MSEd Course Descriptions

LEDU 500: Foundations of Language and Literacy for Diverse Learners (3 credits- Fall)

Examines the nature of students’ diverse language and literacy learning and the assessment and instruction of English language arts in inclusive classrooms. Considers the means of developing a learning environment that nurtures the language learning of all students with emphasis on students who are from diverse cultures as well as students who have learning differences, and/or are learning English as a New Language. Teachers are expected to establish a research-focused lens as they engage in reviewing current literacy research as well as completing a case study on an exceptional learner. Fieldwork required weekly or according to a schedule established by the instructor.

LEDU 506: Early Childhood Education: Language and Literacy Development (3 credits- Summer Session 1 -even years only) 

Focuses on research-based principles and practices for language and literacy development of children birth to second grade. Emphasis is given to understanding the processes by which young children learn spoken and written language and to designing appropriate learning experiences to support the development of language and literacy in young children. According to New York State teacher certification requirements (8/2015), graduates who are granted an Initial Teaching Certificate from New York State and who complete six credits of early childhood coursework with a C or better may be able to extend their teaching certificate to include birth-grade 2 through the Individual Evaluation for Additional Classroom Teaching Certificate pathway. This course is restricted to Houghton College Inclusive Childhood Education majors who have completed junior-level course work, Inclusive Childhood Education Graduates, and matriculated students in the Houghton graduate literacy program. Any other enrollees must receive permission from the instructor. Required for B-6 and B-12 certificates.

LEDU 507: Early Childhood Education: Developmentally Responsive Instruction Across the Curriculum (3 credits Summer Session 2 -even years only)

Examines the cognitive and social development of children birth to second grade and explores a range of developmentally responsive pedagogies that help young children to grow, learn and develop through meaningful, integrated, interdisciplinary learning experiences. Intended for Education major juniors, seniors and post-grads. According to New York State teacher certification requirements (8/2015), graduates who are granted an Initial Teaching Certificate from New York State and who complete six credits of early childhood coursework with a C or better may be able to extend their teaching certificate to include birth-grade 2 through the Individual Evaluation for Additional Classroom Teaching Certificate pathway. This course is restricted to Houghton College Education majors who have completed junior-level course work in the major and graduates of Houghton’s education program. Any other enrollees must receive permission from the instructor. Required for B-6 and B-12 certificates.

LEDU 510: Multiple Literacies Across the Content Areas (3 credits- Spring)

Immerses B-12 teachers in reading, writing, listening, and speaking across the content areas using multiple literacies. Grounded in multimodality, semiotics, and new literacy theories, teachers will wrestle with purposeful uses of technology that empowers motivating and creative literacy teaching and learning across the content areas (B-12). Discusses the concept of text broadly with attention to multimodal texts, multicultural literature, and popular media. Explores planning for literacy integration across content areas for B-12 inclusive learning contexts. Attends to developmentally appropriate instructional methods, standards, assessments, and reflection.

LEDU 512: Culturally Responsive and Dialogic Pedagogy (3 credits- Fall)

Critically examines current research and theory that affords understanding and responsiveness to students’ cultural and learning differences. Considers students’ sociocultural, cognitive, and motivational influences on literacy acquisition and learning. Explores culture, discourse, narrative, and power in diverse B-12 educational contexts. Investigates the power afforded to students and teachers alike when they are positioned as meaning makers and participants in their learning. Both in-class and out-of-class activities are designed to provide students with authentic occasions to apply their theoretical learning and develop their professional learning network. Fieldwork required weekly or according to a schedule established by the instructor.

LEDU 514: Foundations of Learning Theory & Inquiry (3 credits- Spring)

Explores learning and teaching as active, social and interactive processes. Considers inclusive application of historical and current research and theory around inquiry-based learning and teaching.  Engages teachers to further develop their own questions that will facilitate their ongoing inquiry about the content and processes they teach, the methods they use, and the transactions that occur as they teach and learn from their diverse B-12 students. Both in-class and out-of-class activities are designed to provide students with authentic occasions to apply their theoretical learning and develop their professional learning network. Fieldwork required weekly or according to a schedule established by the instructor.

LEDU 516: Collaboration & Communication Across Diverse Learning Contexts (3 credits- Fall)

Reviews major theories that help explain human communication behavior and considers the applications of these theories in daily interactions in B-12 educational contexts. Explores effective practices for designing sustainable co-teaching and collaborative partnerships across the diverse learning contexts present in today’s B-12 classrooms. Immerses candidates in working together across the grade levels as well as content areas to support diverse learners through collaborative planning, differentiated instruction and assessment practices, as well as mindful classroom management. Both in-class and out-of-class activities are designed to provide students with authentic occasions to apply their theoretical learning and develop their professional learning network. Two synchronous meetings will be required for this course. Fieldwork required weekly or according to a schedule established by the instructor. Offered: Fall (15 weeks).

LEDU 518: Rural Literacies: Empowering Rural Voices (3 credits- Spring)

Extends the current understandings of rurality while examining theory, pedagogy, and practices specific to multiple rural contexts. Investigates the impact rural contexts’ diverse geography, sociocultural, and socioeconomic norms have on rural school and communities. Considers how rural educators (B-12) can work against marginalizing discourses around rural ways of living while communicating to rural students the value of their roots that are part of their identity. Explores place-based pedagogy while engaging in dialogue with the views and voices of rural schools and communities.

LEDU 520: Educational Research 1: Teachers as Researchers (3 credits- Fall)

Introduces qualitative research methods in the field of education. Examines the conceptual roots, assumptions, and methodologies of qualitative research both by itself and in relation to quantitative approaches. Locates our work in B-12 educational settings, which will provide teachers with authentic approaches to integrate research into their everyday practices. Immerses teachers as researchers in their classrooms. Semester-long research project will be the grounding assignment that parallels and applies class readings and discussions. Both in-class and out-of-class activities are designed to provide students with authentic occasions to apply their theoretical learning and develop their professional learning network. Fieldwork required weekly or according to a schedule established by the instructor. Co-requisite: LEDU 522 or 526.

LEDU 524: Educational Research 2: Cultivating & Sustaining Professional Communities of Practice (3 credits- Spring)

Prepares B-12 literacy specialists to manage the multi-faceted responsibilities they carry as coaches for teachers in their ongoing professional development as well as use data to inform their planning and implementation of school-wide appropriate faculty development activities. Examines various possibilities for collaboration with students, parents, and other educators in the organization, development, implementation and improvement of literacy curricula that are responsive to students’ diverse needs. Examines organizational and administrative issues at various levels (e.g. societal and federal, district, school, and classroom). Considers how cultivating and sustaining professional communities of practice in and across the diverse teaching contexts in the U.S. can do all of this and more. Semester-long research project will be the grounding assignment that parallels and applies class readings and discussions. Both in-class and out-of-class activities are designed to provide students with authentic occasions to apply their theoretical learning and develop their professional learning network. Fieldwork required weekly or according to a schedule established by the instructor. Pre-requisite: LEDU 520. Co-requisite: LEDU 522 or 526.

LEDU 522: Literacy Specialist Internship: Secondary (5-12) (3 credits- Fall/Spring)

Immerses candidates in working with diverse learners (5-12) who need support in their language and literacy development and learning for at least 100 hours. Includes opportunities to explore and refine skills needed in the different roles and responsibilities as literacy specialists. Requires self-reflection as well as provides opportunities for feedback from peers and college mentors. This internship should be taken in the semesters immediately preceding EDUC 550. Co-requisite: LEDU 520 or 524.

LEDU 526: Literacy Specialist Internship: Elementary (B—6) (3 credits- Fall/Spring)

Immerses candidates in working with diverse learners (B-6) who need support in their language and literacy development and learning for at least 100 hours. Includes opportunities to explore and refine skills needed in the different roles and responsibilities as literacy specialists. Requires self-reflection as well as provides opportunities for feedback from peers and college mentors. This internship should be taken in the semesters immediately preceding EDUC 550. Co-requisite: LEDU 520 or 524.

LEDU 550: Capstone Seminar: Critical Reflective Literacy Pedagogy (3 credits- Summer)

Further expands teachers’ knowledge of seminal studies in the area of literacy research, both qualitative and quantitative. Examines current trends and issues in literacy education. Facilitates teachers’ interpretations and evaluations of research as critical and knowledgeable readers. Immerses teachers in the processes needed for writing and re-presenting their findings from their action research project. Culminates in presentation and publication of research thesis. Three (1/ month) synchronous meetings will be required for this course.

EDUC 205 Workshop: Harassment, Bullying, and Discrimination Prevention & Intervention & Dignity for All Students Act (DASA) (0 credits- Fall/Spring)

All Teacher Education Program majors and applicants for certification must complete six hours of coursework or training in topics pertaining to harassment, bullying and discrimination prevention and intervention, and the Dignity for All Students Act, as required by Section 14(5) of Chapter 102 of the New York State education law.