Master of Education with a concentration in Teaching of Writing for Grades P-12 online

This course provides a historical perspective on theory and practice in the teaching of reading as well as a survey of current research, theory, and practice related to reading acquisition and reading processes from the perspective of developmental and cognitive psychology, social constructivism, and linguistic and cultural influences.

This course will focus on research, literature and current issues of literacy and content area instruction for K-12 English Language Learners (ELLs). The course will emphasize instructional strategies and techniques in literacy and content area instruction for students who are at the beginning or intermediate stages of English language acquisition. This course is designed for reading specialists, graduate students in education, and in-service teachers who have ELLs in their classrooms (not for ESL majors). Practical, hands-on ideas as well as theory will be covered. Effective integration of multicultural literature and multilingual materials to enhance ELLs’ reading and writing across the curriculum will also be addressed.

This course focuses on the writing process as it is introduced and developed with elementary school children. The development of the writing-as-process movement and its relation to the other language arts is explored. Students learn through practice the types of activities and the organization that characterizes a writing-process classroom.

An intensive investigation of written communication. Encompasses various forms of written expression, including stories, exposition, and poetry. Students study sources of the substance and nature of the processes of imaginative and functional writing and pursue in depth a particular aspect of written expression. Students are offered experiences with selected word processing programs.

The course focuses on writing instruction in middle and high school classrooms. It is designed to develop a stronger theoretical and research basis for teaching writing, for mentoring others in the teaching of writing, and for conducting research on writing instruction for middle and high school students. Candidates will engage in diverse activities in order to develop expertise on various types of writing needed for college and career readiness.

This course is designed to develop theoretical knowledge in writing development and assessment, an understanding of current research and trends in assessing writing in grades P-12, and practical knowledge for assessing students’ writing in grades P-12. Candidates will learn theoretical framework and research trends in writing assessment. Candidates will also learn how to apply a range of informal and formal assessment instruments in the classroom, analyzing data, and drawing conclusions to inform instruction.

This course prepares students to develop, implement, and write up an original educational research project within their fields of specialization. The course is the first of two capstone empirical research experiences in the program for all concentrations. Students are required to select a research topic, review the existing literature related to that topic, and formulate a specific researchable question(s) within that topic. As a final paper, students write the first three chapters of their master’s thesis, including a feasible plan for conducting a study of the questions to be carried out during the next semester.

This course is a continuation of CIEE 6290, Research in Education I, and focuses on students’ experiences in carrying out and writing their original educational research projects within their fields of specialization in the M.Ed. in education program. The draft of the first three chapters is revised during this semester and the full five-chapter paper, including a report of results and a discussion of findings, is submitted at the end of the semester. During this semester, scheduled class time is spent primarily in conferencing about individual projects. Group meetings are held to work on developing techniques for presenting the results and discussion chapters of the paper.

This course focuses on a new definition of children’s literacy. Through personal and shared inquiry, multiple literacies (including media, intertextual, and visual literacies) are examined in the context of children’s literacy development, literacy curriculum design and development, state and national standards, current research and theory, and classroom practices and materials. Critical issues including the digital divide, politics and literacy, parents and appropriate technology use, and gender and ethnic bias are explored. This course meets 3 credits toward the Supervisor’s Certificate.

This course focuses on creating a new definition of adolescent and adult literacy. Current literacy research, theory, curriculum design, development, materials, and teaching practices for adolescents and adults using various print media including multimedia are explored. Through personal and shared inquiry, multiple literacies—including media, intertextual, visual, and critical literacies—are examined. Particular attention is given to the areas of study skills, selection of appropriate materials, comprehension problems, reading and writing programs, and the development of lifelong literacy habits. Critical issues including the grey digital divide, censorship, politics and literacy, and plagiarism and Web quests are explored.

This graduate course is designed to develop an understanding of and appreciate for the five strands of the New Jersey Core Curriculum Standards in Language Arts Literacy that can be utilized across the disciplines. Teachers will use the NJ Core Curriculum Content Standards in Language Arts Literacy to design and develop curricula across the disciplines. Participants will explore reading, writing, listening, speaking, and viewing, and learn to use them in integrative, interactive ways as they design and develop curricula. They will navigate through textbooks, assessments, the internet, visual arts, literature, informational and persuasive works, and strive to make classroom connections to support their curriculum design. They will discover the relationship between thinking and writing, language and voice, and ideas and values. They will also apply a variety of teaching-learning-assessment strategies to enable their studies to achieve mastery of language arts by using and exploring language in its many dimensions.

An investigation of literacy and content print and nonprint media. Considers questions related to materials, language sources, modern programs, instructional systems, and organizational arrangements appropriate for use in today’s classrooms and alternative settings. Special attention is given to the preparation of teacher, parent, and librarian guides to literature; adaptation of materials for children and youth; and analysis of recent research studies.

An exploration of literature for children and young adults from grades P-12. Emphasis is placed on selection, reading, analyzing, evaluation, and using literature to complement the diverse curriculum and NJCCCS needs as well as personal needs of students. Each class involves a lecture, literature readings, and discussion. Candidates complete weekly readings of new and classic tales and trade books, learn strategies for selecting and evaluating titles, find the best books for school library collection development, learn about authors and illustrators, and design reader’s advisory instruments - surveys and activities for stimulating a life-long love of reading.

Courses offered to cover a topic or topics not covered by an existing graduate level course. Includes varying subject matter deemed appropriate for developing skills and knowledge.

A critical study of literature and effective ways of using it for junior and senior high school students. Special attention is given to ways of developing recreational reading programs for individual students on the basis of ability and reading interest.

Focuses on current trends and ways to extend literature with children. Opportunities to study child responses and views in relation to particular literary works are provided. Such topics as author, illustrator and editor roles; child as critic; teaching reading and writing through literature; and multicultural literature are considered.

Designed to develop an understanding of the philosophies upon which the curriculum design is built and the societal influences that affect curriculum design. Candidates are guided to understand the curriculum design model as a decision making process: deciding what to do, the conditions under which it is to be done, and how it is to be evaluated. The knowledge, dispositions, and activities in this course provide a framework for understanding curriculum design as both process and content. Current theory as well as historical trends are included. The course extends the participant’s understanding of the process of curriculum design, its implementation and assessment. Current issues as well as historical trends about standards, neuroscience research, conceptual design, and urban education are some of the topics that are analyzed, synthesized, and evaluated through case studies.

Designed to examine the historical aspects and current status of supervision and evaluation in educational settings. Goals, processes, and functions of supervision and evaluation are studied in depth and connected to theories of leadership, motivation, and change. A strong emphasis is placed upon communication skills and interpersonal qualities of the effective supervisor. Creative collaboration, effective program development and analysis, clinical supervision, and staff development are examined in the context of effective leadership. The candidate is expected to acquire a repertoire of models, techniques, and skills in supervision and evaluation by the conclusion of this course. This highly interactive course builds upon theory to provide experiences with supervision not only in educational settings, but also in business and other organizational environments.