2017-2018 Catalog

Reading Education

http://education.und.edu/teaching-and-learning/reading-education/index.cfm

FACULTY: Beck (Graduate Director), Ortmann, Rogers, and Walker

Degrees Granted: Master of Science (M.S.) and Master of Education (M.Ed.)

The Reading Education programs are designed for educators interested in the study of individual readers and writers, reading/language arts instruction in the classroom and/or in the reading specialist setting, reading/language arts curriculum and assessment. A unique feature of these programs is that students become engaged in teaching literacy in a supervised practicum experience. With careful planning, licensed teachers take course work that meets the requirements for obtaining the North Dakota Reading Credential.

Teachers with a degree leading to licensure in education may pursue either the Master of Education or the Master of Science.

The Reading Education programs are administered through the Department of Teaching & Learning in the College of Education and Human Development (EHD) and the UND School of Graduate Studies. The programs follow the policies of Reading Education, the Department of Teaching & Learning, EHD, UND, UND School of Graduate Studies, and NDUS. The Reading programs are approved by the North Dakota Education Standards and Practices Board.

The degrees are offered in two formats:  online or a combination of online and on campus.

Master of Science (M.S.)

Mission Statement and Program Goals

The Master of Science, Reading Education program prepares literacy specialists and classroom teachers in reading/language arts and leadership. Graduates possess specialized knowledge about how to work with readers who have diverse needs. Systematic reflection on instruction and assessment practice that promotes reading development for all learners is emphasized. Students in the program will:

  • Learn to use foundations of literacy to teach diverse learners in a variety of settings.
  • Gain knowledge of literacy curriculum that is learner and literature based.
  • Learn to use constructivist assessments and instructional practices in a variety of literacy learning settings, e.g., Title I classroom.
  • Understand methods to assess, diagnose, and evaluate readers and writers.
  • Use systematic study of practice to lead positive changes in literacy teaching and learning.

Master of Education (M.Ed.)

Mission Statement and Program Goals

The Master of Education, Reading Education program prepares teachers in reading/language arts. Graduates are equipped to become life-long learners in the field of literacy education, understand and respect diverse readers, promote the learning of all students, use effective instructional practice and assessment, and systematically reflect on their practice to advance literacy achievements for their students. Students in the program will:

  • Learn to use foundations of literacy to teach diverse learners in the classroom.
  • Gain knowledge of literacy curriculum that is learner and literature based.
  • Learn to use constructivist assessment and instructional practices in the classroom.
  • View professional development in literacy education as a career-long responsibility of the classroom teacher.

Master of Science (M.S.)

Admission Requirements

For the M.S., teacher licensure at one of the following levels: early childhood, elementary, middle or secondary education.

The Reading Education program follows the School of Graduate Studies requirements for a cumulative undergraduate minimum grade point average of 2.75 or a junior/senior year minimum grade point average of 3.00. Applicants must satisfy the School of Graduate Studies’ English Language Proficiency requirements as listed in the Graduate Academic Information section of the graduate catalog. Transcripts, recommendations, and a personal statement, i.e., a response to three essay prompts, are part of the School of Graduate Studies and Reading Education application procedure. The personal statement essay should be three pages in length and the prompts are:

  1. Describe your professional background, especially as it relates to teaching reading, writing and other areas of reading/language arts.
  2. What characteristics and strengths do you possess that make you a good candidate for this degree program?
  3. Discuss your professional goals.

Refer to the School of Graduate Studies Admissions and the Education Admissions Process sections of the graduate catalog for additional information on degree and application requirements and procedures.

Degree Requirements

  1. Core Requirements for the Reading Education major and literacy education electives: The courses in the major engage students in learning content about diverse readers, writers, and speakers; curriculum, methods of teaching and assessing; literacy theory and foundations; and professional perspective. T&L 583 Reading Clinic, one of the Core Requirements, involves students in a practicum experience in which they work with readers to apply their core knowledge about teaching literacy to diverse readers.
  2. Research: This component of the program supports development of skills for scholarly inquiry and systematic study of one’s own practice; learning about scholarly inquiry is integrated throughout the coursework.

The credit hours for the M.S., Reading Education may consist of:

T&L 524Reading in the Content Areas2
T&L 525Writing in the Classroom3
T&L 530Foundations of Reading Instruction3
T&L 534Basic Reading Diagnosis and Remediation2
T&L 536Teaching Language Arts3
T&L 583Reading Clinic2
Select up to three of the following:9
Children's Literature in the Classroom
Early Literacy Development and Instruction
Leadership in Literacy
Reading in the Secondary School
T&L 995Scholarly Project2
or T&L 997 Independent Study
or T&L 998 Thesis
Scholarly Tools
Select two of the following:6
Action Research
Classroom Based Inquiry
Progress Monitoring/Special Needs Students
Introduction to Educational Research
Statistics I
Total Credits32

Master of Education (M.Ed.)

Admission Requirements

For the M.Ed., teacher licensure at one of the following levels: early childhood, elementary, middle or secondary education, or a baccalaureate degree in another field of study is required.

The Reading Education program follows the School of Graduate Studies requirements for a cumulative undergraduate minimum grade point average of 2.75 or a junior/senior year minimum grade point average of 3.00. Applicants must satisfy the School of Graduate Studies’ English Language Proficiency requirements as listed in the Graduate Academic Information section of the graduate catalog. Transcripts, recommendations, and a personal statement, i.e., a response to three essay prompts, are part of the School of Graduate Studies and Reading Education application procedure. The personal statement essay should be three pages in length and the prompts are:

  1. Describe your professional background, especially as it relates to teaching reading, writing and other areas of reading/language arts.
  2. What characteristics and strengths do you possess that make you a good candidate for this degree program?
  3. Discuss your professional goals.

Refer to the School of Graduate Studies Admissions and the Education Admissions Process sections of the graduate catalog for additional information on degree and application requirements and procedures.

Degree Requirements

The M.Ed. degree requirements are based on the following components:

  1. Core Requirements for the Reading Education major and literacy education electives: The courses in the major engage students in learning content about diverse readers, writers, and speakers; curriculum, methods of teaching and assessing; literacy theory and foundations; and professional perspective. T&L 583 Reading Clinic, one of the Core Requirements, involves students in a practicum experience in which they work with readers to apply their core knowledge about teaching literacy to diverse readers.
  2. Cognate: Cognate courses are a selection of courses providing broad support to the major.
  3. Foundations:  Foundations content supports exploration of progressive education, issues in education and the field of literacy, and affirmation of diversity.

The M.Ed. Reading Education degree program requires coursework in three areas: The major (reading education), cognate, i.e., coursework that supplements the major, and foundations of education.The program culminates in T&L 995 Scholarly Project or T&L 997 Independent Study. With careful planning, most students can meet the course requirements for the North Dakota Reading Credential.

The credit hours for the M.Ed., Reading Education consist of:

T&L 524Reading in the Content Areas2
T&L 525Writing in the Classroom3
T&L 530Foundations of Reading Instruction3
T&L 534Basic Reading Diagnosis and Remediation2
T&L 536Teaching Language Arts3
T&L 583Reading Clinic (corequisite with T&L 534)2
Select one of the following:3
Children's Literature in the Classroom
Early Literacy Development and Instruction
Leadership in Literacy
Reading in the Secondary School
T&L 995Scholarly Project2
or T&L 997 Independent Study
Cognate
Sample choices:6
Action Research
Inclusive Methods
Theory and Philosophies of Curriculum in Schools
Assessment of Learning
Science in the Elementary School
Social Studies in the Elementary School
Mathematics in the Elementary School
Play in Development and Early Childhood Education
Language Development & Cognition in Children
Collaborative Relationships: Home, School and Community
Other courses are suited to the cognate to this area, e.g., English Language Learner courses; courses outside of the department and college may also be acceptable; consult with your advisor.
Educational Foundations
EFR 500Introduction to the Foundations of Education3
Select one of the following:3
Multicultural Education
Psychological Foundations of Education
Issues and Trends in Education
Historical Foundations of Education
Philosophical Foundations of Education
Sociological Foundations of Education
Gender, Sexuality and Education
Anthropological Foundations of Education
Total Credits32

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