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  6. The request to revise M.Ed. in Reading Education

The request to revise M.Ed. in Reading Education

Memo Date: 
Friday, April 8, 2016
To: 
College of Education
From: 
Office of Academic Affairs
Approved On: March 21, 2016
Approved by: Graduate Council
Implementation Date: Spring 2017

Note: Deletions are strikethroughs.  Insertions are underlined.

Catalog Copy

Degree Requirements

The M.Ed. Program in Reading, Language, and Literacy Education requires a total of 33 hours of courses in four phases: 

  1. Foundations of Reading and Technology (12 hours)
  2. Expanding Content and Pedagogical Knowledge (9 hours)
  3. Developmentally Appropriate Assessment and Instruction (9 hours)
  4. Reflective Leadership (3 hours)

 

Phase I:  Foundations of Reading and Technology (12 hours)

READ 6100  Current Issues and Practices in Literacy (3)

READ 6252  K-12 Writing Development and Instruction (3)

READ 6265  Multiliteracies in a Global World: Reading and Writing Texts in New Times (3)

RSCH 6101  Research Methods (3)

 

Phase II: Expanding Content and Pedagogical Knowledge (9 hours)

READ 6250  Emergent and Elementary Literacy (3)

READ 6255  Middle/Secondary Reading and Writing (3)

ENGL XXXX  (e.g., ENGL 6070 or any advisor-approved graduate course in children’s/juvenile literature)

 

Phase III:  Developmentally Appropriate Assessment and Instruction (9 hours)

EDUC 6254  Individualizing Instruction for  Diverse Learners (3)

READ 6204  Teaching Reading to English Language Learners (3)

READ 6260  Diagnostic Assessment and Instruction in Reading (3)

 

Phase IV: Reflective Leadership (3 hours)

READ 6204  Teaching Reading to English Language Learners (3)

READ 6260  Diagnostic Assessment and Instruction in Reading (3)

READ 6474  Collaborative Leadership in Literacy Education (3)

 

 

Capstone Experience

Students demonstrate leadership to other 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 Literacy Association. They become the voice, the leaders, and 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 reach READ 6474 where they develop a proposal, assess the needs of teachers and students, and then work collaboratively to plan their mode of dissemination.