Graduate Degree - Literacy Instruction - Master of Arts

Program:
Literacy Instruction - Master of Arts
Program Code:
2247 Literacy Instruction
Program Level:
Graduate
Award Type:
Master of Arts
Start Term:
FS92
End Term:
SS10
College:
College of Education


Excerpt from the official Academic Programs Catalog:

Listed below are the approved requirements for the program from the official Academic Programs Catalog.
Students must consult their advisors to learn which specific requirements apply to their degree programs.
Requirements as represented in Degree Navigator are not available for this program.

College of Education

Graduate Study

Literacy Instruction - Master of Arts

The master’s degree program in literacy instruction is designed for persons who aspire to be leaders in literacy education.  The program focuses on preparing practitioners and researchers who are committed to having a voice in the reform of literacy inquiry, curriculum, policy, and practice.

The literacy instruction program provides varied opportunities for students to acquire knowledge of literacy from a theoretical perspective, comprehend research reports, learn how to generate researchable questions, develop their own research agendas, and engage in exemplary literacy instructional practice.

The program is available with two emphasis areas:

The K-12 emphasis focuses primarily on literacy instruction across the K-12 grades and includes opportunities to qualify for the reading specialist (BR) or one of two reading (BT) endorsements. The content of this emphasis meets the guidelines set forth by the Professional Standards and Ethics Committee of the International Reading Association and the Professional Standards Committee of the Michigan Reading Association, and the Guidelines for University Programs for Training Reading Specialists developed by the Michigan Department of Education. Upon completion of the requirements for the program, a student who holds a State of Michigan elementary teaching certificate can be recommended by the college for the elementary reading (BT) endorsement, and the student who holds a State of Michigan secondary certificate can be recommended by the college for the secondary reading (BT) endorsement. Students who wish to be recommended for the state's K-12 reading specialist (BR) endorsement must select the Reading Specialist area of concentration under item 4. below. Students who wish to be recommended for one of the state's BT endorsements can select one of the other areas of concentration under item 4. below.

The Middle/Secondary English Language Arts emphasis focuses primarily on teaching English language arts in middle school and secondary classrooms, with opportunities for taking some course work in the Department of English. It is designed for recently certified teachers of secondary English who wish to pursue their continuing certification course work in a master’s degree focusing on issues of English disciplinary knowledge, methodology, and pedagogy. It provides middle and secondary English teachers with opportunities to directly address subject-specific pedagogical interests and needs. The content of this emphasis meets the guidelines set forth by the National Council of Teachers of English for academic and professional studies in English language arts education.

In addition to meeting the requirements of the university and of the College of Education, students must meet the requirements specified below.

Admission

For students who select the K-12 emphasis area:  applicants must have had experience with elementary or secondary school age children. Applicants submit three letters of recommendation that address both their academic and professional leadership potential.

For students who select the Middle/Secondary English Language Arts emphasis area:  applicants must have a baccalaureate degree in English or a related field and be certified in the teaching of English language arts (7-12) or have equivalent experience. Applicants must also submit a writing sample that reflects aptitude for critical and scholarly writing and three letters of recommendation that address both their academic and professional potential.

Requirements for the Master of Arts Degree in Literacy Instruction

The program is available only under Plan B (without thesis). Students must complete a minimum of 33 credits in one of the following emphasis areas, distributed as shown below. The student’s program of study must be approved by the Graduate Chairperson.

               
K-12              
1. Foundations of Literacy Instruction  
  Both of the following courses (6 credits):  
  TE 840 Proseminar I: Historical Bases for Literacy Instruction 3
  TE 841 Proseminar II: Psychological Bases for Literacy Instruction 3
2. Educational Foundations  
  One of the following courses (3 credits):  
  CEP 452 Students with Disabilities in the Regular Classroom 3
  CEP 800 Psychology of Learning in School and Other Settings 3
  CEP 801 Psychological Development: Learner Differences and Commonalities 3
  EAD 853B Schools, Families and Communities 3
  TE 810 History of American Education 3
  TE 811 Philosophical Inquiry and Contemporary Issues in Education  
  TE 812 Sociological Inquiry into Education 3
  TE 815 Comparative Analysis of Educational Practice 3
  TE 816 Education in Transition 3
  TE 820 Power and Pluralism in School Practice 3
  TE 821 Race and Educational Policy in the United States 3
  TE 822 Issues of Culture in Classrooms and Curriculum 3
  TE 823 Learning Communities and Equity 3
  Students who have completed Teacher Education 801 or 803 in the College of Education’s Internship Year Studies program may use either course to count towards this requirement.  
3. Literacy Instructional Methodology  
  All of the following courses (15 credits):  
  TE 842 Advanced Methods of Elementary School Reading 3
  TE 843 Reading, Writing and Reasoning in Secondary School Subjects 3
  TE 844 Classroom Literacy Assessment 3
  TE 847 Methods for Teaching Language Arts 3
  TE 849 Methods and Materials for Teaching Children’s and Adolescent Literature 3
4. Areas of Concentration  
  6  to 9 credits selected from one of the following areas:  
  Reading Specialist        
  TE 853 Corrective and Remedial Literacy Instruction in the Classroom 3
  TE 854 Clinical Literacy Instruction 3
  TE 873 Literacy Leadership 3
  Writing Instruction        
  TE 835 Theory and Research on the Teaching of Writing 3
  TE 848 Methods of Writing Instruction 3
  Early Literacy Foundations and Development  
  TE 845 Language Diversity and Literacy Instruction 3
  TE 851 Literacy for the Young Child in Home and School 3
  Children’s and Adolescent Literature  
  TE 836 Awards and Classics of Children’s Literature 3
  TE 849 Methods and Materials for Teaching Children’s and Adolescent Literature 3
  TE 850 Critical Reading for Children and Adolescents 3
  English as a Second Language  
  LLT 807 Methods of Teaching English to Speakers of Other Languages 3
  LLT 808 Studies in Teaching English to Speakers of Other Languages 3
  Technology          
  CEP 810 Teaching for Understanding with Computers 3
  CEP 811 Adapting Innovative Technologies to Education 3
  CEP 812 Applying Instructional Technology to Problems of Practice 3
  Students who have completed Teacher Education 802 and 804 in the College of Education’s Internship Year Studies program may count both courses as their area of concentration, unless they are seeking the Michigan Reading Specialist Certificate, in which case they must complete the Reading Specialist area of concentration requirements listed above.  
5. Three additional credits of electives as approved by the student’s academic advisor.  
6. Completion of a final examination or evaluation.  
               
MIDDLE/SECONDARY ENGLISH LANGUAGE ARTS  
1. Core Requirement. Both of the following courses (6 credits):  
  ENG 872 Methods of Research into Language Learning and Literacy 3
  TE 837 Issues and Trends in English Education 3
2. Language, Literacy, and Pedagogy. One course from each of the following four areas (12 credits):  
  Approaches and Issues in the English Language  
  ENG 845 Approaches to the English Language 3
  ENG 848 Analysis of English Discourse 3
  ENG 861 Advanced Studies in Second Language Acquisition 3
  ENG 991A Topics in English Language Studies 3
  LLT 461 Second Language Acquisition 3
  LLT 807 Methods of Teaching English to Speakers of Other Languages 3
  TE 845 Language Diversity and Literacy Instruction 3
  Students who have completed TE 804 in the College of Education’s Internship Years Studies program may use it as the choice in this area.  
  Approaches and Issues in the Teaching of Literature  
  ENG 862 Approaches to the Teaching of Literature 3
  TE 849 Methods and Materials for Teaching Children’s 3
        and Adolescent Literature  
  TE 850 Critical Reading for Children and Adolescents 3
  Approaches and Issues in Reading  
  ENG 875 The Teaching of English Language and Literature: Reading Theory 3
  TE 843 Reading, Writing, and Reasoning in Secondary School Subjects 3
  Theory and Research in the Teaching of Writing  
  ENG 876 Composition Studies: Issues, Theory, and Research 3
  TE 835 Theory and Research on the Teaching of Writing 3
  TE 848 Methods of Writing Instruction 3
3. Language Requirement  
  The language requirement may be satisfied through demonstration of second-year proficiency in a second language, including American Sign Language, or by completing two of the following courses. Only one course will count toward the degree.  
  ENG 861 Advanced Studies in Second Language Acquisition 3
  ENG 991A Topics in English Language Studies 3
  LLT 461 Second Language Acquisition 3
  LLT 807 Methods of Teaching English to Speakers of Other Languages 3
4. Foundations for Teaching and the Profession  
  One of the following courses or an approved substitution (3 credits):  
  TE 810 History of American Education 3
  TE 811 Philosophical Inquiry and Contemporary Issues in Education 3
  TE 812 Sociological Inquiry into Education 3
  TE 815 Comparative Analysis of Educational Practice 3
  TE 820 Power and Pluralism in School Practice 3
  TE 821 Race and Educational Policy in the United States 3
  TE 822 Issues of Culture in Classroom and Curriculum 3
  TE 823 Learning Communities and Equity 3
  Students who have completed Teacher Education 803 in the College of Education’s Internship Year Studies program may use this course as the choice in this area.  
5. Electives.      
  Additional credits of electives, up to 12 credits, are needed to reach 33 credits. These can be selected from among appropriate graduate courses in teacher education; English; counseling, educational psychology and special education; linguistics, or other appropriate courses that support the professional and academic development of the student as a teacher of English Language Arts. Students who have completed Teacher Education 802 in the College of Education’s Internship Year Studies program may use this course towards these electives.  
6. Portfolio. A portfolio developed over time must be acceptable to the student’s guidance committee. The purpose of the portfolio as a certifying examination are (1) to demonstrate an advanced understanding of and ability in practices in the teaching of English, and (2) to enable the student to articulate a coherent understanding of the major issues in English education. The portfolio requirement includes (1) documentation of expertise in an area of English pedagogy, through videotapes of classroom teaching or classroom artifacts that demonstrate competence as a teacher of English, accompanied by a reflective essay that provides evidence of how the student’s studies have affected this practice and his/her understanding of this practice, and (2) a reflective essay based on a prompt that requires the student to write a position paper theorizing an important issue in the field and connecting research, theory, and practice. The submission of an acceptable portfolio satisfies the University requirement of a final examination or evaluation.