Master of Education - Reading: Program Goals


Goucher Programs in Education Outcomes

  1. GPE001: Knowledge - Theory: Apply knowledge of psychological and educational theory, research, and/or philosophy related to the area of specialization or certification.
  2. GPE002: Knowledge - Assessments: Demonstrate understanding and use of the types of assessments appropriate to the area of specialization or certification.
  3. 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.
  4. 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.
  5. GPE005: Skills - Theory: Demonstrate the ability to incorporate theory and research into practice related to the area of specialization.
  6. 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.
  7. GPE007: Skills - Problem Solving: Use problem solving/critical thinking strategies appropriate to the area of specialization.
  8. GPE008: Skills - Reflection: Use reflective practice within the area of specialization.
  9. GPE009: Skills - Communication: Demonstrate effective communication and presentation skills related to the area of specialization.
  10. GPE010: Skills - Technology: Use a variety of technologies appropriate for working in the area of specialization.
  11. GPE011: Dispositions - Service: Demonstrate service to the community.
  12. GPE012: Dispositions - Diversity: Demonstrate positive dispositions toward diversity and equity.
  13. GPE013: Dispositions - Professionalism: Demonstrate professionalism in one’s demeanor, behavior, conduct, decision-making, and interactions with colleagues.

Master of Education: Reading Outcomes

  1. MEDRDG001: Foundational Knowledge: Candidates have knowledge of the foundations of reading and writing processes and instruction.
  2. MEDRDG002: Foundations: Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction.
  3. MEDRDG003: Research: Demonstrate knowledge of reading research and histories of reading.
  4. MEDRDG004: Acquisition: Demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity.
  5. MEDRDG005: Reading Components: Demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading.
  6. MEDRDG006: Literate Environment: Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.
  7. MEDRDG007: Student Background: Use students’ interests, reading abilities, and backgrounds as foundations for the reading and writing program.
  8. MEDRDG008: Materials: Use a large supply of books, technology-based information, and nonprint materials representing multiple levels, broad interests, and cultural and linguistic backgrounds.
  9. MEDRDG009: Modeling: Model reading and writing enthusiastically as valued lifelong activities.
  10. MEDRDG010: Motivation: Motivate learners to be life-long readers.
  11. MEDRDG011: Professional Development: Candidates view professional development as a career-long effort and responsibility.
  12. MEDRDG012: Dispositions: Display positive dispositions related to reading and the teaching of reading.
  13. MEDRDG013: Professional Knowledge: Continue to pursue the development of professional knowledge and dispositions.
  14. MEDRDG014: Collaboration: Work with colleagues to observe, evaluate, and provide feedback on each other’s practice.
  15. MEDRDG015: Professional Development Programs: Participate in, initiate, implement, and evaluate professional development programs.
  16. MEDRDG016: Strategies and Materials: Candidates use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction.
  17. MEDRDG017: Appropriate Grouping: Use instructional grouping options (individual, small-group, whole-group, whole-class, and computer based) as appropriate for accomplishing given purposes.
  18. MEDRDG018: Varied strategies: Use a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at differing stages of development and from differing cultural and linguistic backgrounds.
  19. MEDRDG019: Appropriate Materials: Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds.
  20. MEDRDG020: Assessment: Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction.
  21. MEDRDG021: Appropriate Assessments: Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.
  22. MEDRDG022: Student Placement: Place students along a developmental continuum and identify students’ proficiencies and difficulties.
  23. MEDRDG023: Instruction: Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students including those at different developmental stages and those from different cultural and linguistic backgrounds.
  24. MEDRDG024: Communication: Communicate results of assessments to specific individuals, (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.).

Maryland Technology Standards

  1. MDTECH001: Standard 1, Information Access, Evaluation, Processing and Application: Access, evaluate and process information efficiently and effectively. Apply information accurately and appropriately.
  2. 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.
  3. MDTECH003: Standard 3, Legal, Social, and Ethical Issues: Demonstrate an understanding of the legal, social, and ethical issues related to technology.
  4. MDTECH004: Standard 4, Assessment for Administration and Instruction: Use information technologies to analyze problems and develop solutions.
  5. 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.
  6. 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.
  7. 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.

Link to Curriculum Map (Courses mapped to Program Goals)