Offered through the University of Massachusetts Lowell's Graduate School of Education, the Master of Education Degree in Reading and Language provides graduate students with a mix of online courses and field experiences.
This 10-course/30-credit program is designed for candidates who hold either an initial or professional teaching license in Elementary Education, English as a Second Language, Moderate Disabilities or Early Childhood Education.
This program does NOT lead to licensure in any field. Instead, it provides the professional knowledge required for the continuing education of experienced practitioners. Candidates who complete the program successfully are awarded a Master of Education Degree, but cannot be endorsed for licensure in Massachusetts or their own state.
Candidates who teach in a Massachusetts school and hold a Massachusetts initial teacher license in Elementary Education, English as a Second Language, Moderate Disabilities or Early Childhood Education should refer to the licensure concentration for Massachusetts teachers .
Total courses required: 10 courses (30 credits)
Foundations of Education - One course 3 credits
01.630 Educating Diverse Populations
Research and Evaluation - One course 3 credits
07.541 Practitioner Action Research** - Available Fall 2013!
Specialization - Six Courses: 18 credits
06.511 Teaching Reading in Content Areas
06.522 Young Adult Literature
06.527 Language Acquisition - Available Fall 2013!06.528 Assessment of Reading and Language Disabilities* - Available Fall 2013! 06.529 Treatment of Reading and Language Disabilities
06.549 Theory and Research: Reading and Language
Elective 3 credits
One elective with permission of advisor
Capstone 3 credits
04.650 Action Research Capstone*** - Available Fall 2013! * Must be taken before 06.529
** This course can be taken after 18 credits have been completed and requires the permission of the Graduate Coordinator.
*** This course must be taken at the end of the program. It may be taken in conjunction with one other course.
Important Licensure Information
Candidates who hold a current initial or professional Massachusetts license and complete all coursework, including the practicum in a Massachusetts school should refer to the licensure concentration of this program. Out-of-state candidates cannot be endorsed for licensure through this program and must contact their own states department of education to determine their own state's licensing regulations, requirements and eligibility.
Diversity Issues for School Leaders is designed to prepare experienced educators to provide effective leadership in a diverse community. Drawing from the Graduate School of Education's conceptual framework of Education for Transformation, students will be expected to: examine their own cultural heritage and experiences; gain increased understanding of equity issues concerning race, language, gender, sexual orientation, and special education needs; develop new insights for culturally responsive pedagogy; assess alternative strategies for facing illustrative conflicts in culturally diverse school settings; and consider how to ameliorate the pervasive impact of poverty on children in today's schools. 3 credits.
Students will have the opportunity to develop a teacher work sample consisting of work in six major areas: (1) contextual factors, (2) learning goals, (3) assessment plan, (4) design for instruction, (5) analysis of student learning, and (6) reflection. 3 credits.
This course presents the theoretical foundation and current best practices for content area reading, writing, and study skills. The focus is on motivation, cognition, memory, and verbal processing theories as they apply to methodology. Students learn to develop lessons and units that integrate reading and writing while covering concepts in the content areas. 3 credits.
The major emphasis of the course will be discussion and analysis of the goals of a literature curriculum and the exploration of various methods for achieving these goals. The characteristics of the different genres of literature will be discussed in detail 3 credits.
This course will focus on the study of the acquisition of language and the relationship of language learning to the development of literacy. Students will examine both first and second language acquisition. Students will be expected to apply their knowledge of language acquisition to best teaching practices for enhancing first and second language development in the classroom and to the development of literacy. 3 credits.
This course examines the selection and use of procedures to make an adequate clinical and educational diagnosis. Includes the assessment of function and dysfunction in factors associated with language development; receptive, expressive, writing, reading; and the administration and interpretation of individual and group tests of perceptual, motor, and conceptual functioning in reading and language. 3 credits.
This course will explore the specific practices in remedial teaching in grades K-12, using published materials, and developing new materials for small group, whole class, and tutoring settings. Students will develop and implement realistic corrective programs based on the interpretation of literacy assessments. These programs will include selecting strategies of instruction and materials, and establishing a framework of time and evaluation. 3 credits.
A final course on the national and international research in reading and language and the pertinence and proposed implementation of research findings to instruction and the various roles of the reading supervisor or director. 3 credits.
This course examines how action research helps educators to learn to explore pressing classroom and school issues in systematic ways. Action research provide educators with opportunities to deepen their knowledge and skills as reflective practitioners, allowing them to contribute to the achievement of students and the improvement of schools. 3 credits.
Financial aid is available for students who qualify. Financial aid consists of grants, scholarships, loans, student employment, waivers, reimbursement programs, and other financial arrangements. Students must be matriculated in an eligible degree or certificate program and be enrolled in courses required for that program.
UMass Lowell's Graduate School of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE), a national accrediting body for schools, colleges, and departments of education authorized by the U.S. Department of Education.