Master of Arts, General Option Degree with a Focus in Literacy
This program is designed to give you the skills to serve as a reading specialist in any K-12 grade level.
Potential job opportunities include: multi-lingual reading specialist, master reading instructional specialist, literacy coach.
As a graduate of the program, you will gain:
- Skills to provide direct reading intervention
- Knowledge of how to plan and conduct reading staff development
- Knowledge to develop and coordinate reading programs at the school, district or county level
In order to be eligible for a California Advanced Credential (Reading and Literacy Specialist Credential) candidates must hold a basic California Clear Credential, fulfilled Basic Skills requirements, and satisfied minimum years of regular teaching experience.
Pending Chancellor's Office Approval
An introduction to issues of schooling in a multicultural society. Includes an overview of multicultural education and addresses areas of study such as: culture cognition, diversity and exceptionality, intercultural communication, cross-cultural competence, the psychology of personal prejudice, and curriculum and teaching in multicultural contexts.
Overview of theories and practices that affect literacy development and literacy instruction for English speakers and English language learners. Develops teachers' understanding of how to create cultures of literacy as well as literacy skills necessary in the 21st century for pre-K through adolescent learners.
Examination of theories and practices that create the conditions for engagement and independence, which in turn affect literacy development in pre-K through adolescent learners. Designed to develop understanding of how to create cultures of literacy and to develop literacy skills necessary in the 21st century for all learners. Components of research-based best practices will be a focus with an emphasis on creating cultures of literacy, supporting the development of information/technology/library skills and abilities, designing curriculum and instruction, and use of assessment as a means to fostering engagement.
Examines the current theory, research, and practice that affect language and literacy development for multilingual students. Explores the role of the culture of literacy as well as digital literacies for capitalizing on students' diverse language and literacy backgrounds to engage students in the acquisition of English literacy skills informed by understanding of second language acquisition, transfer among languages and culturally responsive interactions.
Explores current strategies and techniques for evaluating reading and writing development in classroom settings; theoretical conceptual frameworks for evaluations; process and product procedures for evaluation; and formal and informal assessment techniques.
Explores multiple assessments in a balanced comprehensive literacy program and the research basis for the provisions of effective assessment of literacy teaching and learning relevant to students from varied cultural and linguistic backgrounds. Students will be required to administer a battery of appropriate assessments, make recommendations, and communicate that information through professional reports.
Examines what is considered "text" in today's multimedia world: multiple sources of information, bridging print and digital literacies. The formats, audiences and purposes of various texts will be explored as well as ways to support students' reading of those texts. Selecting, interpreting, mediating, understanding and using text across the curriculum with students of various needs and developmental levels.
Examines and demonstrates what it means to read, write, view, listen, and communicate in the 21st century. Teachers will expand and improve familiar literacy teaching and assessment by incorporating new technologies.
For teachers interested in conducting teacher research in their classrooms. The goal is to create a community of practice for teachers-as-researchers who can reflect on, investigate, understand and share their craft, students and classrooms with colleagues.
A core course designed to introduce educational practitioners to the fields of educational research and evaluation. Explores quantitative and qualitative methods of designing and conducting research and evaluation in the context of classroom settings. Further examines measurement, assessment, common statistical techniques, and methods for critiquing research and program evaluation studies.
Designed to provide candidates with advanced clinical experience in the area of curriculum for students and schools needing support in reading. Focuses on the integration of program theory and content with a supportive environment that includes self-assessment, supervision for a university advisor and a field supervisor. Promotes reflection and decision-making that is aligned with being a specialist in the area of literacy and language arts. Graded Credit/No Credit. Prerequisite: EDUC 614B.
Prepares teachers to evaluate, design, develop and implement reading programs at the school and district level. Prepares teachers for the various roles of teacher and diagnostician, intervention provider, curriculum designer, professional developer, coach/mentor/supervisor, literacy program evaluator, action researcher, and literacy leader, all necessary to become a reading specialist and literacy coach.
Students engage in the planning, preparation, and completion of their culminating experience, which may take the form of a research thesis, a curricular project within a schooling context – including the National Board Certification Teacher (NBCT) process, or a comprehensive examination.
California State University of San Marcos' School of Education is accredited by The Council for the Accreditation of Educator Preparation (CAEP), formerly known as the National Council for Accreditation of Teacher Education (NCATE).
Approved by California Commission on Teacher Credentialing.