Implementation Date: 2011
Note: Deletions are strikethroughs. Insertions are underlined.
Summary
The Reading and Elementary Education Department is proposing a revision of its current Reading Education Master’s Degree Program:
· Reduce required hours from 39 to 33 hours.
· Eliminate RSCH 7111: Qualitative Research Methods in Education
· Eliminate READ A, B, and C: Seminar in Professional Development
· Eliminate Elective Course Offerings
· Add READ 6204: Teaching Reading to English Language Learners
· Add READ 6265: Multiliteracies in a Global World: Reading and Writing Texts in New Times
· Change the names of phases of the program and regroup courses under the phases
Catalog Copy
Master of Education in Reading Education
Designed for experienced teachers, the M.Ed. Program in Reading Education qualifies graduates for the Masters/Advanced Competencies “M” license in K-12 reading education. Relevant to all areas of the K-12 curriculum, this program is designed for classroom teachers and aspiring literacy specialists who are interested in improving instructional programs and practices that promote literacy among all learners.
Program Objectives
Based on professional standards published by the International Reading Association and the N. C. State Board of Education, the program prepares graduates who: 1) understand the theoretical and evidence-based foundations of to assume the role of a reading and writing processes and instruction ; 2) use instructional approaches, materials and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing; 3) use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction ; 4) create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences and diversity in our society and 5) demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility by serving as a who: (1) provides specialized K-12 literacy instruction and assessment in cooperation with other professionals to students in schools, reading resource centers, or clinics, (2) works cooperatively and collaboratively with other professionals in planning classroom and school wide programs to educatemeet the needs of a diverse population of learners, (3) serves as a resource in the area of literacy education for teachers, administrators, and the community., and (4) provides leadership in literacy instruction through mentoring and staff development.
Additional Admission Requirements
In addition to the general requirements for admission to the Graduate School, applicants must hold an A level license in any teaching field from the North Carolina Department of Public Instruction (or its equivalent from another state).
Degree Requirements
NOTE: The following plan of study is pending approval for implementation for the fall semester 2011.
The M.Ed. Program in Reading, Language, and Literacy Education requires a total of 3339 hours of courses to be taken in fourthree sequenced phases: I. Foundations of ReadingDeveloping Plans and Technology (12 hrs.); II. Perspectives (10 hours), Expanding Content and Pedagogical Knowledge (9 hrs.); III. Developmentally Appropriate Assessment and 10 hours), Influencing Literacy Instruction (9 hrs.); IV Reflective Leadership (3 hrs). 7 hours), plus 6 hours of electives.
Phase I: Foundations of Reading and Technology (12Developing Plans and Perspectives (16 hours)
READ 6100 Current Issues and Practices in Literacy (3)
READ 6252 K-12 Writing Development & Instruction (3)
READ 6265 Multiliteracies in a Global World: Reading and Writing Texts in New Times (3)
READ 6691A Seminar in Professional Development (1)
RSCH 6101 Introduction to Educational Research (3)
RSCH 7111 Qualitative Research Methods in Education (3) or alternate graduate level research course approved by advisor (May delay until Phase II)
ENGL XXXX Any advisor-approved graduate course in juvenile literature (May delay until Phase II)
Phase II: Expanding Content and Pedagogical Knowledge (910 hours)
EDUC 6254 Individualizing Instruction for Diverse Learners (3)
READ 6250 Emergent and Elementary Literacy (3)
READ 6255 Middle/Secondary Reading and Writing (3)
ENGL XXXX Any advisor-approved graduate course in juvenile literature
READ 6691B Seminar in Professional Development (1)
Phase III: Developmentally Appropriate Assessment andInfluencing Literacy Instruction (97 hours)
EDUC 6254 Individualizing Instruction for Diverse Learners (3)
READ 6260 Diagnostic Assessment and Instruction in Reading (3)
READ 6204 Teaching Reading to English Language Learners (3)
Phase IV: Reflective Leadership (3 hours)
READ 6474 Collaborative Leadership in Literacy Education (3)
READ 6691C Seminar in Professional Development (1)
Elective Courses (6 hours)
Courses may be selected from the following categories and must be approved by the student’s advisor: Pedagogy, Research, Diversity, Resources, and Leadership.
Capstone Experience
Candidates demonstrate leadership to teachers, administrators and the community by making a presentation to attendees of the leading reading organization in the state, the North Carolina Council of the International Reading Association. They become the voice, the leaders, the experts who are sharing their knowledge of research and best practices with the professional community. Preparation for this begins in the first course of the program and continues throughout all of the courses as students develop a proposal, assess the needs of teachers and students and then work collaboratively to plan their mode of dissemination.
Students have the choice of a Master’s Research Project or a Master’s Comprehensive Portfolio. The final document will be presented to graduate students and faculty during READ 6691 C: Seminar in Professional Development. A committee of graduate faculty using the department’s scoring rubric will evaluate both the presentation and the document.
Assistantships
The Department typically has a limited number of Graduate Assistantships, pending resources. Applications are available from the Department of Reading and Elementary Education.
Courses in Reading Education
READ 6000. Topics in Reading, Language, and Literacy. (1-6) Cross-listed as EDCI 8040. May include classroom and/or clinic experiences in the content areasarea. With department approval, may be repeated for credit for different topics. (Fall, Spring, Summer)
READ 6100. Current Issues and Practices in Literacy Education. (3) Cross-listed as EDCI 8140. Theories, research, and instructional methods associated with reading and language arts, preschool through high school; questions of effectiveness related to instructional approaches and materials; related topics such as multicultural literacy, the role of phonics, and assessment. (Fall) (Evenings)
READ 6204. Teaching Reading to English Language Learners (3) Research, theory, and instructional practices related to the reading process and reading instruction for English Language Learners in K-12 classrooms; relationship between language development and reading; examination of instructional materials including literature, basal readers, and information texts; field-based application of course content. (Spring) (Evenings)
READ 6250. Emergent and Elementary Literacy. (3) Cross-listed as EDCI 8250. Prerequisite: Completion of Phase I. Critical reading and use of the literature in literacy education, examination of literacy content taught in the K-6 curriculum with an emphasis on pre-K and beginning reading instruction research, theory and practice, multiple models and approaches for teaching and assessing learning in literacy development, required action research project. (Fall) (Evenings)
READ 6252. K-12 Writing Development and Instruction. (3) Cross-listed as EDCI 8252. Theories, research, and critical issues related to students’ writing development and effective writing instruction. Field experience required. (Spring, Summer) (Evenings)
READ 6255. Middle/Secondary Reading and Writing. (3) Cross-listed as EDCI 8255. Prerequisite: Completion of Phase I. Theories, research, and instructional methods associated with reading and writing in the content areas, with a special emphasis on grades 6-12. Field experience and action research project are required. (Spring) (Evenings)
READ 6260. Diagnostic Assessment and Instruction in Reading. (3) Cross-listed as EDCI 8256. Prerequisite: Completion of Phases I andPhase II. Examination, uses, and critique of theories and research about literacy processes and problems; diagnosis and correction of reading disabilities; instructional strategies and action research designed to improve reading proficiency. (Fall) (Evenings)
READ 6265. Multiliteracies in a Global World: Reading & Writing Texts in New Times (3) This course immerses students in both the theory and practice of multiliteracies and considers how globalization has created a more complex environment for teachers and students. The focus goes beyond traditional print-based literacy to multiple forms of knowing, including print, images, video, combinations of forms in digital contexts, which are represented in inter-related and complex ways. (Fall) (Evenings)(Summer)
READ 6474. Collaborative Leadership in Literacy Education. (3) Cross-listed as EDCI 8254. Prerequisites: Completion of Phases I,Phase II, III and READ 6260 course. Investigates models and strategies for assuming the leadership responsibilities of a literacy specialist, including mentoring, staff development, school-wide literacy program development and assessment, supporting the action research of teachers, and developing partnerships with parents and community volunteers. (Spring) (Evenings)
READ 6691A/B/C. Seminar in Professional Development. (3) Prerequisites: None for READ 6691A; completion of Phase I for READ 6691B; completion of READ 6260 for READ 6691C. Seminar focused on the self-direction and professional development of literacy specialists, with an increasing emphasis on becoming instructional leaders, as students plan to meet their own learning needs in instructional expertise; expand their awareness of the role of the literacy specialist; design, develop, and present their basic program portfolio and their Master’s Research Project or Comprehensive Portfolio. (Taken for one credit in Phase I [READ 6691A]; one in Phase II (READ 6691B) and one in Phase III [READ 6691C] for a total of three credits.) (Fall, Spring) (Evenings)
READ 6800. Individual Study in Reading, Language, and Literacy. (1-6) Cross-listed as EDCI 8840. Prerequisite: Permission of the student’s advisor. Independent study under the supervision of an appropriate faculty member. May be repeated for credit. (Fall, Spring, Summer)
Advanced Graduate ONLY
READ 7999. Master’s Degree Graduate Residency Credit. (1) Meets Graduate School requirement for continuous enrollment during completion of a capstone project or comprehensive exam. (Fall, Spring, Summer)