Education

           

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The Mission of the Department of Education, within a community of faith and learning, is to nurture the intellectual development of our students. The Department of Education faculty strives to develop intellectually competent and confident graduates who are compassionate, contributing, and ethical professional men and women who are qualified and caring instruction leaders for the students of their communities and schools. To accomplish this mission the education faculty works in partnership with the entire university community, building on the strong liberal arts general education for which Texas Lutheran University is acclaimed.

The primary goal of the teacher education program is to prepare the students to receive a baccalaureate degree and, upon successful completion of the Texas Examinations of Educator Standards (TExES) and recommendation by the university, a teaching certificate issued by the State Board for Educator Certification. A complete listing of the steps for certification is included later.

The state now certifies teachers at the following levels: Early Childhood (EC)-4, Grades 4-8, Grades 8-12, and all-levels. New certification tests (TExES) have been developed for administration at the end of the certification program.

Students seeking teacher certification in Texas need to meet with their advisors on a regular basis as certification information is changing frequently and new programs are added to those currently approved. Any changes made by the SBEC, or by Texas Lutheran University in interpreting the rulings on education certification programs in Texas may result in changes in existing certification plans, degree plans, or deficiency plans.

Our mission is shared by many departments in the university, for students
master content in subject areas as well as content in the department of education.
Students take courses in the education department to meet three major goals:
1. Content knowledge which includes curriculum, pedagogy, and contemporary educational issues.
2. Performance objectives, which require students to demonstrate effective instructional planning, delivery, and assessment skills for diverse learners.
3. Professional identity as evidenced by students’ professional growth in several areas, including self-confidence, sensitivity to learners’ needs and awareness of classroom effectiveness and areas for growth.

The sequence of professional development courses and support courses promotes these goals through classes designed to develop teacher candidates’ skills and commitment to the education of children in an ever-changing, multicultural society. The education department’s course curriculum challenges students to make connections among content, theory and practice as they construct a knowledge base, become confident of their individual teaching styles through field-based experiences, and explore contemporary educational principles and practices. Many courses provide students the opportunity to apply theory in classroom practice. Extensive field experiences are required before student teaching.

Students in the early childhood and elementary education programs pursue a bachelor of arts degree with a major in multidisciplinary studies.

Students who seek certification for teaching at the secondary level pursue a bachelor of arts degree in their major area of study. All-level (elementary and secondary) certification is available in music and kinesiology.

The following section describes the teacher education program including required courses, procedures and conditions for admission to the program as well as to student teaching. Details of the admissions and retention policies are found in the Teacher Education Admission Criteria Handbook.
 
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BILINGUAL EDUCATION

BE 331. Bilingual Education Programs in US Schools (3:3:X)
A survey course concerning the EC-12 U.S. schools and bilingual education. Concepts including social and philosophical foundations of education; the history and structure of US schools and school finance; school law; historical background and models of bilingual education; procedures for identification, assessment, and instructional placement of English language learners. A term-long research project and field experience in a bilingual classroom are required. Prerequisite: ED 332 or consent of instructor.

BE 332. Foundations of Bilingualism (3:3:X)
An introduction to the application of the following concepts to instructional decisions: convergent research related to bilingual education; various bilingual education models; benefits of bilingualism and biculturalism; theories/models of language acquisition; awareness of how bilingual education and bilingualism are perceived throughout the world; the importance of creating an additive educational program that reinforces a bicultural identity. The Texas Essential Knowledge and Skills (TEKS) in reading/language arts in grade EC-4 in L1 and L2. Field experience in a bilingual classroom is required.

BE 333. ESL Strategies (3:3:X)
An introduction to the applications of basic linguistic concepts and stages of language development to support students’ language development in L1 and L2. Concepts addressed include interrelatedness of first and second language acquisition; developmentally appropriate methodologies and strategies for teaching ESL; knowledge of literacy transfer from L1 and L2; promoting biliteracy; integrating language arts skills in L1 and L2 into all content areas. Field experience in a bilingual classroom is required.

BE 370. Literature for the Classroom (3:3:0)
A study of print and electronic materials for home, school and library use. Studies will read 50 books in Spanish and 50 in English.

BE 376. Literacy Assessment (3:3:X)
A study of formal and informal strategies for identifying literacy strengths and weaknesses in EC-8th grade students. Students will conduct Spanish and English assessments. Field experience required. Prerequisites: BE 370 and RED 332.
 
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EDUCATION

ED 332. Learning Processes and Evaluation (3:3:X)
A study of the fundamentals of cognitive psychology which apply to the learning process including: various taxonomies of learning; relationships among cognitive, physical and affective development in the discovery process; nature and range of exceptionalities; intelligence, creativity and attitudes about learning. This project based, applied learning course considers instructional leadership as well as functions, materials and methods of assessment. A 12- to 15- hour field experience is required. Prerequisite: acceptance into teacher education program or consent of instructor. This course may not be transferred in from another institution.

ED 333A. General Science Concepts for the Child (3:2:3)
Introduces science content, science education theory and research, and pedagogical strategies for the EC-4 science classroom. Addresses the areas of logical thinking (scientific reasoning) as they relate to various areas of science content and the development sequences which occur within areas of logical thinking (scientific reasoning). Students are actively engaged with diagnostic instruments for assessing children’s thinking about science and a wide variety of hands-on science activities from the fields of biology, physics, chemistry, geology and engineering. Lab required and technological support included. Prerequisites: ED 332, 334A, MATH 133 or above (except Math 172); six hours of natural science coursework.

ED 333B. Science Concepts for Middle Level Learners (3:2:3)
Introduces science content, science education theory and research, and pedagogical strategies for the 4-8 classroom setting. Students are actively engaged with a wide variety of hands-on lab experiences. Lab required and technological support is included. Prerequisites: ED 332, 334A, MATH 133 or higher (except MATH 172), six hours of natural science coursework.

ED 334A. U.S. Schools (3:3:X)
A survey course concerning the K-12 U.S. school system, including social and philosophical foundations of education; history, structure, and school finance; the principles, objectives and development of curriculum and instruction; educational technology; social issues and K-12 students; school law and alternative schools. A termlong research project and field experience is required. Prerequisite: ED 332 or concurrent enrollment in ED 332.

ED 371. Introduction to Early Childhood Education (3:3:X)
Studies developmentally appropriate practices for child-centered programs for 0-8 years. Included are the development and evaluation of integrated curriculum; social development and the purpose of play; the development of divergent and convergent thinking; and diagnosis and management of child behavior and needs. Field experiences focus on developmentally appropriate learning experience and management of student behavior. Prerequisite: PSY 236 and ED 332 or concurrent enrollment in ED 332.

ED 372. Issues in Early Childhood Education (3:3:X)
Studies current issues in early childhood education, along with the research studies that support current professional practice. Included are assessment of children and evaluation of programs, family involvement, children with special needs, and issues of diversity. Field experiences will focus on children with special needs and children in settings with diverse populations. Prerequisite: ED 371.

READING EDUCATION

RED 332. Foundations of Literacy (3:3:X)
An introduction to the development and acquisition of literacy, including language acquisition, theories and models of reading and the writing phonological and phonemic awareness and approaches to language arts instruction for EC-Grade 4 students. Prerequisite: RED 370 or consent of instructor.

RED 336. Teaching Reading in the Content Areas (3:3:X)
A study of effective instructional strategies designed to meet the needs of students reading expository text material in content areas. Particular attention is given to the teaching of vocabulary, comprehension, and study skills. Field experience required. Corequisite: Taken concurrently with student teaching block.

RED 370. Literature for the Classroom (3:3:0)
A study of print and electronic materials for home, school and library use. Admission to teacher education not required.

RED 375. Reading and Writing Across the Curriculum (3:3:X)
A study of effective instructional strategies for integrating reading and writing tasks in the EC-4 classroom. Field experience required. Co-requisite: Taken concurrently with student teaching block.

RED 376. Literacy Assessment (3:3:X)
A study of formal and informal strategies for identifying literacy strengths and weaknesses in EC-8th grade students. Field experience required. Prerequisite: RED 370 RED 332.
 
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