S., University of Tennessee, 1993; Ed.S., Tennessee State University, 2002; Ed.D., Tennessee State University, 2004.
RUTH COX
B.A., Asbury College, 1970; M.A., Eastern Kentucky University, 1973; Ed.D., Nova University, 1985.
DONNA GRAY
B.S., Trevecca Nazarene College, 1982; M.A., Middle Tennessee State University, 1986; Ed.D., Trevecca Nazarene University, 2005.
SAM GREEN
B.S., Trevecca Nazarene College, 1987; M.M.Ed., Belmont College, 1989; Ed.D., Tennessee State University, 1998.
MARY FRANCES HAND
B.S., Middle Tennessee State University, 1982; M.Ed., Middle Tennessee State University, 1992; Ed.D., Trevecca Nazarene University, 2003.
SUZANN HARRIS
B.A., Free Will Baptist Bible College, 1975; M.Ed., Trevecca Nazarene University, 1991; Ed.D., Trevecca Nazarene University, 2003.
GEORGE KERSEY
B.S., Peabody College for Teachers, 1968; M.Ed., Peabody College, 1970; Ed.D., Vanderbilt University, 1987.
PORTER KING
B.S., Murray State University, 1957; M.A.Ed., Murray State University, 1960; M.A., Peabody College, 1968; Ed.S., Peabody College, 1970; Ph.D., Peabody College, 1972.
RUTH KINNERSLEY
B.S., Greenville College, 1982; M.S., University of Illinois-Champaign, 1983; M.A.E., Olivet Nazarene University, 1989.
DUSTEEN KNOTTS
B.S., University of Evansville, 1979; M.S., Murray State University, 1994; Ph.D. Southern Illinois University, 1997.
KAREN LEA
B.A. Northwest Nazarene University, 1984; M..A. U.S. International University, 1990; Ph.D Walden University, 1999.
CAROL MAXSON
B.A., Olivet Nazarene University, 1988; M.A.E., Oliivet Nazarene University, 1990; Ed.D. Nova Southeastern University, 2000.
RICHARD MOORE
B.S., Austin Peay State University, 1972; M.A., University of North Alabama, 1984; Ed.D., Tennessee State University, 1987.
RICHARD PARROTT
B.A., Eastern Nazarene College, 1974; M.A. University of Missouri, 1975; M.D. Nazarene Theological Seminary, 1980; Ph.D., Oregon State University, 1983.
ALICE PATTERSON
B.S., Peabody College, 1977; M.Ed., Peabody College of Vanderbilt University, 1985; Ed.D., Peabody College of Vanderbilt University, 1992.
STEPHEN PUSEY
B.A,. Olivet Nazarene University, 1975; M.A., Northern Arizona University, 1976; Ph.D., Ohio State University, 1981.
STELLA SIMPSON
B.A., Tennessee State University, 1965; M.A., Tennessee State University, 1968; Ed.D., Tennessee State University, 1997.
PRILLA SPEER
B.A., Trevecca Nazarene University, 1978; M.L.S., George Peabody College of Vanderbilt University, 1979.
ESTHER SWINK
B.S., Trevecca Nazarene University, 1969; M.L.S., George Peabody College for Teachers, 1976; Ed.D., Peabody College of Vanderbilt University, 1987.
MIKE VAIL
B.A., Northwest Nazarene College, 1972; M.Ed., University of Idaho, 1976; Ph.D., University of Wisconsin-Madison, 1979
MARCIA WALKER
B.S., Alcorn State University, 1994; B.S.E., Delta State University, 1999; M.Ed., Delta State University, 2000; Ed.D., Tennessee State University, 2006
LENA WELCH
B.A., Trevecca Nazarene College, 1981; M.A., Auburn University, 1983; Ed.D. Trevecca Nazarene University, 2005.
DONNA YOUREE
B.S., University of Missouri, 1969; M.Ed., Middle Tennessee State University, 1985; Ed.D., Tennessee State University, 1998.