Candidates seeking the Master of Education with Reading Specialty will take the following 36 hours of coursework.
EG 5103 Data-Driven Learning Culture (3)
This course will focus on using data to guide planning, instruction and evaluation at the classroom, school and district level. The student will exhibit an understanding of basic statistical analysis and research design and methodology. The course will address best practices for analyzing and evaluating the rigor of curriculum and instruction and monitoring the school's curricular program, as well as supporting a systematic process of student/teacher assessment and improvement, coaching and supervision and family engagement. The student will identify a problem that can be investigated using action research, clarify the problem, propose a solution and determine appropriate methodology for the research. In some programs, the student will complete the action research project in EG 5363.
EG 5203 How We Learn (3)
The student will participate in an advanced study of learning theories, human growth and development, and motivation, including cognitive, emotional and physical characteristics of children in various age groups. The course will explore current brain research on teaching and learning the importance of meta cognition and strategies that increase student learning. The student may use case studies and clinical observations to develop the skills and knowledge necessary to identify different learning styles among students and to develop appropriate instructional strategies. Students will learn observation methods used to evaluate and improve instruction.
EG 5213 Instructional Design (3)
This course examines research on effective instruction, strategies to foster student learning at higher levels and ways to demonstrate that students are meeting high standards. In addition to learning strategic planning for instruction, the student will exhibit skills and knowledge necessary to research, design and implement instruction for student success in both classroom and team approaches. This course will also consider professional collaboration and development needed to provide research-based instructional strategies and appropriate assessments to help student meet academic standards.
EG 5013 Education in a Global Context (3)
The course places contemporary American education in the context of global, social, cultural and economic systems. Students will explore diversity among learners (e.g., cultural, socio-economic, linguistic, gender, special needs) and the differentiated instructional assessment strategies that support their academic achievement. This course includes contemporary issues concerning diversity, global perspectives and family engagement.
EG 5343 Curriculum & Assessment Design (3)
This course will include an analysis of curriculum standards, appropriate goals and objectives, formative and summative assessments, and implementation of effective instructional strategies using backward design. The student will investigate the role of school/teacher leaders in curriculum implementation, mapping, gap analysis, pacing, and assessment procedures to address the needs of each learner. The course will emphasize group processes to foster a collaborative culture to support educator development and student learning.
EG 5783 Literacy Coaching for Reading Specialists
This course develops the skills and knowledge needed for the reading specialist to work with teachers as a coach and mentor. Students will be asked to employ the coaching knowledge, skills and dispositions needed to facilitate job-embedded professional learning for teachers and other education professionals. Emphasis will be placed on the roles of the reading specialist as resource provider, data coach, interventionist, and parent and community liaison. The student will understand the cycle of assessment and instruction, classroom and small group organization and instructional coaching focused on literacy.
EG 5753 Emergent Literacy
This course focuses on how early language practices and environment from birth to age five impact how a child learns to read and write. Theories of language development, cognition and learning will be highlighted along with study and application of various systems of language to the reading and writing processes. Course objectives include teaching phonemic awareness and phonics with an emphasis on speech production, teaching writing along with reading through children's literature, understanding early literacy assessment tools, utilizing a variety of instructional groupings, and creating lifelong readers by focusing on story, vocabulary and comprehension. Special attention will be given to literacy acquisition for students from a wide-range of cultural, linguistic and social backgrounds. Course objectives and topics are aligned with Tennessee reading specialist standards and the International Reading Association's standards for reading professionals (2010).
EG 5773 Diagnosis and Remediation of Reading Difficulties
The student will gain an understanding of the nature and multiple causes of reading difficulties and the appropriate selection, use and interrelation of formal and teacher-developed assessment tools to report, evaluate and modify instruction for successful learning. The student will learn to communicate assessment data to family and other stakeholders in an effective manner that helps promote positive literacy connections between the home and school. This course requires a field experience in reading intervention.
EG 5763 Reading in the Content Areas
Students will practice strategies to help K-12 teachers in all content areas enhance student learning, particularly with relation to reading and writing. It emphasizes teaching activities, study strategies and specialized skills for blearing content through reading a variety of text structures. The course provides an overview of how students learn to read and the importance of meta-cognitive skills in reading. The focus will be on strategies to help reading specialists recognize and respond to the variety of ability levels and linguistic and cultural backgrounds in a classroom.
EG 5743 Leadership in Balanced Literacy
This course is an in-depth look into the theoretical and evidence-based processes of reading and writing and instruction. It focuses on equipping future teachers with an expert foundational knowledge of literacy research and pedagogical best practices that will help them make appropriate decisions as an informed leader to plan and implement high-quality reading, and writing instruction in a clinical or classroom setting. In addition, course objectives and topics are aligned with Tennessee's reading specialist standards and the Standards for Reading Professionals from the International Reading Association (2010).
EG 5033 Collaborative Professional Learning
The student will gain an understanding of and an ability to lead in varied collaborative professional learning models, including professional learning communities, coaching (instructional, data and content area), mentoring, lesson study, and online collaboration. Students will gain practical experience as members of a professional team in analyzing student work and data and creating lessons and initiatives to improve student learning.
EG 5363 Action Research (3)
The student will implement the action research proposal from EG 5103 and test its effectiveness by applying the solution in a classroom/school setting. (In EG 5103, the student will identify a problem that can be investigated using action research, clarify the problem, propose a solution and determine appropriated methodology for the research.) A written report and an oral presentation of the project will be completed.