Faculty
Roberta Dorr, Assistant Professor of Education, Program Director of
Teacher Education
Rosemarie Bosler, SND, Associate Professor of Education
Deborah Litt, Assistant Professor of Education
Eirini Gouletta, Assistant Professor of Education
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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 the teaching of reading;
teaching English to speakers of other languages (TESOL); and education for
democracy, diversity, and social justice. Each
requires students to complete a range of
courses in their chosen concentration. Some concentrations require field
work. Completion of the teaching of reading or the TESOL concentration
allows students to qualify for an additional teaching credential in the
District of Columbia and other jurisdictions.
The Teaching of Reading
The concentration in the teaching of reading is designed to prepare experienced classroom
teachers for roles such as specialized reading teachers, reading
specialist, and literacy coaches. It also provides
advanced study and lab experiences in diagnosis and prescription and
includes a practicum. The program curriculum is grounded in the
standards of the International Reading Association.
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.
Required Courses (36 credits)
ALL of the following courses:
EDCC 600 Research in Education
EDCI 621 Meaning Through Literacy
EDCI 623 Reading Disabilities
EDCI 625 Authentic Assessment
EDCI 627 Language Acquisition and Development
EDCI 630 Differentiated Instruction in Reading and Remedial Methods
EDCI 632 Methods of Teaching Writing
EDCI 633 Organization & Supervision of School Reading Programs
EDCI 634 Advanced Diagnosis
EDCI 635 Literacy Across the Curriculum
ONE Practicum
EDCI 690 Practicum in Curriculum & Instruction (6 credits)
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Teaching English to Speakers of Other
Languages (TESOL)
The TESOL concentration is designed to prepare experienced classroom
teachers to work as teachers of English to speakers of other languages. The program
curriculum is grounded in the standards of the TESOL Association.
These 39 credits comprising the TESOL Program are sequenced
over a two-year period, including summers. Candidates in the program are expected to
participate in a cohort through the two year program .
Required Courses (39 credits)
ALL of the following courses:
EDCC 600 Research in Education
EDCI 607 Cultural Diversity and Global Perspectives
EDCI 627 Language Acquisition & Development
EDCI 640 Language Learning
EDCI 641 Structure of American English
EDCI 642 Linguistics and Bilingualism
EDCI 643 Principles and Practices of TESOL
EDCI 644 Teaching Reading for TESOL
EDCI 645 Writing Methods for TESOL
EDCI 646 TESOL Tests and Measurements
TWO courses/seminars in student teaching:
EDTE 677 Student Teaching in TESOL (6 credits)
EDTE 689 Advanced Seminar in Teaching
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Education for Democracy,
Diversity, and Social Justice Program
This concentration 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, ethnicity, 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, degree candidates learn about models for curriculum
change and implementation, current research on teaching and learning for
critical thinking and equitable methods of assessment.
Required Courses (36 credits)
ALL of the following courses:
EDCC 600 Research in Education
EDCC 550 Technology in Education
EDCI 505 Psychology of Children & Youth Facing Poverty
EDCI 607 Cultural Diversity and Global Perspectives
EDCI 611 Systems Analysis
EDCI 612 Peace Education
EDCI 619 Culturally Responsive Teaching
EDCI 621 Meaning Through Literacy
EDCI 625 Authentic Assessment
EDCI 627 Language Acquisition & Development
EDCI 635 Literacy Across the Curriculum
ONE Capstone Project:
EDCI 699 Capstone Project in Curriculum and Instruction
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Course Descriptions
Explanation of Course Prefixes and Numbers
Courses designated EDCC are education core and
common courses across various programs in the School of Education. The
Curriculum and Instruction Program directly sponsors courses prefixed by
EDCI. Courses designated EDTE are largely specific to the
M.A.T. teacher education program, although students in other programs
may be required to take some of these courses. Undergraduates with at least junior status may enroll in
courses at the 500-level. Only graduate students may enroll in courses
numbered 600 and above.
EDCC - Education Core and
Common Courses
EDCC 550 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.
Formerly EDU 645C Contemporary Technology in Education.
3 credits
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.
Formerly EDU 599B Research in Education.
3 credits
EDCI - Curriculum and Instruction
Courses
EDCI 505 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.
Formerly INT 515 Psychology of Children and Youth Facing Poverty.
3 credits
EDCI 607 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.
Formerly EDU 536 Cultural Diversity and Global Perspectives.
3 credits
EDCI 611 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. Formerly EDU 501B Systems Analysis.
3 credits
EDCI 612 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 Gandhi, Martin Luther King, Dorothy Day, and others.
Formerly EDU 514L Peace Education.
3 credits
EDCI 619 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.
Formerly EDU 521U Culturally Responsive Teaching.
3 credits
EDCI 621 Meaning Through Literacy
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. Formerly
EDU 521L A Whole Language Approach to Literacy: Constructing Knowledge.
3 credits
EDCI 623 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.
Formerly EDU 523 Reading Disabilities.
3 credits
EDCI 625 Authentic Assessment and Diagnosis
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.
This course requires a field component. Formerly EDU 523L Authentic Assessment.
3 credits
Prerequisites: EDCI 623 (may be taken concurrently)
EDCI 627 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.
Formerly EDU 556B Language Acquisition and Development.
3 credits
EDCI 630 Differentiated Instruction in Reading and Remedial Methods
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.
Formerly EDU 509C Differentiated Instruction in Reading.
3 credits
Prerequisites: EDCI 625
EDCI 632 Methods of 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, integrating 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.
Formerly EDU 511C Teaching Writing.
3 credits
EDCI 633 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.
Formerly EDU 528 Organization and Supervision of School Reading Programs.
3 credits
Prerequisites: Reading concentrators only; most course work completed
EDCI 634 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 materials 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.This
course involves a field component. Formerly EDU 529 Advanced Diagnosis.
3 credits
Prerequisites: EDCI 623 and EDCI 625
EDCI 635 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. Formerly EDU 522L Literacy Across the Curriculum.
3 credits
EDCI 640 Language Learning
Presents 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.
Formerly EDU 972 Language Learning.
3 credits
EDCI 641 The Structure of American English
Provides students 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.
Formerly EDU 633 Structure of American English.
3 credits
EDCI 642 Linguistics and Bilingualism
Integrates 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.
Formerly EDU 537A Linguistics and Bilingualism and EDU 673 Linguistics and Bilingualism.
3 credits
EDCI 643 Principles and Practices of TESOL
Examines 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 students 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.
Formerly EDU 643A Principles and Practices of Teaching ESOL.
3 credits
Prerequisites: EDCI 625, EDCI 640, EDCI 641, and EDCI 642
EDCI 644 Teaching Reading for TESOL
Examines the unique challenges inherent in teaching reading to TESOL 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.
Formerly EDU 645A Teaching Reading to ESOL Students.
3 credits
Prerequisites: EDCI 625, EDCI 640, EDCI 641, and EDCI 642
EDCI 645 Teaching Writing for TESOL
Examines the unique challenges inherent in teaching writing to students
who have limited english proficiency. 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.
Formerly EDU 645B Teaching Writing to ESOL Students.
3 credits
Prerequisites: EDCI 625, EDCI 640, EDCI 641, and EDCI 642
EDCI 646 TESOL Tests and Measurements
Introduces 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.
Formerly EDU 724 ESOL Test & Measurements.
3 credits
EDCI 690 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 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.
Formerly EDU 645 Practicum in Curriculum and Instruction.
6 credits
Prerequisites: Completion of all other course work
EDCI 697 Directed Research
Provides students the opportunity to pursue or continue a research project under the direction of a faculty member. Students continuing a capstone project should register for one credit.
1-3 credits
Prerequisites: Permission of instructor and advisor
EDCI 698 Independent Study
Provides students with the opportunity to carry out individualized projects related to the student's area of concentration under the supervision of a faculty advisor. The student and instructor must complete an independent study agreement form.
Students who plan to take a required course in the format of an
independent study should indicate the number of the appropriate course
on the completed and signed independent study agreement form.
3 credits
Prerequisites: Permission of instructor and advisor
EDCI 699 Capstone 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.
May be taken for 3 or 6 credits with advisor approval. Formerly EDU 600I Capstone Project in Curriculum and Instruction.
3-6 credits
Prerequisites: All other course work completed. Students must meet with their faculty advisor and prepare an outline of their proposed project prior to registration
EDTE -Teacher Education (M.A.T.)
Courses
EDTE 625 Constructing Meaning Through Literacy I
Surveys current theory on the components of the reading process, including implications for teaching and curriculum development. Strategies and techniques are researched and practiced through individual analyses using techniques for diagnosing the capabilities of learners, including recommendations on instructional programs in the least restrictive format. Focus is on the findings of current research dealing with children's thinking and the reading-writing connection and the practice of reading as a life-long learning endeavor. Field component required.
Formerly EDU 557A Constructing Meaning Through Literacy I and EDU 521L Whole Language Approach to Literacy.
3 credits
Prerequisites: EDCC 510, EDCC 520, and EDCC 540
EDTE 642 Teaching Reading in the Content Area
Prepares secondary education teachers to teach the content of their
subject areas more effectively. Attention is given both to diagnostic
and instructional reading techniques and to various study skills useful
in content-area instruction. Formerly EDU 522L Literacy Across the
Curriculum and EDU 530 Teaching Reading in the Content Area.
3 credits
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