Graduate Education-Literacy Program (EDR)
EDR 600. Literacy Learning & Composing Process. 3 Credit Hours.
This course is designed to provide educators with a thorough overview of literacy theories and practices as they relate to writing instruction and assessment. The role of literacy development as it relates to the multiple purposes for writing will be experienced first hand. Teachers will study the relationships between reading and writing as a tool for learning, reading as a model for writing, and assignment design. Furthermore, teachers will experience strategies to support all stages of the composing process, approaches to assessment, teaching grammar in the context of writing, publishing student work, and preparing students for high-stakes testing. *Field experiences required.
EDR 601. Diag, Remed & Collab for Literacy Learn. 3 Credit Hours.
This course begins with the study of theories regarding brain development and literacy learning. Based on this information teachers in teams and pairs will have opportunities to become familiar with a wide variety of literacy testing materials for all ages and stages of human literacy development. Critiques of these materials will be encouraged as they learn to interpret and evaluate. Additionally, they will practice administration of testing materials and attempt to match their interpretations and recommendations with materials and strategies for successful corrective, compensatory, and remedial instruction. Therefore, the goal is to acquire greater proficiencies in creating literacy environments and teaching all aspects of literacy acquisition, such as phonemic awareness, vocabulary skills, study and comprehension strategies, etc. (This course is a prerequisite for the supervised community literacy center internship and enrollment must occur during the semester prior to the supervised community literacy center practice.
EDR 602. Reading Specialist in the Real World. 3 Credit Hours.
This course is designed to begin the process of developing administrative and professional competencies of the literacy teacher. Teachers in this course will examine the roles of the reading specialist as school literacy leader, academic intervention specialist, resource teacher, curriculum developer, coach, supervisor, professional developer, and professional literacy advocate. Additionally, content area teachers will learn literacy instructional strategies tailored for their content areas. Futhermore, teachers will learn to create literacy teams and develop literacy vision and mission statements for schools. They will be able to model literacy lessons and work in a collaborative manner with all educators in a school district. As team leader teachers in the inclusive setting, they will know how to diagnose and remediate in a congruent curriculum process. Finally, they will learn how to become change agents and advocates for literacy in the school, community, state, and nation. Field experience required.
EDR 603. Linguisitics & Language Acquisition for K-12 Teachers. 3 Credit Hours.
This course introduces the history of linguistics, the nature of discourse analysis, and social theories of mind and meaning. English language development, as well as study of traditional, structural, and transformational grammars, will be discussed in connection with modern English. Additionally, linguistic theory will be introduced with analytic techniques for the study of diverse languages and literacies in communities and schools. Furthermore, first language learning will be analyzed in terms of critical literacy theory. The importance of bilingualism will be emphasized with methods and procedures for teaching that promote first language maintenance while learning other languages. Finally, the course will study specific examples and current debates across the world about education and education reform, the nature of language and communication, and the socio-cultural diversity in schools and the society. Field experience required.
Cross-listed Courses: EDG 603
EDR 609. Cultural Respons Literacy Meth & Assess. 3 Credit Hours.
This course examines the adaptation and implementation of specific culturally responsive literacy strategies for English language learners. These strategies will be applied to mathematics, science, social studies, language arts, and other appropriate content areas. The methods of teaching to the standards for English language arts that emerge during studies will be analyzed in terms of meeting individual student's needs. Specific assessments, such as, authentic and standardized tests and testing procedures will be examined with study of scoring interpretations. Teachers will also learn how to make connections between interpretation of data and instructional materials and methods. Furthermore, electronic texts and computer programs will be critically viewed, focusing upon their uses for linguistically and culturally diverse students as well as students with special language and learning disabilities. Field experience required.
EDR 620. Community Funds of Knowledge & Ac Achiev. 3 Credit Hours.
This course examines the homes and communities of non-mainstream students as rich in social and intellectual resources. The focus will be on making use of these resources as a foundation for learning in elementary and secondary schools. Teachers will be immersed in historically accumulated and culturally developed bodies of knowledge and skills of non-mainstream students. Teachers will be encouraged to visit community agencies, participate in community action projects and cross-cultural interactions, and collect parent stories to better understand their students home environments. Field experience required.
EDR 621. Sociopolitical Issues & High Needs Schl. 3 Credit Hours.
Given the harsh realities confronting the economically impoverished in this nation, schools are often the only places where children can be guaranteed physical comforts and safety under adult supervision. Therefore, educators are obliged to understand the needs of the economically poor, so that they will be capable of developing critically literate citizens. In this course, teachers will become acquainted with the research on school change and the institutional structures that prevent equitable distribution of finances and resources. Additionally, they will study the ways they can become change agents through study of the political, social, and economical frameworks of our society.
EDR 671. Educ Tech Methods for Eng Lang Learners. 3 Credit Hours.
This course is designed to help elementary and secondary teachers implement methods of English Language Developmentthrough assistive technologies. Teachers of English language learners and students with special needs in literacy learning will benefit from this course. Teachers will learn to apply assistive technologies so that students will develop their reading, writing, listening and speaking English for social and academic achievement in the content areas. Finally, they will have opportunities to play technology games as well as critically evaluate media literacy.
EDR 672. New Literacies in the Inclusive Classroom. 3 Credit Hours.
This course will focus on the possibilities of new literacies that emerge from new technologies. Exploration of strategies that individuals use to bridge digital literacies with print practices will include review of the visual, digital, and infromation literacies across content areas. Research and best practices around pedagogical approaches to online reading and digital writing will be examined and applied.
EDR 685. Supv Intern Comm Literacy B-12. 2-3 Credit Hours.
This supervised experience in an urban community literac learning center will provide opportunities for future TESOL, literacy teachers, and urban studies teachers to work together, in similar and different capacities. The center embraces an interagency model approach a model that utilizes multiple voices for problem posing and problem solving. Literacy interns will be involved in corrective, remedial, and compensatory literacy and mathematics instruction with students in small groups, and individualized settings. Literacy interns will practice diagnosis and interpretation in testing situations with preschool to adult learners and make written recommendations for the use of materials and instruction at the Community Literacy Learning Center, at home, and at school. Interns for the TESOL degree will be involved in assessing and tutoring children and young adults and will work as team members with literacy and urban studies interns. Urban studies interns will be advisors, tutors, and observers, asking questions and sharing with TESOL and literacy interns. Urban studies, literacy and TESOL interns will practice the sensitive communication needed to be responsive to economic, cultural, linguistic, and ethnic difference. They will share information with family members and attempt to blur the boundaries between home, school, and the community literacy center. During this intersnhip, the director of the community literacy center will model, guide, and demonstrate collaborative consultation practices for sharing information with family school and community teams.