Faculty
Rosemarie Bosler, SND, Associate Professor of Education
Roberta Dorr, Assistant Professor of Education
Shelly Haser, Assistant Professor of Education
Return to top
Degree Description
The School of Education offers the Master of Education degree (M.Ed.)
in curriculum and instruction to currently certified classroom teachers
who want to pursue advanced study. Students may pursue a program
of study in teaching reading or a program of study in education for
democracy, diversity, and social justice or a program of study for
teaching English to speakers of other languages. Each program
requires students to complete a core of course work and then a range of
courses in their chosen concentration.
Education for Democracy,
Diversity, and Social Justice Program
This program prepares experienced teachers to work in schools that
have traditionally been underserved in our society. Taught in a
liberal arts context, this advanced degree program draws heavily from
the insights of sociology, psychology, history, political science,
economics, and education. This interdisciplinary perspective
equips students to engage intellectually and in practice while
addressing social inequalities along lines of gender, social class, and
disabilities as they intersect with the educational system.
Students in this program work together to create effective responses to
the political, social, and economic realities that impact the learning
opportunities of students.
Degree candidates will complete an 18-credit core designed to provide
advanced interdisciplinary study. Students will then explore the
practical application of this framework by completing 18 credits
designed to facilitate the move from theoretical insight into empowering
classroom practice. With a concentrated focus on the development
of literacy in students, students learn about models for curriculum
change and implementation, current research on teaching and learning for
critical thinking and equitable methods of assessment.
Core Requirements (18 credits)
ALL of the following courses:
EDU 501B Systems Analysis
EDU 514L Peace Education
EDU 516 Family Systems
EDU 536 Cultural Diversity & Global Perspective
INT 515 Psychology of Children & Youth Facing Poverty
ONE Capstone Project:
EDU 600I Capstone Project in Curriculum and Instruction
Teaching Concentration (18 credits)
ALL of the following courses:
EDU 521L A Whole Language Approach to Literacy: Constructing
Knowledge
EDU 521U Culturally Responsive Teaching
EDU 522L Literacy Across the Curriculum
EDU 523L Authentic Assessment
EDU 556B Language Acquisition & Development
EDU 645C Contemporary Technology in Education
Return to top
Reading Program
The reading program is designed to prepare experienced classroom
teachers for roles such as specialized reading teachers, reading
specialist, and coordinators of reading programs. It also provides
advanced study and lab experiences in diagnosis and prescription and
includes an internship with one of the several agencies or the Trinity
College Summer Reading Clinic. The program curriculum is grounded in the
standards of the International Reading Association.
The 36 credits comprising the reading program are carefully sequenced
over a two-year period; candidates in the program are expected to
participate in a cohort group who move through the program together.
Students who have previously taken one of the required core or
concentration courses may substitute an elective approved by their
advisor in order to fulfill the 36-credit requirement for the degree.
Core Requirements (18 credits)
ONE course chosen from between:
EDU 521L Whole Language Approach to Literacy: Constructing
Knowledge
EDU 557A Constructing Meaning I
ALL of the following courses:
EDU 522L Literacy Across the Curriculum
EDU 523 Reading Disabilities
EDU 523L Authentic Assessment
EDU 556B Language Acquisition and Development
EDU 599B Research in Education
Reading Specialist Concentration (18 credits)
ALL of the following courses:
EDU 520R Foundations of Reading
EDU 521A Remediation Methods
EDU 528 Organization & Supervision of School Reading Programs
EDU 529 Advanced Diagnosis
ONE Practicum:
EDU 645 Practicum in Curriculum & Instruction (6 credits)
Reading Teacher Concentration (18 credits)
ALL of the following courses
EDU 501 Systems Analysis
EDU 509C Differentiated Instruction
EDU 511C Teaching Writing
EDU 536 Cultural Diversity and Global Perspectives
EDU 645C Contemporary Technology in Education
ONE Capstone Project:
EDU 600I Capstone Project in Curriculum & Instruction
Return to top
Teaching English to Speakers of Other
Languages (TESOL)
The TESOL Program is designed to prepare experienced classroom
teachers to work as ESL teachers in classrooms. The program
curriculum is grounded in the standards of the TESOL Association.
These 36 credits comprising the TESOL Program are carefully sequenced
over a two-year period; candidates in the program are expected to
participate in a cohort group who move through the program over the two
years. As a result, students take six credits per semester
including the summer.
Special Note: Students may not earn both an M.A.T. with a
concentration in Teaching English to Speakers of Other Languages (TESOL)
and an M.Ed. with a concentration in TESOL. Students earning either an
M.A.T. or M.Ed. with a concentration in TESOL may pursue the other
degree only with a concentration other than TESOL.
Course Requirements (36 credits)
ALL of the following courses:
EDU 536 Cultural Diversity and Global Perspectives
EDU 556B Language Acquisition & Development
EDU 599B Research in Education
EDU 633 Structure of American English
EDU 643A Principles and Practices of Teaching ESL
EDU 645A Reading Methods for ESL Teachers
EDU 645B Methods in Teaching Writing to ESL
EDU 673 Linguistics and Bilingualism
EDU 724 ESOL Test and Measurements
EDU 972 Language Learning
ONE Capstone Project:
EDU 600I Capstone Project in Curriculum & Instruction
Return to top
Course Descriptions
EDU 501B Systems Analysis
Examines political, social and economic systems that inform educators
and others to understand the phenomenon to help families in modern
society. Information will be viewed in social context of these systems
that affect family and child. Particular attention well be given to the
impact of systems that regulate policy on high needs population in
society and ways to effect change.
3 credits
EDU 509C Differentiated Instruction in Reading
Explores the concept of academically responsive teaching, in the area
of literacy and language development. Skills needed to acquire
competence as an independent reader and writer will be covered in
depth. Teachers learn to create classrooms that attend to the
multiple needs of learners. Focus on student characteristics and
curriculum elements. Consideration will be given to developing
plans and instruction based on on-going assessment data. Emphasis
will focus on assessment more than grading.
3 credits
EDU 511C Teaching Writing
Focuses on the essential elements of an effective school writing
program. Topics will include writing as a means of constructing
knowledge, writing for authentic purposes, developing a supportive
environment, implementing other language arts skills into the writing
process. Attention will also be given to the evaluation of student
writing, the development of benchmarks and rubrics, portfolio
preparation and analysis, and publication of students' work.
3 credits
EDU 513A Adolescent Culture in Literature
Offers prospective teachers of adolescents the opportunity to view
their particular life view and development patterns as seen in both
classic and contemporary stories about adolescents. Students
relate previous learning about this particular group from the
perspectives of authors, filmmakers, and journalists and contrast these
presentations of youth with their own views on adolescence from personal
experience. Students are expected to maintain a journal.
3 credits
EDU 514 Children's Literature
Surveys children's literature with emphasis on works by major authors
and illustrators. Topics include criteria for evaluating
literature, sexism, and multicultural aspects of literature for
children, and integrating literature in the curriculum. Genres
covered in the course include picture books, folktales, fables, myths,
modern fantasy, poetry, and modern and historical fiction.
3 credits
EDU 514L Peace Education
Examines causes of violence and its repercussion. Emphasis is on
positive strategies and techniques of conveying anger, frustration, and
doubt. Considers the influence of resolving conflicts creatively and
stresses the importance of communication as a vehicle for conflict
resolution and helping students work together to express feelings in a
respectful atmosphere. Stepwise solutions will be offered and modeled
for educators. This course also studies the contributions to peacemaking
by Ghandi, Martin Luther King, Dorothy Day, etc.
3 credits
EDU 520R Foundations of Reading
Provides teachers with a strong theory and knowledge base in the
complexity of reading and the importance of it being taught as a
process. Topics include a brief history of reading instruction in the
U.S. and major approaches currently used to understand the interrelation
of reading with writing and listening, speaking, and thinking. The role
of metacognition will be explored as well as an understanding that
students need opportunities to integrate their use of literacy.
Additionally an emphasis on literacy as a means for transmitting beliefs
and cultural values in a diverse society and an understanding of
emergent literacy and the experiences that support including phonics in
instruction will be examined. Current reading research as well as the
role of the reading teacher and reading specialist will be discussed.
3 credits
EDU 521A Remediation Methods
Emphasis is on the use of assessments to plan corrective reading
programs for students experiencing difficulty in literacy acquisition.
The course emphasizes all aspects of literacy to include work
identification, vocabulary, and spelling. Analysis of comprehension
issues, study skills, and writing will also be included. Specific
strategies include but are not limited to NIM, Fernold VATK, Advanced
Sorting Methodologies, Multiple Modalities, as well as computer
assessment.
3 credits
Prerequisite: EDU 523L
EDU 521L A Whole Language Approach to Literacy: Constructing
Knowledge
Emphasizes reading as a process of constructing knowledge.
Students will explore the multiple approaches to successful teaching of
literacy. Special topics to be covered include the myths and
realities of whole language, integrating traditional instruction with
whole language, connecting reading and writing, and supporting literacy
with computers and related technology. Current research supports
discussion.
3 credits
EDU 521U Culturally Responsive Teaching
Instructs teachers on the design of effective multi-perspective and
inclusive curriculum and material tailored to the real-life experience
of educationally under-served children and youth. Current
curriculum will be critiqued and adapted to reflect cultural responsive
teaching. Current research on the impact of cultural on learning
and learning styles will be examined. Materials will be
developed that will infuse learning styles across the curriculum.
3 credits
EDU 522L Literacy Across the Curriculum
Focuses on the importance of literacy as both a goal and a
tool. Literacy acquisition and development depend upon the ability
of students to integrate prior knowledge about reading and writing
with skills in the content areas. Particular attention will be
paid to techniques that address the unique demands of the structure of
expository text. Students will use current research to demonstrate
best practices.
3 credits
EDU 523 Reading Disabilities
Focuses on the basic psycho-physiological, social, and educational
causes of reading problems. Students will move from a strong theory base
to an understanding of the nature and multiple causes of reading
difficulties. They will also explore patterns of disabilities of
children from multi-cultural and linguistics backgrounds. Topics include
the basic principles of reading instruction, especially those involving
the nature of reading growth, and the nature and causes of reading
difficulties, including anxiety and difficulties with attention and
concentration problems.
3 credits
EDU 523L Authentic Assessment
Introduces students to the informal authentic approaches of literacy
assessment through participation in a lab experience. They will develop
and conduct assessments that involve multiple indicators of a learner's
progress. Measures will include the use of instructional strategies for
assessment tools such as the Informal Reading Inventory, Concepts of
Print, word recognition tests, cloze procedures, and miscue analysis.
Additionally, the development of rubrics, techniques of journal
evaluation, conferencing, and portfolios will be discussed. Students
have the opportunity to critique both formal and informal measures of
assessment.
3 credits
EDU 528 Organization and Supervision of School Reading Programs
Involves in-depth research on those topics pertinent to school needs,
the development of sound school reading programs and staff development
including high stakes testing. Emphasis is placed on meeting school
needs, evaluation of materials, critiquing existing programs, and
methods of evaluating new programs. Students are expected to plan a
reading program in a culminating paper. Only graduate reading
concentrators who have finished most of their course work are allowed to
register for this course.
3 credits
EDU 529 Advanced Diagnosis
Introduces students to formal measures of evaluation. Taking
case histories will be presented as a means of discovering pertinent
factors that influence reading ability. Practice in administration and
interpretation of screening devices that test for visual, auditory,
neurological, and psychological disorders affecting reading ability will
be explored. Assessment material include the Woodcock Reading Test, the
Detroit Test of Language Abilities, Slosson Intelligence Test, as well
as others. A lab experience is included. Emphasis is on administering
test and interpreting the data so as to know when to make referrals and
to aid in the plans for instruction. Emphasis will also be placed on
communication with parents and teachers.
3 credits
Prerequisite: EDU 523L
EDU 536 Cultural Diversity and Global Perspectives
Explores the issues related to diversity and equality in education.
Stereotypes, biases, and prejudices in relation to power will be
examined. Cultural attitudes, values, customs, world view, spirituality,
and learning styles will be addressed. Concrete activities for
developing an appreciation of self and sensitivity to others will be
introduced. Curriculum and pedagogy for diverse groups will be
addressed.
3 credits
EDU 556B Language Acquisition and Development
Explores the major language theories and systems. The constructivist,
psycholinguistic, and sociolinguistic views provide the framework for
exploring phonology, semantic, syntactic morphology, and pragmatic
systems related to language acquisition and development. Second language
and non-standard language development as they relate to cognition and
learning will be discussed.
3 credits
EDU 599B Research in Education
Examines qualitative and quantitative educational research
methodologies. Students learn to read, analyze, and interpret the extant
literature in teaching and learning. Topics include defining the
research process, writing a review of the literature, exploring methods
of gathering quantitative and qualitative data, developing a research
design, and examining ethical issues related to the research process.
Students may be required to develop and analyze case studies as well as
conduct individual research projects.
3 credits
EDU 600I Capstone Project in Curriculum and Instruction
Provides students with the opportunity explore an area of particular
interest within their specialization. Under the direction of their
faculty advisor, students design a project and/or action research and
subsequently share their project with other students in a seminar
format.
3-6 credits
Prerequisites: Students must meet with their faculty advisor
and prepare an outline of their proposed project prior to
registration
EDU 633 Structure of American English
This course is designed to provide the student with advanced study of
grammar as it impacts the structure of the English language. Students
will have an opportunity to participate in activities that will allow
them to have a deeper understanding of the components of American
English.
3 credits
EDU 643A Principles and Practices of Teaching ESOL
This course will examine the principles of "Best" teaching
practices for teachers so that they may skillfully assist second
language learners in content area subject matter. The use of
content or subject area teaching of language such as CALLA (cognitive
academic language learning activities) will be explored.
Additionally, modalities and learning styles of student, and teachers as
they apply to culture will be explored. In addition, classroom
management, and responding appropriately to the needs of students in the
classroom will be simulated and practiced. Strategies and
techniques will be incorporated into each participant's repertoire ideas
for making teaching and learning fun and meaningful.
3 credits
EDU 645 Practicum in Curriculum and Instruction
Allows the candidate to put into practice what has been learned
throughout the course of study. Under the supervision of a college
professor an intensive lab experience in a clinical setting will allow
for the assessment of the causes(s) of a particular child's difficulty
and writing a clinical report. Tutorial work with the student will
follow diagnosis. Seminar time will be allotted for discussion on and
evaluation of current methods used in remediation as well as methods of
prevention.
6 credits
Prerequisites: Completion of all other course work
EDU 645A Teaching Reading to ESOL Students
This course will examine the unique challenges inherent in teaching
reading to ESL/ESOL (LEP) students. Theory and research regarding
language acquisition and reading for these students will be
explored. In addition to an introduction to basic reading methods,
current strategies and techniques will be explored to provide the ESL
teacher with increased options in meeting the needs of second language
students. This course has a field component and culminates in the
production of a portfolio to document performance.
3 credits
EDU 645B Teaching Writing to ESOL Students
This course will examine the unique challenges inherent in teaching
writing to LEP (Limited English Proficient) or ESOL (English Speakers of
Other Languages) students. Participants will learn the
current techniques of proven success in teaching second language
students to write. This course has a field component and culminates in
the production of a portfolio to document performance.
3 credits
EDU 645C Contemporary Technology in Education
Explores contemporary technology and ways to integrate educational
technology to provide effective instruction. The curriculum offers
hands-on experiences in multiple instructional settings. Topics include
multimedia, voice synthesizers, graphic and desktop publishing,
hypertext, Smart Board, internet and networks. Evaluation of
software is also covered. Current theory and research in
educational technology is emphasized.
3 credits
EDU 673 Linguistics and Bilingualism
This course is designed to integrate the essential content knowledge
of General Linguistics covering the principles of phonology, morphology,
semantics and syntax and exploring its relationship to the foundations
of Bilingualism. Students will have an opportunity to work through
activities that demonstrate the relevance of linguistics in
understanding language.
3 credits
EDU 724 ESOL Test & Measurements
This course will introduce participants to formal as well as informal
practices of student assessment. Participants will analyze
numerous concepts and methods concerning ESL testing. Students
will be trained in the use of scoring and reporting of formal
assessments used in both local and national school systems.
Participants will become familiar with the organization and
administration of second language programs in the schools and with the
various methods used for record keeping.
3 credits
EDU 972 Language Learning
This course will present a systematic overview of the historical
evolution of the field of Language Learning to include present day
innovations. The purpose of this course is to facilitate awareness
of how present day second language practices came into existence and to
project the future direction of second language education based on the
latest research. Participants will examine their own language
learning in an effort to become more aware of the teaching-learning
process for all language learners.
3 credits
Interdisciplinary Education Courses
INT 515 Psychology of Children and Youth Facing Poverty
Provides a diagnostic and descriptive profile of the impact that
poverty in the United States has on psychology and emotional growth of
children in general, and particularly children in the inner-city and
rural environments. Invited speakers broaden the scope of the
course by sharing current trends, information, and programs. This
course informs educators of the need for sensitivity and discusses
program designs that offset environmental and social poverty. Invites
speakers bring broaden the scope by sharing current trends and
information about programs.
3 credits
INT 516 Family Systems
Highlights the role of school personnel in addressing the strength
and challenges of the modern family. Through lectures, small group
activities, research and the completion of a major project, student will
examine the role of changing economics, demographic shifts, family and
social issues and crises within the urban and rural families and their
school communities.
3 credits
Return to top
|
