M.Ed. Language, Literacy, and Culture Course Descriptions
EDLL 600 - Advanced Reading Theory: Philosophical, Historical, and Sociological Foundations of Reading (3). This course emphasizes theoretical frameworks for reading including psycholinguistics, sociolinguistics, constructivism, and progressive education as well as historical foundations of reading instruction in the United States. The course provides an understanding of the reading process and evaluation of past and current approaches to teaching reading in elementary and middle school settings.
EDLL 606 -Trends and Issues Literacy Education (3). (Prereq: EDLL 600, EDLL 604 and EDLL 605, EDLL 608 or EDLL 618) This course requires the application and integration of instructional strategies and naturalistic, authentic assessment in literacy, with an emphasis on demonstrated practice in the classroom setting. Students construct a portfolio consisting of a reading application, a writing application, and an example of collaborative integrated application. Students must obtain permission from classroom students' parents for videotaping and use of student artifacts within the portfolio. These applications must demonstrate all five propositions of the NBPTS and the six IRA Standards for Reading Professionals.
EDLL 616 - Content Area Reading and Writing for Early Childhood and Elementary Teachers (3). This course provides K-6 Teachers with the strategies for teaching literacy within the framework of content area classes. The course addresses creating a literate environment in the content area classes and the basic tenets of integrating technology and disciplinary literacy across the curriculum in ways that value and support diverse learners. This course also fulfills requirements for the course, R2S Content Area Reading and Writing for Early Childhood and Elementary Teachers, and three credit hours of coursework needed to earn the R2S Teacher endorsement.
EDLL 617 - Content Area Reading and Writing for Middle and High School Teachers (3). This course explores strategies for teaching reading and writing within the framework of content-area classes in grades 5-12. N emphasis is placed on foundational knowledge of the reading and writing processes and the basic tenets of integrating technology and literacy across disciplines in ways that value and support diverse learners. This course also fulfills requirements for the course, R2S Content Area Reading and Writing for Middle and High School Teachers, and three credit hours of coursework needed to earn the R2S Teacher endorsement.
EDUC 607 - Research for Today's Schools (3). Study of the principles of education research and how research can improve instruction and assessment in PK-12 learning environments. The course focuses on identifying and defining research questions, reviewing and critiquing qualitative and quantitative education research, developing mixed-methods research designs, collecting and analyzing qualitative and quantitative data, using the results of empirical research to guide instructional decisions, and the communication of research results. Students are required to develop, implement, write up, and report on an original, field-based, education research project.
EDUC 630 - Advanced Study of Curriculum and Instruction (3). Study of principles of curriculum and instruction related to PK-12 schools; included are sources of the curriculum, methods of organization, curriculum planning and development, the teacher's roles and responsibilities, assessment, and trends and influences in curriculum and instruction practices. A clinical experience is included.
EDLL 604 - Practicum in Literacy Assessment and Evaluation (3). Emphasis on naturalistic, authentic classroom-based assessment of developmental readers and writers and the interrelationships between assessment and instruction. Supervised assessment practicum and the development of a literacy case study in a clinical experience are required.
EDLL 605 - Organization, Administration, and Supervision of the School Reading Program (3). This course is designed to assist advanced students in making appropriate decisions regarding the planning, implementation, supervision, administration, and evaluation of school reading programs. Formal standardized measures, including norm-referenced and criterion-referenced tests and the use of school wide assessment data for literacy program planning, will be addressed.
EDLL 608 - Instructional Strategies and Materials in Literacy (3). This course requires that students conduct in-depth study of current methods and materials used in literacy instruction. Emphasis is on research-supported instructional strategies that are effective for diverse learners and across various instructional settings.
EDLL 620 - Literacy Assessment and Instruction Diverse Populations (3). Naturalistic, authentic assessment strategies and the integration of instructional strategies with assessment are investigated with struggling readers and writers, PK-12. Emphasis on best practices and current research as applied to special populations of students including learning disabilities, developmental delays, second language learners, gifted and talented students, physically challenged, and social/emotional behavioral issues. Supervised instruction is required in clinical practicum.
EDLL 621- Developing Literacy Teacher-Leaders Within School Communities (3)
(Prereq: EDLL 620, Teacher certification PK-12) Course participants explore how literacy leaders
integrate essential elements of curriculum, instruction, assessment, and on-going staff development to develop research-based literacy programs. Major topics include theoretical principles and practices for staff development, mentoring/coaching, and evolving roles/responsibilities for literacy teacher-leaders.
EDLL 622 - Action Research in Literacy Coaching (3)
(Prereq: EDLL 621, Teacher certification PK-12) Course develops synergistic decision-making and interpersonal skills used by literacy teacher-leaders to explore conditions that affect student learning, curricular reform, and teacher empowerment. Course participants use action research to explore a coaching relationship with a practicing teacher.
EDLL 650 - Applied Linguistics for ESOL teachers (3)
This course prepares candidates to understand and apply knowledge about language structure and second language acquisition in planning and adapting ESOL (English to speakers of Other languages) content and standards-based teaching.
EDLL 651 - Principles and Strategies for Teaching ESOL to Elementary and Secondary Learners (3)
This course prepares candidates to understand and apply major theories and research related to cultural identities, principles and strategies for teaching ESOL (English to speakers of Other languages) in elementary and secondary schools.
Pre-requisite: EDLL 650 Applied linguistics for ESOL
EDLL 652 - Teaching Reading and Writing to Limited English Proficient (LEP) Learners(3)
This course prepares candidates to apply research and best practices in planning and implementing standards-based instruction to teaching reading and writing to LEP learners.
Practicum experiences required.
EDLL 653 - Testing and Assessment for Language Minority Students (3)
This course prepares candidates to know, understand, and apply various assessments used with language minority students. The candidates understand the role assessments have in informing classroom instruction on one hand and school identification, placement, and reclassification of language minority students, on the other.
Practicum experiences required.
EDLL 654 - ESOL Curriculum Design and Materials Development (3)
This course prepares candidates to understand and apply educational policies and current practices in the field of teaching English to speakers of Other languages (ESOL). The candidates evaluate, adapt and use materials, resources, and technologies for ESOL standards-based teaching.
EDLL 655 - Emergent Bilinguals and Special Education (3)
This course prepares candidates to understand, apply, and evaluate second language acquisition stages and distinguish them from learning disabilities. The candidates will be able to understand and plan instruction for emergent bilinguals who are in special education