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    Standards for doctoral_students_in_language_ Standards for doctoral_students_in_language_ Presentation Transcript

    • Standards for Doctoral Students in  Language & Literacy Education Nell K. Duke Cheryl Rosaen Douglas K. Hartman Lit Coll Sept 28, 2010
    • Purpose
      •  
      •  
        • To lead a discussion on what doctoral students specializing in language and literacy education should know and be able to do before leaving their doctoral program.
        • To share draft standards for doctoral students in the Graduate Specialization in Language and Literacy Education.
    • Background/Update
        • Revised the Graduate (Doctoral) Specialization in Language & Literacy Education
        • Revised requirements available at: http://www.reg.msu.edu/academicprograms/ProgramDetail.asp?Program=6740 (see also next slide/slide 4)
        • Have developed a schedule (always subject to change, of course), of when each language and literacy doctoral course will be offered (please see slides 5, 6, and 7)
        • You apply for the doctoral specialization after you have completed all of the requirements, but if you are pursuing the doctoral specialization, please make sure you are on the list of students with a primary interest in language and literacy (see Nell or Cheryl) and are on the LitColl list (see Troy Mariage)
    • Graduate Specialization Webpage
      • http://www.reg.msu.edu/academicprograms/ProgramDetail.asp?Program=6740
    • Course Offerings (Subject to Change) in the Graduate Specialization in Language & Literacy Education                         Spring Every Year • TE 946: Current Perspectives on Literacy Research and Instruction (Prosem) Fall Even Years • CEP/TE 980: Writing: Research and Theory  CEP/TE 915: Literacy in Sociocultural Context  CEP/TE 930L: Introduction to Educational Inquiry, Language and Literacy section  CEP 941: Academic Issues in Special Education and At-Risk Students Spring Odd Years • TE/CEP 959: Acquisition and Development of Language and Literacy, adolescent and adult focus  CEP/TE 981: Research on Literacy and Technology  (also TE 946)                                                            (continued, next slide)
    • Fall Odd Years • CEP/TE 912: Reading Comprehension: Research and Theory  CEP/TE 958: History of Literacy Research and Instruction Spring Even Years  TE/CEP 959: Acquisition and Development of Language and Literacy, early and middle childhood focus  TE 945: Current Issues in Children’s and Adolescent Literature  (also TE 946) Every 3rd Year  TE 944: Seminar in English Education (spring, starting 2011)  TE 904: ELL/ESL Research and Practice: K-12 (fall, starting 2012) As Needed  TE 991B: Special Topics in Language and Literacy Education  TE 994: Laboratory and Field Experience in Curriculum, Instruction and Teacher Education, three credit version focused on literacy                                                                                      (continued, next slide)
    • Please note: In addition, Discourse Analysis 1 and Advanced Discourse Analysis will be offered periodically. Fall, 2010 it will be Advanced Discourse Analysis. Please contact Mary Juzwik ( [email_address] ) for more information. Please note: There are also plans for future years to offer a curriculum and assessment policy course, TE960, that will sometimes have a literacy focus (and sometimes a focus in another domain).  
    • Starter Questions
        • What revisions or additions to the standards would you suggest?
        • What kinds of experiences would allow students to meet each of these standards?
        • How can our specialization help to provide those experiences?
        • What type(s) of support do students need/want from their advisor or other faculty to have a learning opportunities?
        • How can we help students monitor, record, and be mindful about their progress in meeting these standards?