CSL 500 CURRICULUM: PARADIGMS AND ISSUESCampus:
This course explores models of curriculum paradigms and related issues. The course will focus on analysis of conceptual framework principles and modes of inquiry as well as the investigation of past and present concerns related to teaching and learning. Issues such as assessment, core curriculum, grouping practices and conceptions of cognitive theory as it relates to curriculum will be discussed. The role of cultural and societal factors as they relate to the design and implementation of curricula will be demonstrated as students apply concepts of curriculum theory to analyze contemporary issues.
CSL 510 REFLECTIVE TEACHING AND LEARNINGCampus:
This course will focus on the dimensions of the reflective process, as it is integrated into the philosophy of educational leaders as a worthwhile professional attribute and pivotal in the teaching process. Descriptions of this process as well as guiding principles of the masters will be presented. The fundamental elements and tools of the reflective process will be modeled and integrated. This course is related to the Research Methods course where students probed situations related to teaching, curriculum, behavior and learning to discover realistic problems for examination and investigation, as a result of learning precisely designed models of reflective processes. Students will learn how to reflect on their own behavior while reviewing the underlying dynamics of situation, problems and issues. They will learn, through reflection, how problems are formed, as well as design appropriate solutions.
CSL 520 LEADERSHIP: COLLABORATIVE LEADERSHIP PROCESSES AND STAFF DEVELOPMENTCampus:
The purpose of this course is to provide the skills for teachers who will be engaged in learning about the dynamics, techniques and potential for professional collaboration and leadership. Key concepts such as team membership and composition, problem solving procedures, conflict management and systems theory will be addressed. Students will review research that addresses the forms and basis for inter-professional relationships and collaboration. They will use assessment procedures as a way of understanding self and others as they engage in simulated collaborative situations.
CSL 530 RESEARCH METHODSCampus:
This course in educational research is designed for the prospective producer of research. Emphasis will be placed upon two basic goals: to expose students to the principles of basic educational research methodology and to have students plan and design a research project. The role of research will be explored with the birth to sixth grade literacy teacher in mind. It is expected that students striving to be professionals in the field of literacy will acquire the knowledge and skills necessary to distinguish between the legitimate claims and conclusions of research findings and ill-founded ones.
CSL 540 LANGUAGE AND LITERACY ACQUISITIONCampus:
This course provides an exploration of early language and literacy development and implications for instruction for young children (ages 2-6). How children learn to read and write will be analyzed from child development and emergent literacy perspectives. Developmentally appropriate teaching practices and family literacy partnerships will be discussed as methods to support children’s learning experiences. An analysis of the cognitive factors including: attention, memory, associative learning and self-regulation will be studied as they relate to language and reading acquisition. The role of cognitive development and social interaction will be explored as complementary processes that work together to promote the child’s intellectual growth through the application of constructivist approaches. The cognitive processing predictors that lead to language and reading disorders will be studied as a means to early intervention.
CSL 550 STRATEGIES, INSTRUCTIONAL MATERIALS AND PERFORMANCE EVALUATION IN LITERACY DEVELOPMENTCampus:
This course encompasses a study and analysis of approaches and materials for literacy instruction focusing on word identification, vocabulary development, comprehension, writing instruction, motivational aspects of instruction and creating effective and enriched teaching and learning environments for native English speakers and English language learners. Simultaneous and successive cognitive processing techniques will be analyzed and evaluated for their use with diverse learners. Schema theory will serve as the foundation for learning how to scaffold instruction to meet individual needs. Instruction will also be provided in the principles and practices of assessing student literacy performance, including, but not limited to the New York State performance evaluation and standards.
CSL 560 DIAGNOSIS AND RECOMMENDATIONS FOR LITERACY PROCESSESCampus:
This course provides an overview of formal and informal assessment tools and practices that measure literacy development of students. Participants will begin to work closely with individual students to assess literacy competencies to plan and implement instruction using 10 practicum hours. They will also explore research and practice relating to differential literacy achievement as they begin to synthesize testing data to formulate diagnostic hypotheses for designing an instructional program for individual students based upon the cognitive-constructivist perspective. The role of cognitive modeling will be emphasized as teachers demonstrate how to reason to understand text. Ten practicum hours are required for working with a struggling reader in the primary grades.
CSL 570 TEACHING LITERACY IN THE CONTENT AREASCampus:
This course presents the integration of reading and writing processes with content knowledge as a basis for the best teaching strategies in the content area disciplines. The focus is on: improving study skills; levels of comprehension; vocabulary improvement; understanding text patterns and structures; exploring writing as an across the curriculum tool of inquiry; and integrating technology into content-area teaching. Course content will include implementation of classroom structures, multidisciplinary teaching and learning and the development of research approaches and techniques to meet the needs of individual learners.
CSL 580 CULTURAL LITERACYCampus:
This course is an examination of issues in literacy education from cultural, political, instructional and social perspectives. It explores the social cognition viewpoint within a social or cultural context as they relate to diverse learners acquiring literacy skills. An analysis of the relationship between home and school literacy and the survey of critical issues in the literacy development of different communities with special attention to cultural linguistic diversity and the strengths of various cultures, will receive major emphasis. Connections to oral language, reading, writing and children’s literature will be developed in a literacy framework that focuses on the learner’s cultural background and linguistic understanding. In addition, this course will explore the ways that classroom teachers, literacy specialists, administrators, parents and teacher educators can provide efficient literacy instruction for students from diverse cultural linguistic backgrounds. Analysis of the pedagogical implications for literacy education in terms of study of the teacher’s role and the impact upon diverse student learning, as well as organizing and the teaching of literacy in the childhood education classroom will be addressed.
CSL 590 LITERACY AND ASSESSMENT STRATEGIES FOR DIVERSE LEARNERSCampus:
This course focuses on study and analysis of literacy development, individual differences and language difficulties experienced by the diverse learner. As a continuation of Diagnosis and Recommendations for Literary Processes, students will learn specialized assessments designed to identify difficulties in literacy performance. Instructional strategies will focus on providing literacy services to students in compensatory and/or special programs, specifically students with learning disabilities and English language learners. Students will be required to fulfill 10 practicum hours working with a child for the duration of this course. A case study will be produced involving a sequence of cognitive processing for word identification, word analysis, fluency, vocabulary, sentence completion, literal comprehension, non-literal comprehension and study procedures. Students will be required to fulfill 10 practicum hours working with a struggling reader in the intermediate grades.
CSL 600 TECHNOLOGICAL LITERACYCampus:
This course explores the educational use of technology in literacy teaching and learning. Constructivist principles will be applied to discovery learning as a means to foster literacy, as well as a tool for research and presentation. Technological literacy with a focus on developing teaching strategies and learning experiences to facilitate literacy learning in a multimedia context across the curriculum is a goal of this course. Emphasis is on the use and development of computer programs to help students develop vocabulary, listening and speaking abilities, visual literacy, writing and reading skills. The application of word processing to help students improve their writing skills, analysis and evaluation of selected software designed for teaching language arts will also be included. Connections to oral language, reading, writing and children’s literature will be developed in a literacy framework that focuses on the use of technology for all students including at-risk learners, English language learners and students with special needs.
CSL 610 SUPERVISED PRACTICUM/SEMINAR IN LITERACY AND COGNITIONCampus:
This course provides an opportunity to apply knowledge of cognitive processing skills, diagnostic and prescriptive techniques in classrooms and in individual settings. The seminar sessions will be a forum for students to demonstrate and critique their work and share their level of expertise, as they conference with parents and evaluate the appropriateness of their recommendations with the supervisor and the group. This course is the culmination of the literacy and cognition program. Students are required to work with a struggling reader for 30 practicum hours assessing, diagnosing and planning instruction based upon the child’s needs.
CSL 620 ASSESSING AND ADDRESSING THE LITERACY NEEDS OF READERS AND WRITERS IN MIDDLE SCHOOL AND HIGH SCHOOL
This course addresses the literacy needs of middle school and high school students who struggle with reading and writing. There is an emphasis on assessment and instructional practices that promote growth in literacy for a diverse group of students based upon observation, collaboration and the interpretation of data. The course focuses on current theory of reading and writing processes, and the demands made upon readers and writers in different subject areas and contexts. Students are required to work for 10 practicum hours with a struggling reader at the middle-school or high-school level for those participants seeking certification in literacy from birth – grade 12. (15 practicum hours).
CSL 630 LITERATURE AND INTEGRATED TECHNOLOGY RESOURCES FOR MIDDLE SCHOOL AND HIGH SCHOOL
Literary theory and pedagogy is the foundation for the study of literature in this course. The course will explore ways to encourage critical reading, an appreciation of a variety of genres, the integration of literature in the content areas and strategies for using writing as a means of literary response. Various forms of technology will be explored that encourage application and interest in literature.
CSL 640 SUPERVISED PRACTICUM IN LITERACY AND COGNITiON — BIRTH–GRADE 12
This practicum is designed for those participants who are extending their certification from birth to grade 12. The graduate student will work with a struggling reader at either the middle-school or high-school levels. Participants will develop a literacy assessment based upon formal and informal instruments. An intervention model will be developed to meet the needs of the struggling reader to further his/her growth in literacy. Students seeking literacy from birth through grade 12 are required to work for 35 hours with a struggling reader at the middle-school or high-school levels assessing, diagnosing and planning literacy instruction. (35 practicum hours).