Curriculum and Instruction (M.Ed.)
Faculty
Dr. Cynthia Greer, Associate Professor of Counseling, Educating for Change
Dr. Deborah Litt, Associate Professor of Education, Director of Curriculum and Instruction, Program Chair for Reading
Dr. Bweikia Steen, Assistant Professor of Education
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 in Teaching of Reading. Students may also pursue a general Master of Education in Curriculum and Instruction (Educating for Change) which does not require a teaching certification for entrance. All certification programs are accredited by the National Council for Accreditation of Teacher Education (N.C.A.T.E.). Each program requires students to complete a range of courses in their chosen concentration. Some concentrations require field work. Completion of the Teaching of Reading concentration allows students to qualify for an additional teaching credential in the District of Columbia and other jurisdictions.
Concentration Descriptions and Requirements
Educating for Change
This concentration provides an opportunity for practitioners in education and those who will serve as advocates for students in K-12 education, particularly in urban environments, to better understand the dynamics of working for change to improve the quality of education for all students. Taught in a multidisciplinary context, this advanced degree program draws from the insights provided by a range of disciplines, including sociology, psychology, history, political science, economics, and education. This interdisciplinary perspective equips students to engage both intellectually and through practice, while addressing social inequalities within educational systems, associated with gender, ethnicity, social class, and disabilities.
Students in the program work together to understand the political, social, and economic factors and processes that impact learning opportunities and educational processes; students learn to become leaders and educational change agents. The uses of instructional technology are integrated into all classes; therefore, students matriculating into this program are expected to demonstrate functional computer skills.
Within this 36-credit program, students learn about models for curriculum change and implementation, current research and best practices in teaching and learning, and equitable methods of assessment. Experiential learning and field experiences are central components of the learning process and foster student interaction with the community.
Required Courses (36 credits)
ALL of the following courses:
EDCC 601 Transition to Graduate School SeminarNon-credit seminar for students in their first semester of any School of Education graduate program. Information will be provided to students on general education, certification and graduation requirements. Surveys and writing samples that are data requirements for accreditation of the department will be gathered. Academic policies, APA writing style requirements and university-provided resources will be reviewed.
0 credits
EDCI 505 Psychology of Children and Youth Facing PovertyProvides 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 environment. Invited speakers broaden the scope of the course by sharing current trends, information, and programs. This course informs educators of the need for understanding and sensitivity and discusses program designs that offset environmental and social poverty.
3 credits
EDCC 600 Research in EducationExamines qualitative and quantitative educational research methodologies. Students learn to read, analyze, and interpret the current 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. Formerly EDU 599B.
3 credits
EDCI 607 Cultural Diversity and Global ConcernsExplores the issues related to diversity and equality in education. Stereotypes, biases, and prejudices in relation to power will be examined. Cultural attitudes, values, customs, worldview, 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. A grade of B or higher is required to advance.
3 credits
EDCI 611 Role of Social, Economic, and Political Systems in EducationExplores the issues related to diversity and equality in education. Stereotypes, biases, and prejudices in relation to power will be examined. Cultural attitudes, values, customs, worldview, 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
EDCI 612 Conflict Management and ResolutionExamines 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 650 Glob & Ethical Persp of Diverse LearnersThis course defines the diverse learner and world views and global perspectives about the teaching methods that might be utilized to meet the needs of student in urban schools. Field experience is required. A grade of B or higher is required to advance.
3 credits
EDCI 651 Leadership in Family, School and CommThis course recognizes the need to build bridges between all facits of family, school and community. Leadership and advocacy slills will be developed and well as understanding how social and educational policy interact. Field experience required.
3 credits
EDCI 655 Spanish Language & CultureThis course is specifically designed for candidates who must be able to demonstrate skill, knowledge, and awareness of diversity issues impacting educational communities that are culturally and linguistically diverse. Specifically, this course will focus on developing beginning communication skills in Spanish with a major emphasis on understanding the culture of Spanish speaking communities.
3 credits
Prerequisites: None
EDCI 652 Literacy Issues in Urban EducationThis course provides an overview the literacy issues confronting teachers and schools. Specific attention will be given to different literacy programs that have been implemented nation wide. A field experience is required.
3 credits
EDCI 653 Current Issues in Urban EducationThis course serves as a culmination of the best practices examined for education for change. With the approval of their advisor students begin the review of the literature for their final capstone project.
3 credits
EDCI 654 Urban Curriculum and Program DesignThis course reviews, evaluates, and develops curricula used in urban setting, emphasis is on programs that have demonstrated success in urban settings. A field experience in required.
3 credits
ONE Capstone Project:
EDCI 699 Capstone in Curriculum and InstructionProvides students with the opportunity to explore an area of particular interest within their specialization. Under the directon of their faculty advisor, students design a project and develop a research topic. Students design an approved model that addresses the research problem and subsequently share their project with other students in a seminar format. Formerly EDU 600I Capstone Project in Curriculum and Instruction. A grade of B or higher is required to advance.
3 credits
The Teaching of Reading
The concentration in the Teaching of Reading is designed to prepare experienced classroom teachers for new roles such as specialized reading teachers, reading specialists, or literacy coaches. Guided by the standards of the International Reading Association, the program includes advanced coursework in K-12 literacy teaching, learning, and assessment as well as experiences designed to develop the skills needed to be effective school-based instructional leaders. The capstone experience, a 6-credit intensive clinical practicum and seminar, is taken when all coursework has been completed and the comprehensive examination passed. Candidates who successfully complete the program and fulfill the other requirements of their state or jurisdiction are eligible for certification as a Reading Specialist.
Students who have previously taken one of the required core or concentration courses may substitute an elective approved by their academic advisor in order to fulfill the 36-credit requirement for the degree.
Candidates admitted to the Reading Program in Fall 2005 and following are required to take and pass the Comprehensive Examination in Reading prior to being admitted to EDCI 690.
Required Courses (36 credits)
ALL of the following courses:
EDCC 601 Transition to Graduate School SeminarNon-credit seminar for students in their first semester of any School of Education graduate program. Information will be provided to students on general education, certification and graduation requirements. Surveys and writing samples that are data requirements for accreditation of the department will be gathered. Academic policies, APA writing style requirements and university-provided resources will be reviewed.
0 credits
EDCC 600 Research in EducationExamines qualitative and quantitative educational research methodologies. Students learn to read, analyze, and interpret the current 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. Formerly EDU 599B.
3 credits
EDCI 622 Emergent Literacy & Beginning ReadingTheories of reading acquisition and word recognition are introduced. A major focus is in developing a solid understanding of the developmental continuum of literacy acquisition which provides the foundation for using developmentally appropriate techniques for fostering early literacy development. The administration and interpretation of assessments for emergent and early literacy is included as a necessary component of planning effective and developmentally appropriate instruction and learning opportunities. Students will learn and practice multiple techniques for teaching the key components of literacy instruction: phonemic awareness, phonics, comprehension, vocabulary, and fluency. Includes field component. A grade of B or higher is required to advance.
3 credits
EDCI 627 Language Acquisition and DevelopmentExplores the major language theories and systems involved in language development, cognition and learning the reading process. The psycholinguistic, and sociolinguistic, views provide the framework for exploring phonology, semantic, syntactic, and pragmatic systems related to language acquisition and development and their relation to the reading and writing process. The understanding that literacy can be a means for transmitting moral and cultural values through the interaction of the readers' existing knowledge. The role of metacognition in reading and writing, and listening will be explored. Formerly EDU 556B. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCC 510, EDCC 530, and EDCC 541
EDCI 632 Methods of Teaching WritingCurrent past practices in the teaching and evaluation of writing (composition), and the use of writing as a vehicle to learn content material form the core content of this class. Spelling development and its relationship to both reading and composition are addressed as well as adaptations and techniques for learners who are experiencing difficulty with written expression. Class time will be devoted to an in-class Writer's Workshop. Candidates will be expected to write and revise original compositions, giving and receiving feedback from their peers. Formerly EDU 511C Teaching Writing. A grade of B or higher is required to advance.
3 credits
Prerequisites: None
EDCI 633 Organization and Supervision of School Reading ProgramsCandidates study the characteristics of strong school literacy programs and how to develop and impleme nt effective programs at the school level. Major topics include setting school-wide goals, working with teachers, meeting needs of individuals, evaluation of materials, and evaluating existing programs. Candidates develop a school literacy plan. Formerly EDU 528 Organization and Supervision of School Reading. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCI 622, EDCI 627, EDCI 632, EDCI 635, and EDCI 636.
EDCI 634 Advanced Diagnosis in LiteracyStudents will learn to administer and interpret specialized formal assessments as well as review the administration, interpretation, and use o f assessments with which they are already familiar. Candidates will be prepared to administer, score, and analyze data collected from the testing situation in order to plan for effective instruction and to write a professional case report. Literacy leadership and advocacy skills are developed through field-based projects. Formerly EDU 529 Advanced Diagnosis. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCI 622, EDCI 627, EDCI 632, EDCI 635, EDCI 636, and EDCI 637.
EDCI 635 Literacy Across the CurriculumProficiency in learning from complex written text is a prerequisite to full civic participation and economic security in post-industrial societies. The instructional strategies teachers need to ensure their students attain proficiency with complex text form the focus of this class. Teacher candidates will develop a repertoire of instructional strategies that foster active learning with texts that can be used to meet the needs of students of differing cultures, interests, and levels of literacy development. Evidence-based instructional techniques that foster the ability to comprehend and learn from complex texts in conjunction with the development of content knowledge will be identified and practiced. Particular attention will be paid to techniques that address the unique demands of expository text and that promote learner independence. Reading program students will also develop peer coaching skills. Formerly EDU 522L Literacy Across the Curriculum. A grade of B or higher is required to advance.
3 credits
EDCI 636 Foundations of Reading and WritingThis course provides grounding in the historical and theoretical roots of past and present instructional practices in reading. Reading abilities and disabilities are examined from the perspective of psychological, sociological, sociocultural, and linguistic theories as applied to literacy acquisition and development. The research evidence in support of the major components of literacy instruction will be examined. Formerly EDCI 636 History and Theories of Reading Processes.
Prerequisites: None
3 credits
EDCI 637 Diagnostic and Prescriptive Instruction in LiteracyIntroduces and/or extends candidates' knowledge of formal and informal literacy assessments, their interpretation, and their use in guiding instruction for individuals and groups. Candidates will learn to select, administer, score, and analyze a range of instruments, and use the results of these assessments to plan and implement effective instruction. Includes field component.
Prerequisites: EDCI 622 and EDCI 635. A grade of B or higher is required to advance.
3 credits
ONE Directed Elective
ONE Practicum
EDCI 690 Advanced Clinical Practicum in Literacy Assessment and InstructionProvides candidates with the opportunity to put into practice all that they have learned throughout the program. Involves daily group and one-on-one instruction under the supervision of a university professor. Seminar time is used for collaborative problem solving; reviewing concepts and practices for application in a clinical setting; peer coaching and critique; and exploring new ideas in literacy assessment and instruction. Candidates are expected to plan and teach collaboratively and to write a professional quality case report. Formerly EDU 645 Practicum in Curriculum and Instruction. A grade of B or higher is required to advance.
6 credits
Prerequisites: All coursework and qualifying score on comprehensive examination in Reading.
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, with permission of their academic advisor. Only graduate students may enroll in courses numbered 600 and above.
EDCC – Education Core and Common Courses
EDCC 601 Transition to Graduate School SeminarNon-credit seminar for students in their first semester of any School of Education graduate program. Information will be provided to students on general education, certification and graduation requirements. Surveys and writing samples that are data requirements for accreditation of the department will be gathered. Academic policies, APA writing style requirements and university-provided resources will be reviewed.
0 credits
EDCC 600 Research in EducationExamines qualitative and quantitative educational research methodologies. Students learn to read, analyze, and interpret the current 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. Formerly EDU 599B.
3 credits
EDCI – Curriculum and Instruction Courses (by Program)
Curriculum and Instruction: Educating for Change Courses
EDCI 505 Psychology of Children and Youth Facing PovertyProvides 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 environment. Invited speakers broaden the scope of the course by sharing current trends, information, and programs. This course informs educators of the need for understanding and sensitivity and discusses program designs that offset environmental and social poverty.
3 credits
EDCI 607 Cultural Diversity and Global ConcernsExplores the issues related to diversity and equality in education. Stereotypes, biases, and prejudices in relation to power will be examined. Cultural attitudes, values, customs, worldview, 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. A grade of B or higher is required to advance.
3 credits
EDCI 611 Role of Social, Economic, and Political Systems in EducationExplores the issues related to diversity and equality in education. Stereotypes, biases, and prejudices in relation to power will be examined. Cultural attitudes, values, customs, worldview, 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
EDCI 612 Conflict Management and ResolutionExamines 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 650 Glob & Ethical Persp of Diverse LearnersThis course defines the diverse learner and world views and global perspectives about the teaching methods that might be utilized to meet the needs of student in urban schools. Field experience is required. A grade of B or higher is required to advance.
3 credits
EDCI 651 Leadership in Family, School and CommThis course recognizes the need to build bridges between all facits of family, school and community. Leadership and advocacy slills will be developed and well as understanding how social and educational policy interact. Field experience required.
3 credits
EDCI 652 Literacy Issues in Urban EducationThis course provides an overview the literacy issues confronting teachers and schools. Specific attention will be given to different literacy programs that have been implemented nation wide. A field experience is required.
3 credits
EDCI 653 Current Issues in Urban EducationThis course serves as a culmination of the best practices examined for education for change. With the approval of their advisor students begin the review of the literature for their final capstone project.
3 credits
EDCI 654 Urban Curriculum and Program DesignThis course reviews, evaluates, and develops curricula used in urban setting, emphasis is on programs that have demonstrated success in urban settings. A field experience in required.
3 credits
EDCI 655 Spanish Language & CultureThis course is specifically designed for candidates who must be able to demonstrate skill, knowledge, and awareness of diversity issues impacting educational communities that are culturally and linguistically diverse. Specifically, this course will focus on developing beginning communication skills in Spanish with a major emphasis on understanding the culture of Spanish speaking communities.
3 credits
Prerequisites: None
EDCI 699 Capstone in Curriculum and InstructionProvides students with the opportunity to explore an area of particular interest within their specialization. Under the directon of their faculty advisor, students design a project and develop a research topic. Students design an approved model that addresses the research problem and subsequently share their project with other students in a seminar format. Formerly EDU 600I Capstone Project in Curriculum and Instruction. A grade of B or higher is required to advance.
3 credits
Curriculum and Instruction: The Teaching of Reading Courses
EDCI 622 Emergent Literacy & Beginning ReadingTheories of reading acquisition and word recognition are introduced. A major focus is in developing a solid understanding of the developmental continuum of literacy acquisition which provides the foundation for using developmentally appropriate techniques for fostering early literacy development. The administration and interpretation of assessments for emergent and early literacy is included as a necessary component of planning effective and developmentally appropriate instruction and learning opportunities. Students will learn and practice multiple techniques for teaching the key components of literacy instruction: phonemic awareness, phonics, comprehension, vocabulary, and fluency. Includes field component. A grade of B or higher is required to advance.
3 credits
EDCI 632 Methods of Teaching WritingCurrent past practices in the teaching and evaluation of writing (composition), and the use of writing as a vehicle to learn content material form the core content of this class. Spelling development and its relationship to both reading and composition are addressed as well as adaptations and techniques for learners who are experiencing difficulty with written expression. Class time will be devoted to an in-class Writer's Workshop. Candidates will be expected to write and revise original compositions, giving and receiving feedback from their peers. Formerly EDU 511C Teaching Writing. A grade of B or higher is required to advance.
3 credits
Prerequisites: None
EDCI 633 Organization and Supervision of School Reading ProgramsCandidates study the characteristics of strong school literacy programs and how to develop and impleme nt effective programs at the school level. Major topics include setting school-wide goals, working with teachers, meeting needs of individuals, evaluation of materials, and evaluating existing programs. Candidates develop a school literacy plan. Formerly EDU 528 Organization and Supervision of School Reading. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCI 622, EDCI 627, EDCI 632, EDCI 635, and EDCI 636.
EDCI 634 Advanced Diagnosis in LiteracyStudents will learn to administer and interpret specialized formal assessments as well as review the administration, interpretation, and use o f assessments with which they are already familiar. Candidates will be prepared to administer, score, and analyze data collected from the testing situation in order to plan for effective instruction and to write a professional case report. Literacy leadership and advocacy skills are developed through field-based projects. Formerly EDU 529 Advanced Diagnosis. A grade of B or higher is required to advance.
3 credits
Prerequisites: EDCI 622, EDCI 627, EDCI 632, EDCI 635, EDCI 636, and EDCI 637.
EDCI 636 Foundations of Reading and WritingThis course provides grounding in the historical and theoretical roots of past and present instructional practices in reading. Reading abilities and disabilities are examined from the perspective of psychological, sociological, sociocultural, and linguistic theories as applied to literacy acquisition and development. The research evidence in support of the major components of literacy instruction will be examined. Formerly EDCI 636 History and Theories of Reading Processes.
Prerequisites: None
3 credits
EDCI 635 Literacy Across the CurriculumProficiency in learning from complex written text is a prerequisite to full civic participation and economic security in post-industrial societies. The instructional strategies teachers need to ensure their students attain proficiency with complex text form the focus of this class. Teacher candidates will develop a repertoire of instructional strategies that foster active learning with texts that can be used to meet the needs of students of differing cultures, interests, and levels of literacy development. Evidence-based instructional techniques that foster the ability to comprehend and learn from complex texts in conjunction with the development of content knowledge will be identified and practiced. Particular attention will be paid to techniques that address the unique demands of expository text and that promote learner independence. Reading program students will also develop peer coaching skills. Formerly EDU 522L Literacy Across the Curriculum. A grade of B or higher is required to advance.
3 credits
EDCI 637 Diagnostic and Prescriptive Instruction in LiteracyIntroduces and/or extends candidates' knowledge of formal and informal literacy assessments, their interpretation, and their use in guiding instruction for individuals and groups. Candidates will learn to select, administer, score, and analyze a range of instruments, and use the results of these assessments to plan and implement effective instruction. Includes field component.
Prerequisites: EDCI 622 and EDCI 635. A grade of B or higher is required to advance.
3 credits
EDCI 690 Advanced Clinical Practicum in Literacy Assessment and InstructionProvides candidates with the opportunity to put into practice all that they have learned throughout the program. Involves daily group and one-on-one instruction under the supervision of a university professor. Seminar time is used for collaborative problem solving; reviewing concepts and practices for application in a clinical setting; peer coaching and critique; and exploring new ideas in literacy assessment and instruction. Candidates are expected to plan and teach collaboratively and to write a professional quality case report. Formerly EDU 645 Practicum in Curriculum and Instruction. A grade of B or higher is required to advance.
6 credits
Prerequisites: All coursework and qualifying score on comprehensive examination in Reading.
Directed Elective: In consultation with their advisor students select an elective best suited to further their professional growth in a particular area of interest.