Master of Science in Reading Mission Goals & Outcomes

MISSION

The mission of the Language, Literacy, and Reading Education programs of study is to support and advance the quality of language and literacy education and related human activities for the development of children, youth, and adults through teaching, research, academic design practices, leadership, citizenship, and through professional service to diverse communities.

 

Goals

The goal of the Language, Literacy, and Reading Education programs is to lead and attract talented and diverse individuals to the fields involved with, and related to, language, literacy, and reading education and to foster education improvement and community well-being by providing services and means through which our candidates, learn, incorporate, design, produce, and make available innovative tools and empirically-based approaches to advance 21st Century teaching and learning of critical knowledge, skills, and strategies for local and global betterment.  

 

Student Outcomes

  1. Mastery by candidates’ of their particular domain of language and literacy education while capitalizing on their unique talents—shown by developing an understanding of content that is specific to the language and literacy education field and its interaction with strategic education knowledge and processes; and, by demonstrations of candidates’ skilled abilities to incorporate appropriate national, state, and local standards in their university-based work, which is applied in other authentic education settings.
  2. Mastery of effective language and literacy education practices by showing their abilities to design, modify, distinguish, transform, and analyze the effectiveness of domain relevant education in a variety of contexts; and, by demonstrating their abilities to engage in, and benefit from, domain specific education research that leads to: (a) improved student outcomes and (b) the cultivation of reflective dispositions for ongoing teaching and learning and the applications of such teaching and learning.
  3. A demonstrated commitment to the multifaceted dimensions of diversity, which includes, but is not limited to, an abiding respect for the differences among peoples (e.g., cultural, ethnic, racial, degrees of giftedness, social experiences, gender, economic status) in classrooms, schools, out-of-school education environments, and beyond. A dedication to the education development of all peoples; a commitment to working in classrooms, schools, and/or out-of-school education settings; an understanding of different learning needs and an ability to design, produce, and differentiate curriculum and instruction to appropriately meet the needs of diverse individuals in varied cultural contexts.
  4. Mastery of the collection, analysis, and presentation of empirical data. An established practical understanding of the various assessments that inform language and literacy education curriculum, instruction, and education of individuals, groups, and institutions; and, a demonstrated ability to use various forms of data to evaluate, analyze, design, and produce language and literacy education curriculum and instruction.
  5. Accomplished integration of conventional and novel technologies that support language and literacy teaching and learning.