M.Ed. Graduate Course Descriptions

LTRC 551: Literacy in Family and Community Arenas (2 cr)

In this course we will review recent research and theory on the development of oral and written language from birth to grade 3. We will consider language contexts both within and outside of the home, exploring the effects of social and cultural influences on language acquisition and beginning literacy, and considering what recent research findings tell us about various critical factors that influence and contribute to young children's growth and progress in literacy learning across the preschool and primary years including difficulties that may be confronted in acquiring literacy skills. We will also focus on research-based strategies, principles, and practices for providing young children with a strong foundation to support emergent literacy skills within a developmentally appropriate curriculum and communicating about children's development with families.

LTRC 552: Critical Literacy and Content Learning (2 cr)

This course pursues a critical investigation of trends and issues in teaching reading and writing in K–6 classrooms, with an emphasis on participants making inquiries into theories of literacy development and literacy instruction as they work with children. As we explore particular issues that impact the development and extension of literacy across the content areas in first through sixth grade, we will consider the ways in which particular teaching philosophies and strategies impact diverse groups of students. While examining the social construction of literacy, we will explore ways in which theories of literacy learning, instructional strategies, and assessment practices carry the potential to promote justice and/or disenfranchise particular family and cultural literate practices. Attention will be paid to the ways in which linking assessment and instruction enables students to become critical readers, writers, and thinkers. Topics include theories of reading process (including consideration of debates over phonemic awareness and phonics instruction), the relationship between school and out-of-school literacy practices, multiple modes of meaning making, the development of critical thinking and comprehension strategies, creating a literate environment that engages all learners, establishing developmentally appropriate and authentic forms of assessment and evaluation as part of ongoing instruction; the role of research in learning, individualizing and differentiating instruction, the integration of literacy instruction across content areas, and new literacies. (15 hours of Clinical Practicum with one or two children.)

LTRC 553: Teaching Writers and Writing in the Elementary School (2 cr)

In this course we will explore research in writing and the teaching of writing in order to gain an understanding of pertinent theories and practices of teaching writing, including an investigation of the social and cultural issues surrounding writing. Topics will include an exploration of the stages of writing development; theories and philosophies of writing; major instructional strategies for teaching writing; issues of audience and purpose; genre and style; spelling; handwriting and keyboarding; grammar; organizing the writing classroom; and the assessment of writing. We will also emphasize the need for teachers to become authors within the educational community, and encourage students to write for publication. Students will share and reflect on their own writing in small groups. (15 hours of Practicum within a 1 – 6 grade classroom: Developing craft lessons and working students through process writing.)

LTRC/ SPED 554: Literacy for Diverse Learners (2 cr)

This course presents theoretical and practical information for supporting the literacy development of diverse learners. We will conduct an overview of individual variations in literacy learning based on cognitive, social and cultural variables, and appropriate strategies for assessment and instruction. Students will: 1) increase their competence in understanding and use of language and literacy assessment tools; 2) further develop their ability to critically look at assessments and children for strengths and weaknesses; 3) refine their use of assessment in planning classroom, small group, and individual activities and assignments; 4) enhance their understanding of the purpose and power of observation and reflection on each child as an individual, as well as a vital part of the classroom. Students will have the opportunity to take this knowledge and deepen their understanding as they tutor and complete an in-depth case study on an exceptional learner. (20 hours of After-School Practicum with one or two exceptional learners.)

LTRC 555: Organization and Supervision of Literacy Programs (2 credits)

Increasingly literacy specialists are assuming a new role: coaching teachers to improve their teaching practices. In addition, many literacy specialists are expected to plan and present appropriate staff development activities. This course will focus upon preparing the literacy specialist to assume this new role with the underlying purpose of improving literacy learning for all learners. We will consider various possibilities for collaboration with children, parents, and other educators in planning and implementing literacy curricula that are responsive to student needs, and examine organizational and administrative issues at various levels (e.g. societal and federal, district/school, and classroom). (15 hours of service to children and teachers in a K - 6 school setting in collaboration with a Literacy Specialist.)

LTRC 556: Critical Pedagogy: Literacy and Justice (2 cr)

In this course we will explore key issues and trends currently seen in the field of literacy education, examining the rationale for choosing specific delivery programs, the impact of governmental mandates, historical issues, and the relationships between theory and practice. We will also focus on the study of divergent and often controversial viewpoints surrounding policy decisions. Students will gain a broader understanding of the issues surrounding the selection and implementation of literacy programs in our schools as we consider complex questions such as the following: How might literacy research help make classrooms more inclusive and just? How might a broader knowledge of literacy research and expanding knowledge of research methods and epistemology help teachers to think about schooled and unschooled literacy, about students and the texts that they read and write, and ultimately help students and teachers to write and rewrite their worlds? This course is designed to help students in their expansion of knowledge of seminal studies in the area literacy research, both qualitative and quantitative, and to help them to interpret and evaluate research as critical and knowledgeable readers. The course will also require students to design and implement a classroom-based action research project.

LTRC 561: Multicultural and International Children's Literature (2 cr)

In this is literature course we will listen to some of the diverse voices often excluded in the literature curriculum in U.S. schools, including both multicultural literature (i.e. literature written by African American, Asian Americans, Latino/a, Native Americans), and international literature (i.e. literature written about and for children in parts of the world other than North America) in a variety of genres of literature written for readers in elementary and middle schools. As we respond aesthetically to literary works and share those responses in writing and discussion, we will also examine the ways that individuals and groups make sense of these texts. The course is grounded in cultural, constructivist approaches to literature and will also focus on the ways that authors construct texts out of their own sets of experiences in cultural contexts. Elementary classroom activities that develop and enhance critical thinking and writing will be demonstrated.

LTRC 562: Literacy, Media and Culture (2 cr)

In this course we will develop an informed and critical understanding of new communication media, including ways to read and write electronic texts, and we will explore implications of these technologies and their uses in schools, communities, and workplaces. We will focus on practices involving cutting-edge technologies that hold promise for the teaching of writing, language, and literature. We will also consider current practices of reading instruction in light of theory and research on literacy as a social, cultural and political practice.

LTRC 563: Literary Theory in the Elementary Classroom (2 cr)

The course provides an intensive study of contemporary literary theories in order to develop an understanding of critical questions and approaches to literature for children and youth.

LTRC 564: Literacy Development for English Language Learners (2 cr)

This course provides students with an overview of current research into the intersection between literacy development and second language acquisition with particular attention to English Language Learners in US school settings. Beginning with a discussion of the relationship between first and second language development in early childhood, the course will include attention to the learning characteristics and experiences of English language learners throughout the elementary and secondary school levels. A range of program models (ESL and bilingual) and models of instruction will be considered as well as issues in curriculum development and assessment.

LTRC/EDUC 575 Language & Culture in School & Society (2 cr)

This course will engage students in reflection on the complex interrelationships among families, communities, cultures, and institutions such as the school. Particular attention will be given to the role of language and culture in school, home, and neighborhood. Macro issues of language and language education policies and debates at the state and federal levels will also be considered, with their implications for language maintenance and diversity.

EDUC 501 Foundations of Inquiry: Learning in Context (2 cr)

Introduction to aspects of the program (seminars by faculty from different areas) and to empirical methods of inquiry. Course will feature close analysis of important research articles in literacy and will provide a structured overview of educational research methods. Students will review empirical articles and write an initial synthesis of research findings. Attention to bibliographic/online research.

EDUC 503 Designing Classroom Inquiry (2 cr)

Based on study of research design and data analysis issues, students develop a proposal for their own research project. Instrument design and field methods in literacy-related research are considered. Action research models with clear implications for instructional imrovement are emphasized.

EDUC 504 Learning from Qualitative Data (2 cr)

Seminar supports students in the collection and analysis of qualitative data for their research project.

EDUC 505 Learning from Quantitative Data (2 cr)

Seminar supports students in the collection and analysis of quantitative data for their research project.

EDUC 506 Research Seminar: Presentation and Publication (2 cr)

Seminar for students completing their research projects (thesis project); thesis or project presentation, defense, and celebration.

EDUC 571 Learning Theories and Research (2 cr)

This course will build on students' existing knowledge of learning theories and will introduce them to a wide range of contemporary theories of learning as well as to the research base supporting various theories. Attention will be given to the applications of learning theories in a variety of areas of experience, including schools.

EDUC 572 Models of Community Engagement (2 cr)

The theoretical bases and practical models of connecting schools to communities will be examined with a focus on issues of civic engagement and research on service learning models. Students will develop and implement an action research project that engages K-12 students in a service learning or other civic engagement process or project.

EDUC 574 Curriculum Theory (2 cr)

Since the early 20th century, the field of curriculum studies has provided a range of perspectives on the perennial question: "What knowledge is of most worth?" In this course, students will investigate various theoretical perspectives on curriculum including technical, critical, transformative, integrative, and post-modern.