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Reading
and Language Courses |
EDRL 507
Research in Language and Literacy |
Critical analysis, evaluation,
exploration, and generation of literacy research. Students are immersed
in the research traditions of reading, writing, language, and literacy,
and read from classic and cutting-edge studies along with current literacy
research, theory and opinion. Students examine and construct connections
among theory, research, and practice and inquire into relationships among
language, literacy, social context, and culture. |
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EDRL 521A
Language Development in First and Second Languages |
| Research and theory in oral
and written language development in home and subsequent languages, and the
relationship between literacy learning and teaching. Special attention is
given to factors that promote concept development and confident effective
language use. Attention to the structure of the English language, including
phonology, orthography, morphology, syntax and semantics. Contributions
from many fields, (e.g., psycholinguistics, sociolinguistics, anthropology,
and developmental psychology) provide perspectives for analysis of language
acquisition and learning, evaluation of current educational practice, and
planning for effective classroom experiences. Transfer strategies from primary
language reading skills into English language reading skills are presented
based on the tenets of effective language acquisition. |
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EDRL 521B
Reading and Language Arts in First and Second Languages |
| Research, theory, and practice
focused on written language development in home and subsequent languages.
Students read, discuss and critique theory and research into processes of
reading and writing, including the theoretical foundation of assessment
approaches for documenting reading and language arts progress and the relationship
between literacy learning and teaching. Topics include sociolinguistic and
psycholinguistic factors in reading and writing development, assessment-based
reading and writing instruction for English language learners and struggling
readers, emergent literacy at all ages, comprehension and study strategies,
instructional planning, and evaluation and intervention approaches. Students
develop a comprehensive set of strategies for promoting fluent reading,
confident writing, and purposeful conversation for diverse student populations. |
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EDRL
522
Assessment and Teaching in Reading and Language Arts |
| Principles and procedures for
literacy and content assessment and teaching in classrooms with English
language learners, as well as for design and selection of materials, methods
and contexts for literacy and content learning for all students. Students
develop assessment and instructional plans for an English language learner
(their 521A case study student) and for small and whole groups of students
with a range of reading abilities. Topics include differentiated approaches
and methods specifically designed for a variety of purposes and groups,
use of literature and informational texts, and instruction/intervention
resources for sheltered English and SDAIE. |
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EDRL
523
Curriculum Development in Language and Literacy |
| Critical analysis and development
of learning-centered language and literacy curriculum. Students conduct
in-depth analysis of current research and theory in curriculum and teaching
and of California State Department of Education curriculum documents. Field
participation and observation and individual inquiry projects provide opportunities
for evaluation of curricular engagements. Students evaluate and select print
and electronic materials for instruction and intervention programs. |
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EDRL
524
Literature and Literacy |
| Literature as a way of knowing,
the role of literature in the curriculum, and strategies for teaching literature,
about literature, and with literature. Topics include selection and censorship
of classroom materials, flexible grouping, fluency, reader response, text
structure, story grammar, multicultural literature, online resources, and
high interest, comprehensible selections for beginning, struggling, ELL,
and successful readers. Students explore issues related to using high quality
literature, both narrative and expository, in reading and language arts
programs as they complete field work assignments. |
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EDRL
525
Leadership and Policy in Literacy Programs |
| Principles of designing, organizing,
coordinating and evaluating P-12 reading and language programs. Investigations
into decision-making and policies for teaching reading and writing, including
current influences on program development such as cross-cultural and multilingual
classrooms, testing, technology, and community involvement. Students develop
their professional expertise in leadership, supervision, evaluation, staff
development, advocacy, mediation, negotiation, and conflict resolution. |
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EDRL
527A
Clinical Field Experience in Reading and Language Arts |
| Supervised practicum for Certificate
candidates. In a Reading and Writing Workshop format, candidates work with
K-12 students under the supervision of and in collaboration with clinical
faculty and Reading and Language Arts Specialist Credential candidates.
Certificate candidates are assigned to students based on candidates’
prior program coursework and professional background, in order to assure
diversity of experience with readers and writers of varying ages and abilities.
Certificate candidates conduct formal and informal assessments and plan
instruction and intervention for students in the clinic. Based on assessment
findings candidates collaborate in the delivery of appropriate instruction
and interventions that utilize learners’ strengths in order to address
their needs. Candidates participate in clinical conferences and write reports
in which they summarize and critique assessment findings and the success
of the instruction. Opportunities will be available for candidates to work
with beginning readers, struggling readers at different levels, English
language learners, and successful readers and writers. |
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EDRL
527B
Advanced Clinical Field Experience in Reading and Language |
| Supervised practicum for Reading
and Language Arts Specialist Credential candidates. In a Reading and Writing
Workshop format, Credential candidates supervise Certificate candidates
as they work with K-12 students. In turn, Credential candidates are supervised
by university and clinical faculty. In collaboration with clinical faculty
and other Credential candidates, they assume leadership roles, overseeing
all assessment and instructional practices of Certificate candidates and
directing all clinic activities. Specialist Credential candidates play a
major role in clinical conferences and in the preparation of clinical reports.
They also work directly with students in the clinic, providing demonstration
of appropriate assessment and intervention strategies and to extend their
experience with readers and writers of varying ages and abilities. Opportunities
will be available for candidates to work with beginning readers, struggling
readers at different levels, English language learners, and successful readers
and writers. |
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EDRL
529
Evaluation in Reading and Language Arts Programs |
| Philosophy, purposes, and procedures
for evaluation of reading, writing, and oral language. Students examine
a variety of evaluation tools and procedures (formal and informal, group
and individual) with respect to how teachers can use these instruments and
procedures to inform literacy instruction and intervention for diverse populations.
Selected procedures are used with struggling readers to identify their reading
and writing strengths and needs. Topics include the role of the literacy
environment in evaluation results, methods of reporting progress to students,
parents, and administrators, and the role of standardized testing in schools.
Students develop criteria for reading and language arts program evaluation,
maintenance, and enhancement. |
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Education
Core Courses: |
EDUC 570
The Reflective Educator (3) |
| The focus of this course is
on philosophical, historical, social, and psychological perspectives in
education. Students will examine these perspectives while being encouraged
to examine and reflect upon their own professional practices in education.
Grade only. Prerequisite: admission to M.A. in Education program. |
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EDUC 571
Research Paradigms in Education (3) |
| This course focuses on students
as critical consumers of research and includes among its goals the development
of skills in the analysis and critique of educational research. The course
addresses research and field needs of practicing educators as opposed to
the needs of professional researchers, and serves to acquaint students with
basic principles and techniques of educational research. It also provides
students with an opportunity to integrate knowledge of these principles
through analyses of action research projects that may serve as the foundation
for the M.A. in Education culminating activity. Grade only. |
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Education
Pathway Courses: |
EDUC 572
Supervised Study for the Cognate Project (3) |
This supervised independent
study provides students with guidance in the completion of their cognate
project. Under the direction of the committee chair, and in consultation
with all committee members, students will complete (1) a project that
synthesizes their cognate coursework and connects it to their M.A. Program
concentration, and (2) a scholarly reflection which accompanies the project.
Following completion of the project, students will participate in a formal
presentation of their work to faculty and colleagues. Cr/NC. Prerequisite:
advancement to candidacy. |
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EDUC 573
Supervised Study for the Individualized Examination (3) |
| This supervised independent
study provides students with guidance in preparing for the individualized
examination. Under the direction of the committee chair, and in consultation
with all committee members, each student will determine the areas of study
to be addressed in the examination, choose relevant readings, and conduct
a concentrated study of those areas to prepare for the exam. Following completion
of the written exam, students will take an oral exam in which committee
members ask follow-up questions to the written responses. Cr/NC. Prerequisite:
advancement to candidacy. |
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EDUC 598
Developing a Thesis/Project (3) |
| This course develops students’
abilities to carry out a thesis or project and provides basic information
for planning and implementing the thesis/project proposal. The main goal
is to provide students with knowledge to begin their thesis/project. Grade
only. Prerequisite/corequisite: completion of all M.A. coursework (except
EDUC 599). |
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EDUC 599
Supervised Study for the Thesis/Project (3) |
| This supervised independent
study provides students with guidance in the completion of their thesis/project.
Under the direction of the committee chair, and in consultation with all
committee members, students will complete the thesis or project that was
developed in EDUC 598 (Developing a Thesis/Project). Following completion
of the thesis/project, students will participate in a formal presentation
of their work to faculty and colleagues. Cr/NC. Prerequisite: advancement
to candidacy. |
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