Exploration of the roots of New Testament Christianity in Judaism, its planning, prophecy, beginning, development, and crystallization in various cultures is the focus. The course is designed to give an overview of God's plan for the church in the world. Students in Biblical programs will present and defend the results of their assigned research projects on major themes central to living in the modern/post-modern world.
Designed to meet the varied needs of English learners by focusing on techniques for developing and implementing successful instructional strategies. Focus on state and nationally adopted models of second language instruction in the K-12 classroom. Field experience embedded in this course.
Identification, evaluation, and interpretation of the assessment process. Emphasis on state and national initiatives and mandates. Specifically designed to assist in meeting the needs of English learner with varying levels of English proficiency and varying levels of educational experiences.
A requirement of the Graduate Studies in Education Program is the successful completion of the course, EDU 500 Introduction to Graduate Studies, through which the student is provided an orientation to the University, graduate studies, use of library resources, preparation of a portfolio, and advising. Note: Students cannot go beyond six hours in their program without completing this course. A student portfolio development fee for Taskstream is charged.
The student will demonstrate the ability to interpret and critique research in the field of education. The student will demonstrate familiarity with statistical techniques and be able to take a question and develop a research plan to answer the question.
An advanced study of the physical, emotional. social, and cognitive characteristics of children within grades K-4, 5-8, and 9-12. Students will concentrate on the implications these characteristics have for the classroom setting within the appropriate grade level. Clinical observations will be required.
This course is an in-depth study of selected models of teaching and supporting research with emphasis on practical application in K-12 classrooms. Importance is placed on designing, applying, and evaluating instructional activities; lesson planning and lesson presentation to produce a community of learners.
A projects-based course in instructional technology which provides learners with the opportunity to enhance their skills and understanding of the use of varied media (e.g., electronic mail, electronic spreadsheets, HTML authoring systems, presentations software, etc.) to present, record, and share information by engaging them in the creation and application of electronic technologies in their educational settings. This course contains significant writing and technology components; therefore, clinical experiences in fundamentals of computer use for novices are made available outside of class time.
This course is an introduction to curriculum and the relationship of social goals and educational purposes regarding community, district, region, nation and world. Organizational patterns of schools, curriculum settings and issues relevant to content areas are included. Attention is given to the teacher's role and values in the school and society.
This course is an in-depth study of math curriculum for grades K-8. An emphasis on constructivist teaching practices with hands-on learning, problem solving, and communicating mathematical difficulties are stressed. Attention to grade level and remediation are included. Prerequisite: EDU 505 Instructional Theory and Design.
A study and application of procedures for dealing with pupil discipline and management in the elementary and secondary grades. Special attention is given to management of pupils in the classroom.
A study of laws and court decisions having direct implications for the teacher and/or administrator in the professional setting. The teacher/administrator as an employee, classroom management, safety/security issues, negligence and torts, students' rights, instruction, and administration/supervision are among topics to be covered.
This course is an in-depth study of designing, applying, and evaluating instruction, lesson planning, and lesson presentations to produce effective educators. Emphasis will also be placed on the overall structure, specific terminology, and samples of the edTPA portoflio system. Prerequisite or taken concurrently: EDU 500 Introduction to Graduate Studies.
Studies in various academic content areas and instructional practice directly related to levels of instruction from preschool through post-secondary. For graduate and professional students.
A general study of strategies used in building and reinforcing literacy skills in respective content areas of secondary grades. Prerequisite: Admission to Teacher Education. Same as RDG 321.
This course is in the first part of the six-hour thesis process in partial fulfillment for the Master of Education degree. In this course, students will review significant aspects of research, learn the thesis process, select their thesis project, research the literature, and develop the thesis proposal. The student must hold "regular admission" status.
This course is the second part of the six-hour thesis process in which students will work independently to follow their planned thesis proposal, periodically meeting with their assigned mentor, and defending the final product before a thesis committee. Prerequisite: EDU522A Thesis Research and Planning.
The enhanced field experience consists of an entire semester with the student working as a student teacher in two sequentially assigned classroom settings. During this time the student is expected to demonstrate skills in teaching appropriate to the age of the children and the subject for which licensure is being sought according to specific areas of knowledge and skills. Students will also meet in a weekly, on-campus seminar to discuss experiences and other areas of interest and/or need. Initial start date for the student teaching semester follows district calendars. Prerequisite: EDU 548 Advanced Literacy IV: Teaching Methods Across Content Areas. Corequisite: EDU 550 Professional Reflection and Planning.
This course will cover theories of learning and ways of implementing this body of knowledge in a school-wide counseling program and in assisting teachers in their professional responsibilities with students.
A course bringing closure to the initial licensure program in which the student will present a portfolio, complete content competencies required for licensure, prepare for and pass Praxis, and take any remedial steps required to obtain a teaching/counseling licensure. The student will also develop and implement a professional development plan for the following year.
This course is an in-depth study of applying and evaluating instruction through lesson planning and assessment to produce effective educators. Emphasis will also be placed on refining writing tasks, videoing, and submission structure of the edTPA portfolio system. Prerequites: Must be taken the semester before student teaching or concurrently with EDU 597 Mentoring in the Classroom and before EDU 550 Professional Reflection and Planning.
This course provides a comprehensive study in person-centered, behavioral, and related theories in counseling children. Experiences include exercises in counseling, consulting, and coordinating with a focus on elementary and middle school students.
This course provides intensive study in the processes of career development and planning, career and lifestyle counseling, planning, and development with a focus on secondary students.
This course is designed to provide students with methods, materials, leadership skills, and counseling techniques appropriate for group work in a school setting. The course will address group and classroom approaches for promoting academic achievement and success in school for the at-risk student. Principles and practices of group counseling, group dynamics, teaching and training models and skills, teaming and collaboration, and working with parent groups will be covered. This course is designed to provide students with methods, materials, leadership skills, and counseling techniques appropriate for group work and collaboration with teams in a school setting.
This course involves an in-depth study in the theory and research on individual and group multicultural counseling in schools with particular attention to social development and academic achievement.
This course provides the implementation and practice of counseling theories; modeling, school counseling strategies for PreK-12 students, and critique of counseling skills for school counselors. This course includes a 25-hour practicum to be completed during the semester in which the course is taken. (Students will complete this practicum at the elementary/middle level or secondary level.) Prerequisites: EDU 665 Organization and Administration of School Counseling, EDU 532 Theories of Child Counseling and Consulting, EDU 534 Introduction to Group Counseling, and EDU 538 Assessments.
This course provides an advanced study of standardized tests used in schools, including achievement, aptitude, intelligence, interests, motivation, and structured interview instruments. Students will also be introduced to principles of measurement, rationale for tests selection, guidelines for administration, and the use of appraisal data for decision-making.
This is the first course in the sequence of literacy courses. This course will begin to build a knowledge base in regards to the literacy standards. Students will be expected to identify theoretical and research-based literacy instructional practices; a variety of literacy assessments; characteristics of a literacy rich environment; evaluate texts; and the importance of professional behavior, learning, and leadership. In a clinical setting, they will observe effective teaching strategies, intervention, and materials. Prerequisite/Corequisite: EDU 505 Instructional Theory and Desiign.
This is the second course in the sequence of literacy courses. This course is an in-depth study of children's literature focused on the needs of elementary school students. Students will be expected to explain theoretical and research-based literacy instructional practices; review a variety of literacy assessments; observe characteristics of a literacy rich environment; and demonstrate positive dispositions in professional behavior, learning, and leadership. As part of this course, students will complete a clinical experience in which they will identify effective teaching strategies, intervention, and materials. Prerequisites: EDU545: Advanced Literacy I.
This is the third course in the sequence of literacy courses. This course will continue to build the knowledge base and will provide more opportunities to apply learning in a clinical setting. Students will be expected to apply their knowledge of theoretical and research-based literacy instructional practices; select, develop, administer, and interpret a variety of literacy assessments; engaging students in a literacy rich environment; and demonstrate positive dispositions in professional behavior, learning, and leadership. In a clinical setting, they will apply effective teaching strategies, intervention, and materials. Prerequisite: EDU546 Advanced Literacy II: Literature and Literacy.
This is the fourth course in the sequence of literacy courses. This course is the culminating course in which students will apply the substantial literacy instruction knowledge base previously developed. Students will be expected to implement their knowledge of theoretical and research-based literacy instructional practices; select, develop, administer, and interpret a variety of literacy assessments; engage students in a literacy rich environment; and reflect on personal professional behavior, learning, and leadership. In a clinical setting, they will identify, integrate, and analyze effective teaching strategies, intervention, and materials. Prerequisite: EDU547 Literacy III: Teaching Literacy
This course is a capstone course culminating with the edTPA submission and performance review. Professional growth will be emphasized throughout the seminar also with the final submission as well as guest speakers to promote personal and professional growth. Prerequisite: EDU 505 Instructional Theory and Design, EDU 515 edTPA Professional Seminar I and EDU 531 edTPA Professional Seminar II.
Introduction of the Instructional Technology program including overview modules focused on the International Society of Technology in Education (ISTE) Standards for students, teachers, administrators, and coaches. Guidance and planning for the field experiences provide an opportunity to integrate student coursework, theory, and experience into workplace settings. The goal for each candidate is to expand their understanding of the practical aspects of being regarded as a technology leader within their organization. The candidate will facilitate two Twitter chats with colleagues from the M.Ed. in Instructional Technology program. This online course includes: significant writing, blogging, tweeting, Skyping, podcasting, and vidcasting.
This course examines emerging technologies (hardware & software systems) that support teaching/learning, and methods for assessing the utility of any technology used for instructional purposes. Emphasizes the process of planning for the use of technology in the local school and system. Includes plans for faculty and staff technology support, grant writing, alternative arrangements of computer set-ups and planning for face-to-face and virtual faculty and staff professional development. The International Society of Technology in Education (ISTE) Standards for students and teachers will be emphasized in this course. The candidate will facilitate two Google+ Hangouts On Air with colleagues from the M.Ed. program. This online course includes: significant writing, blogging, tweeting, Skyping, podcasting, and vidcasting.
The purpose of this course is to help candidates become proficient in the design, development, and delivery of course instruction through learning management systems and the integration of web-based tools into traditional learning environments. The International Society of Technology in Education (ISTE) Standards for students, teachers, administrators, and coaches will be emphasized in thie course. The candidate will contribute two blogs to the M.Ed. Instructional Technology Blog. This onlin course includes: significant writing, blogging, tweeting, Skyping, podcasting, and vidcasting.
This course examines the instructional and educational value of commercially available technologies for PreK through 20. The course builds upon a foundation of instructional theory to identify appropriate characteristics of instructional technologies and explores the effectiveness of instructional technologies in the classroom. The International Society of Technology in Education (ISTE) Standards for students and teachers will be emphasized in this course. The candidate will contribute two blogs to the M.Ed. Instructional Technology Blog. This online course includes: significant writing, blogging, tweeting, Skyping, podcasting, and vidcasting.
This course provides an examination of the theory that informs online teaching and learning and the implementation of best pedagogical practices. Challenges related to the original design and/or adaptation of effective online instruction is explored. Focus is on developing the knowledge and skills to create multiple types of online assignments and units for K-12 students using Web authoring software. Topics also include constructing evaluation tools to assess K-12 student learning outcomes discussed and implemented. The International Society of Technology in Education (ISTE) Standards for students, teachers, administrators, and coaches will be emphasized in this course. This online course includes: significant writing, blogging, tweeting, Skyping, podasting, and vidcasting.
This course provides an overview of the administration of technology in K-12 school systems. The impact of technology in schools is explored from a variety of perspectives, including access, planning, budgeting, maintenance, and life cycle management at the classroom, school, and district levels. Criteria for making financial and instructional decisions about technology are developed and evaluated. A particular emphasis is placed on knowledge and skills teachers can use to acquire classroom technology, including grant writing and public-private sector partnerships. The International Society of Technology in Education (ISTE) Standards for administrators and coaches will be emphasized in this course. This online course includes: significant writing, blogging, tweeting, Skyping, podcasting, and vidcasting.
A projects-based course in instructional technology which provides candidates with the opportunity to enhance their skills and understanding of the use of multimedia/hypermedia in education (e.g., Google Apps, Audio and Video Tools, iOS/Android Apps, HYML authoring systems, presentations software, etc.) to present, record, and share information by engaging them in the creation and application of multimedia/hypermedia technologies in their educational settings. This course includes significant writing and technology components. The International Society of Technology in Education (ISTE) Standards for students, teachers, administrators, and coaches will be emphasized in this course. The candidate will conduct two podcasts sharing technology insights that have been learned in the course. This online course includes: significant writing, blogging, tweeting, Skyping, podcasting, and vidcasting.
This is the final course in the M.Ed. Instructional Technology program. This course includes a self-directed project, in which candidates collaborate with colleagues within or across grade levels or departments to incorporate technological innovations into their curricula.
This mentoring will include face-to-face meetings, classroom observations, formal evaluations, attendance at in-service in identified areas of need, and attendance at group meetings of all candidates. Course is "Pass/Fail" and can be repeated for credit. Prerequisites or taken concurrently: EDU 505 Instructional Theory and Design, EDU 507A Practicum in Instructional Strategies, Elementary, EDU 507B Practicum in Instructional Strategies, Secondary, EDU 520 Teaching Strategies K-4, or EDU 521 Teaching Secondary School Literacy.
A cooperatively planned reading-research course or special project guided and evaluated by a member of the graduate faculty. May be repeated. Prerequisite: student must have "regular admission" status, have completed 12 graduate hours with 3.0 or above, and completed required forms with appropriate signatures before the drop/add date of the semester for which the credit is to be earned. It is the student's responsibility to develop a proposal, initiate contact with a faculty member willing to serve as mentor, and see that all requirements are met. A maximum of six (6) semester hours may be counted toward a master's degree at FHU.
A study of the relationships between people's behavior and their beliefs and/or value structures; groups process as a problem solving device, various leadership styles and their consequences; the student's own concept of educational administration; and the importance of the continuance of one's own professional growth. In addition, this course will assess the student's qualifications and dispositions to meet professional, ethical, and leadership qualities associated with an effective instructional leader candidate. Candidates will prepare a professional portfolio, produce an on-demand writing sample and present additional artifacts as outlined in the Tennessee Learning Centered Leadership System or other artifacts as directed by the professor. In addition, all prospective FHU Instructional Leadership Licensure candidates must present their previous teacher evaluation(s). Candidates with TVAAS data will submit their latest assessment and are required to score a minimum of 3 on a 1 to 5 scale. Candidates will be required to earn a minimum of 3.1 on a 1 to 5 scale in the Teacher Observation portion of the Tennessee Educator Acceleration Model (TEAM). Candidates from out-of-state will present comparable assessments. Prerequisite: 12 hours of 500-level core courses. This course will include field experiences and projects or activities in the areas covered.
This course provides knowledge and strategies in the areas of developmental supervision, supervisory behavior, and technical skills of supervision. Training in the tasks of supervision as well as designing school improvement programs and encouraging teacher-directed Action Research and inquiry are included.
A study of the organizational structure for the administrator to facilitate the goals and objectives of the unit; implementation of a management process for the administrator most appropriate to a specific administrator's position; prediction of the consequences of selected management processes; verbalization and demonstration of technical skills that are necessary to perform formative and summative teacher evaluations; verbalization and demonstration of supervisory skills. Field experiences and/or projects and activities will be included in this course. Prerequisite: EDU 601 Foundations of School Administration and Supervision, admission to the Instructional Leadership Licensure Program, and an approved mandatory FHU Administrative Licensure Program Proposal on file in TaskStream.
This course requires that students identify a specific school district and verbalize the budgetary responsibilities of each of its administrative components; do an operating cost analysis of a specific program after having been given a specific program in a school and a traditional line-item budget; compare the procedures and capabilities of a planning programming budgeting system of budgeting model with a traditional budgeting model; develop an appropriate budgeting model and identify the steps necessary for its implementation for an identified school district; conceptualize the business management competencies necessary to function as a business administrator or unit head in a specified school. National and state finance issues and trends will be addressed. Field experiences, projects, and activities will be included. Prerequisite: EDU 601 Foundations of School Administration and Supervision, admission to the Instructional Leadership Licensure Program, and an approved mandatory FHU Administrative Licensure Program Proposal on file in TaskStream.
A study of processes, systems and instruments for obtaining and disseminating information pertaining to school and community; the investigation and analysis of procedures for utilizing human and physical community resources for improving education. This course will include field activities, group projects, and individual activities. Prerequisite: EDU 601 Foundations of School Administration and Supervision, admission to the Instructional Leadership Licensure Program, and an approved mandatory FHU Administrative Licensure Program Proposal on file in TaskStream.
School leadership strategies and practices of organization, supervision, and management appropriate to elementary, middle, and high school are studied. The course will focus on engagement both psycho-socially and academically. It will also challenge preconceived constructs of what the principal should know and do. Prerequisite: EDU 601 Foundations of School Administration and Supervision, admission to the Instructional Leadership Licensure Program, and an approved mandatory FHU Administrative Licensure Program Proposal on file in TaskStream.
A course that brings closure to the initial Instructional Leadership Licensure program in which the intern will prepare an electronic portfolio, complete content competencies aligned to the Tennessee Instructional Leadership Licensure (TILL) and pass the Praxis exam. The intern will take any remedial steps required to obtain a TILL. The student will also develop and implement a professional development plan for the following year. Prerequisites: EDU 601 Foundations of School Administration and Supervision, EDU 610 Leadership Theories and Applications, admission to the Instructional Leadership Licensure Program, and an approved mandatory FHU Administrative Licensure Program Proposal on file in TaskStream.
A practical experience designed to prepare educators to develop and lead service learning experiences through experiential education, theories of service and service learning, strategies for facilitation and effective teaching practice, and critical reflection. The course requires each student to present a paper in a FHU Saturday "Service Learning" Conference. This course is not a part of the licensure or Ed.S. programs.
This course will study the requisite knowledge and skills necessary to develop programs dependent on competitive funding. It will include an overview of proposal development strategies; skills in determining, critiquing, and assessing criteria of successful proposals; a systems approach in project development; and skills in identifying and critiquing viable sources of funding for developed projects.
This course will explore various legal and administrative issues associated with special education programs in the public school setting. It is intended primarily for those working as school administrators in the Education Specialist degree program.
School leaders are entrusted with overseeing the education of the present and the next generation. They are held by the public and by their staff and faculty to high professional standards and expectations. This course is designed for prospective school administrators and supervisors to expand and enhance their knowledge and skills in leadership areas.
School leaders are expected to model and promote professional and ethical standards in their actions and in their decisions. This course will research national, state, local, and organizational leadership expectations of professional behavior. Students will study, discuss, and practice desired behaviors through written in-basket activities and role play.
The information on types and styles of leadership and on prevalent uses and current changes in leadership needs and expectations is growing rapidly. This course will focus on research through various media sources and on practical application of the results of this study into developing research-driven leadership strategies.
This graduate seminar provides an overview of the issues, principles, and practices associated with effective teaching in diverse school contexts. Students will explore theory and pedagogy as they relate to culturally responsive teaching from the perspectives of both the teacher and the learner in school settings. In addition, teachers' and students' diverse and multiple social identities and a variety of student learning styles, course topics will include problem-based learning, inquiry-based teaching, and other models for ensuring engagement and inclusion. The interaction of theory and practice is an important theme (and challenge) of the course.
This course will concentrate on legal issues that were not covered in EDU 513 Education Law and on issues that have recently been changed by the courts in subjects covered in other law courses. This course is designed for local building administrators as well as the central office administrators.
Using data to guide decision making and continuous improvement is predicated on consistent, reliable, and informative sources of data. While schools assess students with tremendous frequency, the lack of distribution, organization, and explanation of data often prevents is meaningful application. This course is intended to develop the capacity of teacher leaders to address these problems and lead their school to more systematic application of data to guide decision making and continuous improvement.
An overview of learning centered on leadership, addressing the improvement of instruction through research findings. Emphasis is also placed on the demonstration of instructional improvement in various settings and the development of leaders who can facilitate the process of educational change.
Professional Learning Communities (PLC) has emerged as an effective model for school improvement and higher student achievement. This course will orient participants around the concepts of PLC, where PLC fits in the broader perspective of school reform, and strategies for implementing PLC. The PLC is an essential component of fostering a collaborative culture to support educator development and student achievement.
A study of school facilities and a brief overview of the services provided within the facilities as part of the normal operations. Topics to be covered include the following: planning and needs assessment, community expectations, financing of school facilities, site selection criteria, design and construction, agency approvals, food service, maintenance and operations, and transportation services.
A projects-based course in technology usage for teachers working on their +30, school administrators, teacher leaders and/or school counselors seeking to enhance their skills in an understanding of varied technology media. The online course is intended to help candidates gain a clear understanding of the International Society of Technology in Education (ISTE) National Education Technology Standards (NETS) for students, teachers, administrators, and coaches in order to assimilate, analyze, and evaluate data through problem-solving strategies related to their educational settings. This online course includes: significant writing, blogging, tweeting, Skyping, podcasting, and vidcasting.
This course will expose students to the knowledge and skills necessary to develop, implement and coordinate a comprehensive school-wide counseling program involving students, teachers, parents and outside agencies.
In this two-part course followed by EDU 670B, students will plan out significant aspects of a particular research study focused around a chosen methodology. Data collection, survey creation, and other areas or research design will be explored in order to successfully defend a research proposal.
In this course, students will engage in the collection and synthesis of relevant research on a specific research topic and the development of aprofessional literature review. An emphasis will be placed on the in-depth review and analysis of current professional literature toward the development of Chapter 2 of the student's proposed research study. Prerequisite: EDU 670A Advanced Educational Research Design I.
This course provides the basis for understanding, applying, and interpreting univariate statistics in social science settings and introduces multiple correlation research. The students will use data sets that apply directly to social science research and explore the theory and application behind various inferential statistical methods.
This course is an extension of EDU 671A that further explores the application in inferential statistics in social science settings. The student will relate specific quantitative research procedure using appropriate software. Prerequisite: EDU 671A Quantitative Statistics Applied to Social Science Research I.
This course conveys the history and characteristics of qualitative methodology used in educational settings. A theoretical and practical examination of qualitative methods will include the use of action research as students gain experience in employing qualitative techniques and analyses. Prerequisite: EDU 670A Advanced Educational Research Design I.
This course provides students the opportunity of a planned field-based experience to demonstrate the development of identified professional competencies related to the student's concentration and area of professional interest and scheduled periods for reflection and professional collaboration with peers. Each student will supply documentary validation of demonstrated identified professional competencies. The course is designed to be a guided induction experience and will be the equivalent of at least one (1) semester, spent full-time in a school setting with a mentor principal. Prerequisite: Approval of advisor.
This internship course will give graduate students an opportunity to develop school counseling skills and demonstrate competence as school counselors while participating in a clinical experience at the elementary/middle level (K-5). Students and the University will mutually arrange a placement with a licensed school counselor in a participating school district where they will complete 300 clock hours, engaging in a variety of school counseling related activities. Prerequisites: EDU 532 Theories of Child Counseling and Consulting, EDU 533 Career Development, Counseling and Consulting in Schools, EDU 534 Introduction to Group Counseling in Schools, EDU 535 Counseling Diverse Populations in Schools, EDU 537 School Counseling Practicum, EDU 538 Assessments for School Counselors, and EDU 665 Organization and Administration of School Counseling Services.
This internship course will give graduate students an opportunity to develop school counseling skills and demonstrate competence as school counselors while participating in a clinical experience at the secondary level (6-12). Students and the University will mutually arrange a placement with a licensed school counselor in a participating school district where they will complete 300 clock hours, engaging in a variety of school counseling related activities. Prerequisites: EDU 532 Theories of Child Counseling and Consulting, EDU 533 Career Development, Counseling, and Consulting in Schools, EDU 534 Introduction to Group Counseling in Schools, EDU 535 Counseling Diverse Populations in Schools, EDU 537 School Counseling Practicum, EDU 538 Assessments for School Counselors, and EDU 665 Organization and Administration of School Counseling Services.
Mentoring for individuals who are working as a school counselor on an alternative license in the PreK-12 school setting. It provides individuals an opportunity to develop school counseling skills and demonstrate competence as school counselors while participating in face-to-face meetings with their university mentor, observations, formal evaluations, and attendance at professional development activities in identified areas of need. The course is "Pass/Fail".
A cooperatively planned reading-research course or special project guided and evaluated by the Director of the Administration and Supervision program or a designee. This course would normally be one applied to the Ed.S. Perequisite: Admission to the Education Specialist degree program. The subject of the independent study cannot be applied by the student to their thesis.
This dissertation seminar course ie one of three that all doctoral students must take. It is an individualized course designed to help progress doctoral students through the dissertation process depending on where they are in the dissertation phase. Students may plan, conduct, and/or write about significant aspects of their particular research study. Academic writing, data collection, data analysis, and other areas of the research process will be explored in order to prepare students to meet the requirements of the doctoral program. Prerequisite: Doctoral candidacy.
Students will complete their research and writing. This course may be taken once for continuous enrollment after completion of EDU 773, EDU 774, and EDU 775 (Dissertation Seminar I, II, and III). Students will work with their dissertation advisors both individually and in small groups. Candidates will also prepare future presentations and publications. Prerequisites: EDU 773, 774, and 775 Dissertation Seminar I, II, and III.
Students will complete their research and writing. This course may be taken as often as needed for continuous enrollment throughout the duration of dissertation writing and defense. Students will work with their dissertation advisors. Candidates will also prepare future presentations and publications. Prerequisite: EDU 776 Dissertation Seminar IV.
This course is designed to help equip special education and general education teachers with the skills, strategies, and dispositions to teach all children. An emphasis on children with disabilities, children from diverse cultural backgrounds, and English Language Learners within the context of the regular classroom will be the focus. The use of technology in the classroom will be emphasized.
This course is designed to acquaint students with the origin of inappropriate behavior on the part of children with special needs. An emphasis is placed on understanding the social and emotional aspects of behavior and how misbehavior impacts academic achievement. Students will also gain an understanding of effective techniques and approaches to deal with inappropriate behavior in the classroom. Attention will also be given to an understanding of at-risk behaviors in children and how those behaviors impact learning. Same as SPE 444.
This course focuses on learners with mild disabilities. Special topics of focus will include issues in assessment and identification, instruction and placement (IEP), learners with intellectual and developmental disabilities, learning disabilities, etc. This course will have a practicum component. Same as SPE 347.
Concerns appropriate assessment instruments and procedures for students with disabilities or suspected of having disabilities. Provides training in the administration and interpretation of psycho-educational tests. Requires a Practicum experience. Same as SPE 447.
This course focuses on the development of skills in communicating and collaborating with parents, general education teachers, school administrators, support service personnel in the school, and with other service agencies in the community. Includes topics such as: special education resources, laws and regulations, professional ethics, licensure requirements, and professional organizations and successful strategies for parent interaction. Same as SPE 448.
This course is designed to provide students with knowledge, strategies, and recourses necessary to prepare adolescents and young adults with disabilities for the transition from school to future careers, continuing education, and independent living. Students will develop knowledge and skills about the context within which adolescence occurs, transition assessment/planning strategies, transition-related content/instruction strategies (including student-focused skill development strategies), and strategies for interacting and collaborating with families and community-based agencies in the transition process. Students enrolled in SPE 549 will complete a research project and write a paper on the project. Same as SPE 449.
This course deals with etiology, characteristics, and educational needs of individuals with mild disabilities such as learning disabilities, general mental retardation, behavior disorders, attention deficit disorders, traumatic brain injury, and other health impairments. Discussions and practical applications of educational methods, strategies, and techniques will also be incorporated. Same as SPE 461.
This course focuses on effective instructional techniques and strategies to use in teaching students with mild disabilities. Includes strategies for academic studies as well as social and behavioral skills. Requires clinical observations and practicum experiences. Prerequisite: EDU 505 Instructional Theory and Design.
This course addresses the characteristics and educational needs of students with moderate and severe disabilities. Requires clinical observation and practicum experience. Same as SPE 471.
This course focuses on effective instructional techniques and strategies to use in teaching students with moderate to severe disabilities. Includes strategies for teaching academic, social, and behavior skills in dependent living environments. Includes communication and self-help skills. Requires clinical observation, practicum experience, and the use of technology. Prerequisite: EDU 505 Instructional Theory and Design.
This course focuses on the introduction of assistive technology services and devices to special education teachers in order to help students with disabilities use technology to assist them in learning, making the environment more accessible, enabling them to compete in the workplace, and enhancing their independence. Same as SPE 348.
This course will focus on educating students with severe and multiple disabilities. Students will gain a working knowledge of designing collaborative educational services, partnering with parents and families, designing and adapting the curriculum, educating students with physical disabilities and multiple disabilities, sensory disabilities, and other special health care needs. This course requires clinical observation and practicum experience of a classroom that serves students with severe and multiple disabilities. Same as SPE 483.
A faculty supervised field experience in a setting with students who have moderate and severe disabilities which will require the student to submit lesson plans, tests, logs, and other work samples.
A faculty supervised field experience in special education which will require the student to submit lesson plans, tests, and other work samples as well. An evaluation of performance based on observations by designated faculty will also be involved. This practicum will meet the needs of licensed teachers working in a special education setting who are seeking special education endorsement and the benefit of student teaching in special education.
158 East Main Street
Henderson, TN 38340
FHU / Dickson
FHU / Memphis
5565 Shelby Oaks Drive
Memphis, TN 38134
855 Highway 46 South
Dickson, TN 37055
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