General Program Information
Graduate School Contact:
Fiona Goodyear; firstname.lastname@example.org; 423-439-6148
Martha Collins, Ph.D., Graduate Coordinator
205 Warf-Pickel Hall
Faculty: *See Curriculum and Instruction
The major purpose of this degree is to improve the quality of teaching at the elementary level by broadening the background of teachers in the literacy as related to elementary teaching and preparing teachers as action researchers.
Students seeking admission to graduate programs in the Department of Curriculum and Instruction must first meet general requirements of the School of Graduate Studies. In addition, the following specific admission criteria apply:
- A candidate who has an undergraduate GPA of 3.0 or above on a 4.0 scale for all work completed is eligible for admission.
- A candidate who has an undergraduate GPA of less than 3.0 on a 4.0 scale may be granted admission by either of the following two (2) procedures:
- Obtaining a minimum of 2400 points based on the following formula:
- *the sum of the GRE aptitude scores (V+Q+AW);
- GPA x 500; and
- The sum of numbers (1) and (2).
- If the applicant has taken the Revised GRE (after August 2011), concordant scores will be used in the admission formula.
*Scores on the GRE-AW will be substituted for the Analytical (A) scores using a scaled transfer.
- Participating in an interview with the appropriate admission committee. The candidate will be responsible for providing the admission committee with information for consideration in admission decisions. Factors to be considered include teaching experience; scores on standardized tests; GPA during the entire undergraduate experience, during the last two (2) years of undergraduate school, and in the major; performance in graduate courses taken; recommendations of supervisors and colleagues; quality of undergraduate school(s) attended; oral communication skills; and skill in writing, which will be determined in part by the candidate’s extemporaneous writing during the interview.
Matriculation: The coordinator of the program to which the prospective candidate has been admitted serves as the initial advisor. When students become eligible for candidacy, their advisory committees are selected by the student and approved by the program coordinator. Students who anticipate candidacy for a degree are strongly encouraged to take courses based on
guidelines provided by their advisor.
Students determining to complete the Master of Education degree in Advanced Studies in Teaching and Learning are required to meet with the chair of the advisory committee to plan the sequence of courses leading to the degree. They must successfully complete the required professional development courses.
A comprehensive oral final examination is required of all students completing graduate programs in advanced education. Presentation of the Professional Level of Teaching portfolio is a required part of the oral examination. Candidates meet with their advisor at the beginning of the final semester to plan for these examinations. Specific program requirements are indicated below:
Childhood Literacy Reading Concentration
ASTL 5701 Teacher as Learner (3 credits)
ASTL 5700 Portfolio Development (3 credits)
ASTL 5721 Theory and Foundation of Development Literacy (Literacy I) (3 credits)
ASTL 5723 Understanding and Implementing Best Practices in Teaching Beginning Literacy (Literacy II) (3 credits)
ASTL 5725 Understanding and Implementing Best Practices for Continued Literacy Growth in the Middle Grades (Literacy III) (3 credits)
ASTL 5705 Assessment of Learning (3 credits)
ASTL 5703 Knowledge of the Learner (3 credits)
ASTL 5726 Diagnosing Literacy Problems K-8 (Literacy IV) (3 credits)
ASTL 5706 Learning Strategies/Instructional Strategies (3 credits)
ASTL 5729 Remediation of Literacy Problems K-8 (Literacy V) (3 credits)
ASTL 5709 Action Research (3 credits)