Master of Education - Literacy Strategies for Content Learning: Program Goals
Goucher Programs in Education Outcomes
- GPE001: Knowledge - Theory: Apply knowledge of psychological and educational theory, research, and/or philosophy related to the area of specialization or certification.
- GPE002: Knowledge - Assessments: Demonstrate understanding and use of the types of assessments appropriate to the area of specialization or certification.
- GPE003: Knowledge - Purpose: Identify the purpose of education in society, and be able to analyze why things happen in the educational community and/or in the political community that surrounds education.
- GPE004: Knowledge - Diversity: Demonstrate knowledge of concepts related to diversity, and the interaction between concepts related to diversity and the area of specialization or certification.
- GPE005: Skills - Theory: Demonstrate the ability to incorporate theory and research into practice related to the area of specialization.
- GPE006: Skills - Data: Demonstrate the ability to gather appropriate data and use data in problem analysis and decision-making related to the area of specialization.
- GPE007: Skills - Problem Solving: Use problem solving/critical thinking strategies appropriate to the area of specialization.
- GPE008: Skills - Reflection: Use reflective practice within the area of specialization.
- GPE009: Skills - Communication: Demonstrate effective communication and presentation skills related to the area of specialization.
- GPE010: Skills - Technology: Use a variety of technologies appropriate for working in the area of specialization.
- GPE011: Dispositions - Service: Demonstrate service to the community.
- GPE012: Dispositions - Diversity: Demonstrate positive dispositions toward diversity and equity.
- GPE013: Dispositions - Professionalism: Demonstrate professionalism in one’s demeanor, behavior, conduct, decision-making, and interactions with colleagues.
Master of Education: Literacy Strategies for Content Learning Outcomes
- Candidates apply the literacy demands of the content they teach, including the unique academic language and the oral and written discourse structures that underlie the content, in instructional planning, delivery and assessment.
- Candidates use major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, writing, and reading–writing connections, to plan effective literacy instruction in content learning.
- Candidates design and implement appropriate classroom structures that demonstrate effective literacy strategies, materials and practices using collaborative and cooperative approaches to learning, effective grouping options, and best uses of time to facilitate deep understanding of content.
- Candidates demonstrate a wide variety of reading, writing, listening and speaking strategies to maximize subject-matter understanding through student engagement in discussion and in reading and writing a variety of diverse content-specific text, including print, nonprint, digital and technological media.
- Candidates use a variety of assessment tools and practices to better understand the literacy competencies of students (reading, writing, listening and speaking) and to evaluate the literacy demands of content-specific text.
- Candidates use knowledge of the abilities, interests, and cultural backgrounds of students in the classroom to plan literacy learning opportunities that address the needs of diverse student groups.
Maryland Technology Standards
- MDTECH001: Standard 1, Information Access, Evaluation, Processing and Application: Access, evaluate and process information efficiently and effectively. Apply information accurately and appropriately.
- MDTECH002: Standard 2, Communication: Use technology to exchange information and interact electronically effectively and appropriately with others. Use technology effectively and appropriately to communicate information in a variety of formats.
- MDTECH003: Standard 3, Legal, Social, and Ethical Issues: Demonstrate an understanding of the legal, social, and ethical issues related to technology.
- MDTECH004: Standard 4, Assessment for Administration and Instruction: Use information technologies to analyze problems and develop solutions.
- MDTECH005: Standard 5, Integrating Technology into the Curriculum and Instruction: Design, implement and assess learning experiences that incorporate technology in the delivery of a curriculum-related instructional activity. Design, implement and assess learning experiences that incorporate student use of technology to support inquiry, problem solving, communication, and/or collaboration.
- MDTECH006: Standard 6, Assistive Technology: Understand human, equity, and development issues surrounding the use of assistive technology to enhance student learning performance and apply that understanding to practice.
- MDTECH007: Standard 7, Professional Growth: Analyze the use of emerging technologies to improve teaching and learning. Develop habits of mind that support continual learning and professional growth in technology.