Department of Teacher Education

Website: http://www.twu.edu/teacher-education/

Director: Dr. Juan Araujo, Professor
Location: SH 115
Phone: 940-898-2271
E-mail: teachereducation@twu.edu

Graduate Degrees Offered

The Department of Teacher Education is comprised of program areas described below.

Curriculum and Instruction

The Curriculum and Instruction Program offers a master's degree in Teaching, Leadership, and Collaboration (TLC). The M.Ed. in TLC is designed for practicing teachers or individuals seeking to improve their knowledge and application of evidence-based practices for careers in professional development or training. The M.Ed. in TLC degree does not lead to initial teacher certification. Individuals who have a bachelor's degree and are interested in seeking initial Texas teacher certification may refer to the Master of Arts in Teaching (MAT) degree.

Educational Leadership

The Educational Leadership Program prepares public school administrators, higher education administrators, and community leaders to lead in a diverse, fast-paced, and information-rich society. Through its M.Ed. in Educational Leadership and the principal certification program (which can be completed concurrently with the M.Ed. in Educational Leadership), students may prepare to become school and district administrators within a school district. Through the Ph.D. in Education, Leadership, and Organization, students will be able to choose from three Tracks to pursue leadership in their desired field: Track 1: Superintendency; Track 2: Higher Education; or Track 3: Interdisciplinary Nonprofit. Through Track 1: Superintendency, students may pursue the Texas superintendent certification. Graduates of the TWU Educational Leadership Program demonstrate the requisite skills, knowledge, and dispositions necessary for effective leadership; alumni hold leadership positions throughout the DFW metroplex and the state of Texas. For all degree programs, classes are delivered fully online with optional face-to-face TTESS, AEL, and TPESS Trainings for both the M.Ed. in Educational Leadership and Track 1: Superintendency.

Special Education

The Special Education Program offers M.Ed. and Ph.D. degrees in Special Education that allow individuals to enhance their knowledge of research in special education, acquire knowledge and expertise in working with individuals with disabilities, and become master teachers. The Special Education Program also offers coursework leading to certification as an Educational Diagnostician (which can be completed concurrently with the M.Ed. in Special Education or as a standalone certification program).

English as a Second Language (ESL) Education

Graduate students in degree programs offered through the TWU Department of Teacher Education may take courses in ESL education. These graduate courses are designed to enhance educators' and administrators' practice and application of evidence-based strategies when working with students whose first language is not English.

Certificates

Post-baccalaureate and post-master's certification programs are offered through application to the Graduate School for certification-only status. Certifications are awarded by the State Board for Educator Certification. Contact the Department for information about current certifications. Requirements for certification programs may change based upon changes in requirements, policies, or procedures of the State Board for Educator Certification. Further information may be found on the Department of Teacher Education and Office of Educator Preparation Services websites. For all certificates listed above, except initial teacher certification, completion of certification coursework also leads to the awarding of post-master’s certificates of advanced study by the Graduate School.

Faculty

*ANDERSON, GINA B., Associate Dean for Educator Preparation and Partnerships, College of Professional Education; Professor of Teacher Education, B.S., University of Oklahoma; M.S., Oklahoma State University; Ed.D., Oklahoma State University

*AUSBURN, JERRY, Associate Clinical Professor of Teacher Education, B.S., Stephen F. Austin State University; M.Ed., Stephen F. Austin State University; Ed.D., Texas A&M University

*BURKETT, JERRY, Assistant Professor of Teacher Education, B.S., Baylor University; M.Ed., Dallas Baptist University; Ed.D., Dallas Baptist University

*DUNLAP, KAREN L., Cornaro Professor of Teacher Education, B.S.Ed., Stephen F. Austin State University; M.Ed., Stephen F. Austin State University; Ed.D., University of Texas-El Paso

*FEYTEN, CARINE M., Chancellor and President; Professor of Teacher Education, B.A., Universite' Catholique de Louvain, Belgium; M.A., Universite' Catholique de Louvain, Belgium; Ph.D., University of South Florida

*FIGUEROA, JORGE, Vice Provost for Curriculum and Strategic Initiatives, Professor of Teacher Education, B.A., University of Puerto Rico-Cayey; M.A., The University of Findlay; Ph.D., Capella University

*FREDRICKSON, REBECCA R., Professor of Teacher Education, B.F.A, Stephen F. Austin State University; M.Ed., University of Texas at Tyler; Ed.D., Stephen F. Austin State University

*GOO, MINKOWAN, Associate Professor of Teacher Education, B.A., Daegu University; M.A., Daegu University; Ph.D., University of Iowa

*HANSEN-THOMAS, HOLLY, Vice Provost for Research, Innovation, and Corporate Engagement; Professor of Teacher Education, B.A., University of Texas at Austin; M.A., University of Texas at San Antonio; Ph.D., University of Texas at San Antonio

*HURLBUT, AMANDA R., Associate Professor of Teacher Education, B.S., University of North Texas; M.Ed., Dallas Baptist University; Ph.D., University of North Texas

*KEELEY, RANDA, Associate Professor of Teacher Education, B.S., East Central University; M.A., Texas A&M University-Commerce; Ph.D., New Mexico State University

*MCMAHAN, SARAH K., Professor of Teacher Education, B.S., Abilene Christian University; M.Ed., Abilene Christian University; Ph.D., Texas Tech University

*PETERSON-AHMAD, MARIA, Associate Dean for Research, Inclusion, and Innovation, College of Professional Education, B.S., University of North Dakota; M.Ed., Texas Woman's University; Ph.D., Texas Woman's University

*SANCHEZ, CLAUDIA D., Professor of Teacher Education, B.A., Escuela Normal Superior de Coahuila-Saltillo, Mexico; B.A., Universidad Autonoma de Coahuila-Saltillo, Mexico; M.S., Texas A&M University; Ph.D., Texas A&M University

*SOURDOT, LUDOVIC, Professor of Teacher Education, B.S., Arkansas State University; M.Ed., Texas State University; Ph.D., Texas A&M University

*TRUJILLO-JENKS, LAURA A., Professor of Teacher Education, B.S., University of Texas-Austin; M.A., Austin Peay State University; Ph.D., University of Texas-Austin

Courses

Contact hours identified in the course descriptions are based on a 15-week term. Students who enroll in Summer or mini-terms are expected to meet the same total number of contact hours as a 15-week term.

EDSP 5003. Psychology and Education of Exceptional Children. In-depth study in understanding educational and psychological problems in all areas of exceptionality; individual case studies; field trips and demonstration of problems. Three lecture hours a week. Credit: Three hours.

EDSP 5013. Collaborating for Effective Intervention. Communicative/Interactive skills used for consultation and collaborative problem-solving in the classroom. Emphasis on strategies for collaboration among educators who work with students with disabilities, teachers, administrators, support personnel, and paraprofessionals, with an emphasis on collaboration in the design, implementation, and evaluation of student interventions. Three lecture hours a week. Credit: Three hours.

EDSP 5033. Using Assessments for Effective Interventions. Current concepts and issues of assessment in special education; knowledge and practice in administering and using standardized assessments as well as curriculum based assessment; assessment of students from diverse backgrounds and application of response to intervention (RTI) data. Three lecture hours a week. Credit: Three hours.

EDSP 5043. Legal and Administrative Issues of Special Education Programs. Concepts and theories in the administrative aspects of special education with an emphasis on laws, legislation, and litigation related to the provision of instruction and other educational services to students with disabilities. Three lecture hours a week. Credit: Three hours.

EDSP 5123. Students with High-Incidence Disabilities. Exploration of the cognitive, academic, language, social, and behavioral characteristics and needs of students with high-incidence disabilities such as autism spectrum disorders, communication disorders, intellectual disabilities, specific learning disabilities, emotional/behavioral disorders, and physical/sensory disabilities that affect educational opportunities. Primary focus on the impact of these characteristics and needs on academic achievement and successful transition into the community. Three lecture hours a week. Credit: Three hours.

EDSP 5133. Students with Low-Incidence Disabilities. Exploration of the cognitive, language, behavioral, and physical characteristics and needs of individuals with low-incidence disabilities which may include intellectual disabilities, developmental disabilities, autism spectrum disorders, and physical/sensory disabilities; impact of these characteristics and needs on academic, vocational, and social skills across the life span. Examination of issues related to school achievement, transition, and successful inclusion in the community. Three lecture hours a week. Credit: Three hours.

EDSP 5313. Behavior Interventions for Students with Disabilities. Concepts, theories, and strategies to provide effective behavioral interventions for students with disabilities. Includes social skill intervention, crisis management procedures, and planning and implementing social development programs. Focus on the use of intervention tools such as Positive Behavior Supports and Behavior Intervention Plans. Three lecture hours a week. Credit: Three hours.

EDSP 5423. Instructional Interventions for Students with Disabilities. Practical application of theories, methods, technology, techniques, and materials for designing and implementing instructional interventions for students with disabilities. Selection, use, and evaluation of curriculum models and materials. Three lecture hours a week. Credit: Three hours.

EDSP 5833. Individual Diagnostic Assessment. Use of co-normed appraisal instruments in special education evaluations; educational diagnostician ethics and standards. Three lecture hours a week. Credit: Three hours.

EDSP 5843. Special Education Evaluation. Current methods and processes for the evaluation of students with suspected disabilities; interpretation of the results of formal tests and informal information gathered through a variety of methods. Three lecture hours a week. Credit: Three hours.

EDSP 5863. Educational Diagnostician Practicum. Field-based practicum based on Texas Educational Diagnostician standards. Prerequisites: EDSP 5833 and EDSP 5843. Includes 160 total practicum hours. Credit: Three hours.

EDSP 5903. Special Topics. Organized study of a topic in special education. May be repeated. Three lecture hours a week. Credit: Three hours.

EDSP 5911. Independent Study. Individual study of a specific topic in special education. May be repeated. Prerequisite: Permission of instructor. Credit: One hour.

EDSP 5913. Independent Study. Individual study of a specific topic in special education. May be repeated. Prerequisite: Permission of instructor. Credit: Three hours.

EDSP 6003. Single Subject Research. In-depth exploration of single subject research and designing single case research studies. Single-subject methodologies inluding multiple baseline, alternating treatment, reversal/withdrawal, and changing criterion designs; visual analysis of single-subject data; and critical reading and evaluation of published single-subject research studies across disciplines including special education, psychology, kinesiology, and other social sciences. Three lecture hours a week. Credit: Three hours.

EDSP 6103. Social, Psychological, and Educational Aspects of Intellectual and Development Disabilities. Advanced study of etiology, remediation, and education of individuals with intellectual and developmental disabilities. Prerequisites: EDSP 5103 or equivalent course, and permission of instructor. Three lecture hours a week. Credit: Three hours.

EDSP 6303. Seminar in Emotional and Behavioral Disorders. Study of emotional and behavioral disorders across the lifespan. Research related to etiology, conceptual models, educational implications, and interventions. Prerequisites: EDUC 5303 or equivalent course, and permission of instructor. Three seminar hours a week. Credit: Three hours.

EDSP 6403. Seminar in Learning Disabilities. Advanced study of physical, psychological, and environmental causes of learning disabilities, and interrelationships among the causes. Research on effective, evidence-based interventions to support individuals with learning disabilities in academic, social, and vocational contexts. Prerequisites: EDSP 5413 or equivalent course in the area, and permission of instructor. Three seminar hours a week. Credit: Three hours.

EDSP 6603. Social Constructs of Disabilities. The study of how disabilities are socially constructed. Analysis of disability constructs includes the perspectives of individuals with disabilities and the impact of literature, art, and the media. Three lecture hours a week. Credit: Three hours.

EDSP 6903. Special Topics. Organized study of a topic in special education. May be repeated. Three lecture hours a week. Credit: Three hours.

EDSP 6911. Independent Study. Individual study of special problems in special education. May be repeated. Prerequisite: Permission of instructor. Credit: Three hours.

EDSP 6913. Independent Study. Individual study of special problems in special education. Prerequisite: Permission of instructor. Credit: Three hours.

EDSP 6983. Dissertation. May be repeated for credit. Credit: Three hours.

EDSP 6993. Dissertation. May be repeated for credit. Prerequisite: EDUC 6983. Credit: Three hours.

EDUC 5113. Foundations of Teaching and Learning. Critical examination of the professional roles, responsibilities, and structure of national and state educational systems; legal and ethical requirements of teaching; the importance of family participation in the educational process; significance of developing partnerships with the learning community. Includes 15 hours of field experience. Prerequisite: Admission to the Teacher Education Program. Three lecture hours a week. Credit: Three hours.

EDUC 5123. Learning Theory, Development, and Research. Analysis of research studies and theories of the learning process and factors that impact and create learning; instructional strategies to support the cognitive, social, physical, and emotional development of learners; effective teacher instructional design. Includes 15 hours field experience. Prerequisite or Co-requisite: EDUC 5113. Three lecture hours a week. Credit: Three hours.

EDUC 5133. Assessment and Instructional Design and Delivery for Diverse Learners. Design and implementation of instruction appropriate for diverse student populations that reflects an understanding of relevant content and is based on continuous and appropriate assessment; responsive instruction that makes use of effective communication techniques, instructional strategies that actively engage students in the learning process, and timely, high-quality feedback. Includes 15 hours of field experience. Prerequisites: EDUC 5113 and EDUC 5123 with a grade of "B" or higher. Three lecture hours a week. Credit: Three hours.

EDUC 5143. Effective Design and Management of the Classroom Environment (EC-12). Design and management of a positive, productive classroom environment; physical and emotional environment; effective learner-centered strategies used for managing student behavior. Social, legal, and ethical issues regarding the use of technology and learning environment. Fieldwork required. Includes 15 hours of field experience. Prerequisites: EDUC 5113 and EDUC 5123 with a grade of B or higher. Three lecture hours a week. Credit: Three hours.

EDUC 5173. Diversity in the Classroom. Study of theoretical issues and practices that impact the education of students from diverse backgrounds or with diverse educational needs: linguistics, culture, economics. Students seeking initial teacher certification are required to complete 15 hours of early field experience. Three lecture hours a week. Credit: Three hours.

EDUC 5256. Capstone in Educational Studies. Mentored culminating research experience on a selected topic in education. Individualized project development utilizing findings from the research and application of those findings in an educational context. Prerequisite: Permission of instructor. Credit: Six hours.

EDUC 5343. Models and Theories of Learning and Teaching. Theoretical background of learning and teaching linked to field-based experiences to expand the knowledge base and expertise of certified teachers. Three lecture hours a week. Credit: Three hours.

EDUC 5353. Adult Models of Learning and Teaching. Exploration of adult development to promote an expanded understanding of issues and practices in adult education. Focus on three core areas of concern in adult education: roots of andragogy, advances in adult learning, and practice in adult learning. Meets needs of professionals teaching or training adults in multiple contexts. Three lecture hours a week. Credit: Three hours.

EDUC 5423. Curriculum Studies. Contemporary and controversial issues in the field of curriculum including the study of the history of the field, multiple definitions of curriculum, paradigms, philosophies, and future prospects in the field. Three lecture hours a week. Credit: Three hours.

EDUC 5453. English As a Second Language: Methods. A comprehensive examination of current principles, practices, and methods of teaching English as a second language (ESL). Teaching content areas via ESL methods. Three lecture hours a week. Credit: Three hours.

EDUC 5463. Assessment in the Classroom. Review of formal, informal, and alternative assessment; evaluation theory and strategies. Application of theory to classroom setting and development of curriculum-based approaches to assess student progress. Three lecture hours a week. Credit: Three hours.

EDUC 5563. Foundations of Higher Education. History and foundations of higher education, the organization of higher education institutions, and legal issues in higher education. Three lecture hours a week. Credit: Three hours.

EDUC 5573. Social, Academic, and Demographic Characteristics of University Students. Examination of undergraduate and graduate students' characteristics. Initiatives and outcomes related to student recruitment and retention. Three lecture hours a week. Credit: Three hours.

EDUC 5583. Higher Education: Research to Practice. In-depth exploration of topical issues in higher education culminating in a supervised project applying theory to practice and focused on an aspect of interest in higher education. Three lecture hours a week. Credit: Three hours.

EDUC 5653. Second Language Acquisition: Theories and Practices for ESL Teachers. Mental processes involved in second-language acquisition and their pedagogical implications. Fundamentals of psycholinguistics and cross-cultural communication. Three lecture hours a week. Credit: Three hours.

EDUC 5903. Special Topics. Three lecture hours a week. Credit: Three hours.

EDUC 5913. Independent Study. Credit: Three hours.

EDUC 5923. Professional Practicum. Credit: Three hours.

EDUC 5926. Professional Practicum. Credit: Six hours.

EDUC 5936. Professional Internship. Credit: Six hours.

EDUC 5943. Professional Internship. 490 internship hours. Prerequisite: Passing all TExES exams, 2.75 GPA or higher, and completion of all other coursework on the M.A.T. degree plan. Credit: Three hours.

ELDR 5123. Educational Foundations and Administrative Implications: AEL. Advancing Educational Leadership (AEL) systems. Historical, philosophical, and global influences on education systems. Leadership systems which build positive campus culture, use data and assessment to plan and deliver educational programs, lead instructional delivery, and increase student learning in today's diverse schools and related educational settings. Work of prominent leadership scholars to build reflective practices supporting these areas. Three lecture hours a week. Credit: Three hours.

ELDR 5203. Research in Education. Practice of skills for prospectus development, types of research, methods, techniques, and procedures of educational empirical research; research design, research writing, analyzing research reports, development of research skills for reading professional journals. Three lecture hours a week. Credit: Three hours.

ELDR 5223. Professional Development and Supervision in Education. The scope of professional development and supervision in instructional improvement and school renewal. Includes 10 hours of field experience. Three lecture hours a week. Credit: Three hours.

ELDR 5243. Leadership and Communication: Crucial Conversations. Crucial Conversations framework and supporting skills needed to develop or improve communication skills in the professional workplace. Focus on developing spontaneous speaking skills for the professional workplace. Three lecture hours a week. Credit: Three hours.

ELDR 5323. Administrative Processes in Schools. Business management processes including planning and administrative functions, site-based management, budget, facilities, technology, insurance, purchasing, human resources for certified and non-certified personnel, relationship of business management functions to teaching and learning environment. Three lecture hours a week. Credit: Three hours.

ELDR 5333. Curriculum Development, Assessment, and Evaluation. Major issues, problems, and trends in education; the role of educational leadership in curriculum, program development, assessment, and evaluation. Three lecture hours a week. Credit: Three hours.

ELDR 5353. Leadership and Special Programs. An overview of special programs, also known as federal programs. Focus on educational and legal issues facing educators concerning special programs. Special programs provide diverse curriculum offerings to a diverse student population. Three lecture hours a week. Credit: Three hours.

ELDR 5893. Internship: Superintendent. Practical experience in the position of school district superintendent under the guidance and supervision of an active superintendent. Application of concepts and competencies in realistic situations. Minimum of eight practicum hours a week. Credit: Three hours.

ELDR 5903. Special Topics. Variable content. Credit: Three hours.

ELDR 5911. Independent Study. Individual study of specific problems. Prerequisite: Permission of instructor. Credit: One hour.

ELDR 5913. Independent Study. Individual study of specific problems. Prerequisite: Permission of instructor. Credit: Three hours.

ELDR 6013. Leading with Diversity, Equity, and Inclusion. Purposeful leadership to ensure that all persons within an organization understand and employ principles and skills that enhance diversity, equity, and inclusion. Three lecture hours a week. Credit: Three hours.

ELDR 6113. Education Law. Introduction to education law; legal aspects of school administration, including legal rights and responsibilities of educational personnel and student personnel, law, and the curriculum. Three lecture hours a week. Credit: Three hours.

ELDR 6233. The Superintendency and School District Leadership. The superintendency and school district leadership in the social, economic, and political contexts that affect schooling and frameworks for identifying and analyzing problems of practice and courses of action. Three lecture hours a week. Credit: Three hours.

ELDR 6303. Administration of Teacher and Student Personnel. Analysis of the problems, characteristics, and potentialities of elementary and secondary school students, teachers, and other personnel; policies, schedules, strategies, and procedures to help students and teachers to enhance effective learning. Three lecture hours a week. Credit: Three hours.

ELDR 6333. Seminar in Education and Communities. Collaborative leadership skills in relation to educational entities and their local communities, the integration of campus and community culture, creation of learning communities for all stakeholders, and professional ethics governing these interactions. Three seminar hours a week. Credit: Three hours.

ELDR 6403. Seminar in School Administration. A thorough review of all aspects of school administration, including contemporary issues which affect schools. Three seminar hours a week. Credit: Three hours.

ELDR 6433. Seminar in Leadership Theory. Modern theories of leadership, management, and leadership development. Applied overview of the key concepts and principles of leadership and leadership development as related to educational and community-based roles. Three seminar hours a week. Credit: Three hours.

ELDR 6443. Student Affairs in Higher Education. Overview of the profession of student affairs. Issues, challenges, and trends facing student affairs in higher education institutions. Key concepts and internal and external factors affecting student affairs in areas including enrollment management, diversity, safety, advising and counseling, placement testing, residential life, health services, and student activities. Three lecture hours a week. Credit: Three hours.

ELDR 6453. Diversity, Equity, and Inclusion in Higher Education. Current issues related to diversity, equity, and inclusion in higher education and examination of these concepts from different theoretical perspectives. Student populations, affirmative action, and transformational leadership as related to diversity, equity, and inclusion. Three lecture hours a week. Credit: Three hours.

ELDR 6463. Resource Management in Higher Education. Resources, practices, and procedures of finance and economics in post-secondary education. Current educational finance issues affecting educational institutions. Three lecture hours a week. Credit: Three hours.

ELDR 6473. Organization and Administration in Higher Education. Organizational and administrative theory related to colleges and universities including major administrative units and roles. Three lecture hours a week. Credit: Three hours.

ELDR 6483. Community Colleges: Issues and Trends. Analysis of groups which mold and shape the two-year college as an institution. Three major adaptive responses of the college as an organization: administration, curriculum and instruction, and student personnel services. Fundamental issues facing the two-year college as it seeks to adapt to the social, educational, and economic needs of society. Three lecture hours a week. Credit: Three hours.

ELDR 6503. School Finance. The principles and concepts of public school finance at the local, state, and federal levels, and district level support services. Three lecture hours a week. Credit: Three hours.

ELDR 6513. Professional Principal Preparation. Action steps for Crucial Conversations (TM), action research, and preparation for internship and Texas Teacher Evaluation and Support System certification. Includes 10 hours of field experience. Three seminar hours a week. Credit: Three hours.

ELDR 6603. Politics, Policy, and Ethics. Concepts, theories, and perspectives in educational policy, politics, and ethics and implications for equity, power, and policymaking. Three lecture hours a week. Credit: Three hours.

ELDR 6611. Internship for the Principal. Application of research and understanding of the decision making processes to an ongoing elementary, middle, junior, or senior high school; supervised experiences in practical administration of a school; application of concepts and competencies learned in previous courses. 30-50 total field practicum hours. Credit: One hour.

ELDR 6612. Internship for the Principal. Application of research and understanding of the decision making processes to an ongoing elementary, middle, junior, or senior high school; supervised experiences in practical administration of a school; application of concepts and competencies learned in previous courses. Minimum of 130 total field practicum hours. Credit: Two hours.

ELDR 6613. Internship for the Principal. Application of research and understanding of the decision making processes to an ongoing elementary, middle, junior, or senior high school; supervised experiences in practical administration of a school; application of concepts and competencies learned in previous courses. Includes 160 total field practicum hours. Credit: Three hours.

ELDR 6663. Internship in School Administration. Practical experience in a variety of school administration positions under the guidance and supervision of active central office administrators. Application of concepts and competencies in realistic situations. Eight practicum hours a week. Credit: Three hours.

ELDR 6903. Special Topics. Organized study of topic in Educational Leadership. May be repeated for credit when specific topic varies. Three lecture hours a week. Credit: Three hours.

ELDR 6911. Independent Study. Individual research relating to a problem of professional interest and significance. May be repeated. Credit: One hour.

ELDR 6913. Independent Study. Individual research relating to a problem of professional interest and significance. May be repeated. Credit: Three hours.

ELDR 6983. Dissertation. May be repeated for credit. Credit: Three hours.

ELDR 6993. Dissertation. May be repeated for credit. Prerequisite: ELDR 6983. Credit: Three hours.