Certificate of Advanced Graduate Study (C.A.G.S.) Leading to Initial License as a Specialist Teacher in Reading (All Levels)

This program offers thorough training in literacy strategies and approaches to meet the needs of diverse student learners. Students work with faculty on the cutting edge of literacy research, pedagogy, and policy, and focus on staff development as well as direct services to students across the grades.

The program is ideal for established K-12 practitioners looking to further develop their literacy skills and to move to a higher-level degree while acquiring their Specialist Teacher in Reading license for all levels. This advanced degree is of particular value to individuals who seek positions with responsibility for curriculum, staff development, and supervision.

Prerequisites: Master's degree in education; initial or professional teaching license for classroom or special education teacher; EEDUC 5121 Literacy: The Integration of the Language Arts (or equivalent); EEDUC 5122 Development and Learning: Psycho-social Perspectives in Education (or course in child development and a course in adolescent development)

*Must be completed prior to the practicum.

COURSE DESCRIPTIONS

EEDUC 5104 Literature for Children and Young Adults
This survey of children's books from preschool through the adolescent years identifies the characteristics of the various literary genres, develops criteria for evaluating children's books, fosters an awareness and nurtures a consideration of how the developmental and diverse cultural needs of children affect their responses to literature, and shares strategies for integrating literature across the curriculum for enjoyment, learning, and classroom reading instruction.

EEDUC 6101 Content Area Reading/Writing/Study Skills (4–12)
Reading curriculum is studied with emphasis on comprehension, content area reading, study skills, and readers with diverse needs in upper elementary, middle, and high school.

EEDUC 6102 Language and Literacy: Development and Diversity
This course examines diverse aspects of language acquisition and literacy development with emphasis on educational implications. The major theories and current research in first and second language acquisition are reviewed. Educational topics in language and literacy are addressed, including concerns for reading, writing, oral language, phonics, spelling, academic English, grammar, language assessments, and language-based disabilities. Linguistic and cultural diversity, bilingualism, and second language acquisition are considered throughout.

EEDUC 6001 The Teaching of Writing (K–12)
This course promotes the thoughtful examination of writers and writing instruction. Throughout the course, students are introduced to strategies and skills they can use to enhance their own writing and the writing of K–12 students. Using a process approach, students learn how to communicate ideas effectively in a variety of genres and for a multitude of purposes. Based on the most current understandings in the field, this course explores such topics as writer's workshop, conferencing, struggling writers, assessment, reading/writing connections, writing in the disciplines, revision and editing, the use of technology to support writers, and the management of writing instruction.

EEDUC 6136 Struggling Readers and Writers
This course explores the nature of the challenges facing those students at all grade levels who struggle (for diverse reasons) to achieve expected progress in reading and writing development. Participants will describe and analyze the nature of difficulties encountered by struggling readers and writers; they will identify appropriate classroom approaches to address these difficulties and will survey the many well-established programs for learners who are struggling. Issues related to serving diverse populations are raised throughout. Prerequisites: For matriculating students in the Reading and Special Education programs only. For Reading students–EEDUC 5121, EEDUC 6001, and EEDUC 6101; For Special Education students–ESPED 5100, ESPED 5114, and ESPED 6122.

EEDUC 6135 Assessment: A Literacy Perspective
This course examines principles of assessment and evaluation in the language arts, with emphasis on reading and writing, for the literacy educator. The central concern is the role of assessment in instruction for both individual students and whole classrooms. Topics of study include the nature of data collection, analysis and interpretation in various assessment approaches, and issues related to serving diverse student populations. Prerequisites: EEDUC 5121, EEDUC 6001, and EEDUC 6101.

EEDUC 7103 Roles of the Language Arts Professional: Consultation and Collaboration
Emphasizing consultative and collaborative approaches, students explore the varied roles of a consultant teacher of reading involving areas such as professional development; materials and curriculum development; materials, curriculum, and program evaluation; and the coordination and implementation of legislation and funded programs.

EEDUC 7105 Practicum: Interactive Assessment and Instruction for Literacy
Instruction and supervised practicum experience in the use of formal and informal methods of literacy assessment from emergent to mature levels of ability. From the ongoing analysis of assessment results, each tutor develops a specific instructional program for a tutee. Emphasis is on the interaction of assessment and instruction, and the revision of instructional goals based on the analysis of daily performance. Prerequisites: EEDUC 5104, EEDUC 5121, EEDUC 5122, EEDUC 6001, EEDUC 6101, EEDUC 6102, EEDUC 6135, and EEDUC 6136 (or equivalents).

EEDUC 7102 Research in Reading
Research paper on a reading issue is completed concurrently as library resources are discussed, research studies evaluated, and critical issues reviewed.

EAGSR 6003 Program Evaluation
An introduction to systematic, interactive program evaluation with an emphasis on underlying theories, current practices, techniques for collecting and analyzing data, and report writing.

EAGSR 7101 Quantitative Research Methods I: Statistics for Research
This course is designed to introduce graduate students to basic statistical methods and involves two broad topics: descriptive statistics and inferential statistics. In addition, students are introduced to statistical model building through the technique of regression analysis and correlational analysis. While the course centers on parametric statistical techniques, a brief introduction to non-parametric statistical methods, such as the chi-square test, is included.

EAGSR 7102 Quantitative Research Methods II: Research Design
Discussion of a variety of experimental designs stressing applications to participants' research interests. Includes analysis of variance, multiple regression, and non-parametric analysis. Prerequisite: EAGSR 7101.

EAGSR 7103 Qualitative Research Methods I
The purpose of this class is to learn to conduct qualitative social science research. Participants will read a variety of perspectives on the philosophical bases as well as tools of the practice of qualitative data gathering and analysis. Each participant will engage in a small qualitative study that is consistent with her or his graduate study goals. They will choose a topic and research setting, negotiate research relationships, collect and analyze data, and present findings. Readings, analytic memos, interview transcriptions, and field notes will provide material for the class to work with as co-consultants. Formerly: Qualitative Research Methods.

EEDUC 8001 Advanced Professional Seminar
This interdisciplinary seminar will focus on professional identity development and issues of professional practice. Students will be introduced to reflective practice, systems analysis, and action research. Students from diverse disciplines will learn about collaborative problem solving for the systems in which they have to function. Emphasis will be placed on understanding the cultural, social, and community contexts for professional practice from a critical perspective.

EEDUC 7003 Directed Study: Reading and Language Arts
Students pursue in-depth study of an individually selected topic in reading or language under the direction of a faculty sponsor.

Lesley University reserves the right to unilaterally add, withdraw, or revise any course offering in the above-mentioned program of study, including policies, provisions, requirements, and fees.

Lesley University is an Affirmative Action/Equal Opportunity institution and does not discriminate on the basis of age, race, religion, color, creed, national or ethnic origin, sex, sexual orientation, handicap or disability in its education programs, employment, or in admissions to, access to or treatment in its programs or activities.