Sociocultural Approaches to Literacy Research and Education (EDUC 789)
This Independent Study Course is for doctoral students interested in investigating literacy practices and events through a sociocultural lens. Readings and projects are tailored to specific interests and research sites. This work can include exploration of Systemic Functional Linguistics, language ideologies, positioning theory, critical literacies, civic literacies, identity work, and classroom praxis.
This foundational course explores the issue of professional productivity in education including writing scholarly publications; making presentations at professional conferences; and applying for Institutional Review Board approval to conduct research.
Secondary Literacy (MACI 420)
This course engages literacy processes and their relationship to adolescent lives and the secondary school curriculum. Areas of focus include disciplinary literacy, culturally-responsive literacies, and pedagogies that build on the strengths of learners from diverse linguistic and socio-economic backgrounds.
Teaching of Writing K-12 (IES 412)
The Teaching of Writing course introduces pre-service teacher candidates to the research, theory, and practice of the teaching if writing in grades K-12. Participants learn to understand and apply the theory and research of learning to write and writing to learn in a variety of genres and disciplines, exploring both writing across the curriculum and disciplinary literacy approaches.
Inquiry, Evidence, and Decision-Making Part One (IES 405)
Inquiry, Evidence, and Decision-Making is part one of the two-course IES program capstone. Strong professional practices requires a systematic inquiry to generate the types of information and insights needed for effective decision-making. Participants investigate a topic of interest while exploring quantitative, qualitative, single-subject, action research, and program evaluation inquiry traditions and methods.
The Senior Internship is part two of the two-course IES program capstone. Students choose a fieldwork site aligning with their inquiry interests and career goals, and do sixty hours of partiicpant observation. This continues their investigation of a topic of interest while exploring quantitative, qualitative, single-subject, action research, and program evaluation inquiry traditions and methods.
Exploring the social construction of race, class, gender, sexuality, and (dis)ability, students examine how systems of stratification are formed, perpetuated, and interconnected through language and social institutions, such as schools, public policy, and mass media. Students also consider how individuals might, within institutional contexts, play a transformative role in the social construction of difference.
Literacy Research for Change engages culturally-relevant literacy teaching theory and practice as students learn how to critically read qualitative, quantitative, and mixed-methods research in this area. Students write a literature review on a literacy topic of their choosing, and design a corresponding action research project to advance equity in literacy education within the context of their own teaching communities.
Language, Literacy and Culture explores relationships between language, literacy and learning in a pluralistic and democratic society. Students engage case study research and advocacy projects as they delve into language and literacy development, language acquisition, and strategies for teaching Emergent Bilingual learners and Standard English learners.
In Critical Approaches to Literature, students are apprenticed into discussions of how meaning is made when reading. Drawing on critical race theory, feminist theory, poststructural thought, as well as discourse analysis, students explore multiple ways of reading and engaging literary texts. The focus is implications on and for our teaching practice in literacy classrooms, delving into the practical question of what makes a reading a ‘critical’ one.
The Teaching of English Seminars are spaces designed to support English teacher-candidates as they develop their teacher-identities. The course is designed to be supportive as in-service teachers discuss pedagogical practices, positive classroom management approaches, and the challenges of working within an inequitable education system. Projects include collaborative analysis (descriptive review) of videoed lessons and student work, reflection on our own educational histories, presentations of critical incidents in the classroom, and regular journal-writing.