2011 - 2012 Site Archive

 

 

Graduate Bulletin

CITE/Reading, M.S.Ed.

COLLEGE OF EDUCATION

 

Admission Requirements and Deadlines
Application Deadline:

Fall: April 1

Spring: November 1

* * NOT CURRENTLY ACCEPTING APPLICATIONS * *

Applications are processed together after the deadline date.

Letters of Reference:

Number Required: 3

From Whom: Letters of recommendation should be obtained from former and current professors who can provide insight into the applicant's abilities and talents and can comment on the applicant’s aptitude for graduate study.  If already working in the field, the applicant may include letters from professional colleagues.

Coursework Required for Admission Consideration:

Candidates for the Reading Program must be certified teachers with at least one year of successful teaching experience prior to admission to the program.  Applicants must meet the existing admissions requirements for M.S.Ed. programs, which include a 3.0 minimum undergraduate GPA and scores on the Miller Analogy Test or Graduate Record Examination at or above the Department’s benchmarks.

Bachelor's Degree in Discipline/Related Discipline:

Typically, the applicant must have a baccalaureate degree and initial teacher certification.

Statement of Goals:

The Statement of Goals should be approximately 500-1,000 words in length and should indicate your goals and objectives for obtaining a master’s degree in Reading.  The statement should also include the following elements:  your specific interest in Temple’s program; your research goals; your future career goals; and your academic and research achievements.

Standardized Test Scores:

The GRE/MAT is required.  It is expected that the scores will generally be at or above the 50th percentile. 

Minimum TOEFL scores needed to be accepted: 550 paper-based, 213 computer-based, or 79 internet-based.

Program Requirements
General Program Requirements:

Number of Didactic Credits Required Beyond the Baccalaureate:  36

Required Courses:

Foundations (6 credits/two courses that focus on developing foundational knowledge in both reading and writing):

ED 8278:  Foundational Theories and Research in Reading

ED 8279:  Foundational Theories and Research in Writing

Practicum (3 credits/one course focusing on understanding students’ reading and writing strengths and weaknesses):

ED 9587:  Practicum: Introduction to Diagnosis

Instructional Methods* (9 credits/three courses focusing on instructional methods that may include, but are not limited to, the following):               

ECH ED 5370:  Seminar in Early Childhood Literacy Education

ED 5204:  Literacy K-6

ENG ED 5641:  Teaching Composition in the Secondary School

ENG ED 5642:  Teaching Literature in the Secondary School

* Students should select courses that offer experience from emergent literacy to adolescent literacy.  The methods sequence requires the advisor’s written approval.

Materials** (3 credits/one course that focuses specifically on instructional materials):

ELEM ED 8602:  Literature for Elementary School Children

** Those who have taken a course in children’s literature may, with the written approval of their advisor, take a course focusing on different materials. Students can consider courses in adolescent literature, film, or educational technology.

Special Populations*** (3 credits/one course primarily focusing on the teaching and learning of a special population of students):

ED 5259:  Teaching Reading and Language Arts to Students with Special Needs 

*** With the written approval of their advisor, students can choose to take a different course that focuses on teaching diverse students.  This course might be in urban education, TESOL, or special education.

Reading in the Content Areas (3 credits):

SEC ED 5471Reading Problems in the Secondary School

OR

One course in a content area, e.g., career and technical education, foreign language, mathematics, science, social studies, or TESOL. Students must get their advisor’s written approval for their course selection.

Curriculum**** (3 credits/one course that focuses on understanding and evaluating curricula and fosters thinking about how to work with colleagues on implementing curricula):

ED 5212:  Curriculum, Instruction, and Technology in Education

**** With the written approval of their advisor, students can choose to take a different course that focuses on curriculum.

Field Experience (6 credits):

ED 9287Instructional Practicum: Corrective/Remedial Reading

ED 9288Instructional Practicum: Corrective/Remedial Reading

Internship:  A 100-hour clinical experience is required, as described below.

Language Examination:  No language examination is required.

Culminating Events:

Field Experience:

Students must complete a 100-hour clinical experience. Six s.h. of credit are earned by enrolling in ED 9287 and ED 9288:  Instructional Practicum: Corrective/Remedial Reading. This experience engages students in working with peers in the Reading Program to assess students’ needs; plan appropriate, effective, and engaging instruction; select appropriate instructional materials; and communicate about their work to parents.  The field experience is offered at an area school during the summer.

Contacts
Program Contact Information:

www.temple.edu/education/cite/

Department Information:

Curriculum, Instruction and Technology in Education (CITE)
361 Ritter Hall (003-00)
1301 Cecil B. Moore Avenue
Philadelphia, PA  19122

joseph.haviland@temple.edu
215-204-8001

Department Contacts:

Admissions:

Gwen Miller

gmiller@temple.edu

215-204-6387

Program Coordinator:

Dr. Joseph Haviland

joseph.haviland@temple.edu
215-204-1197

Chairperson: 

Dr. Catherine Schifter

edcite@temple.edu

215-204-2296

About the Program

The M.S.Ed. in Reading is designed to prepare certified teachers to meet the Pennsylvania Department of Education’s criteria for reading specialists and the International Reading Association's standards for reading professionals and literacy coaches. The program offers students a chance to develop a solid theoretical and research foundation in language and literacy processes; explore numerous methods of assessment, instruction, and curriculum design; consider the capacities and needs of diverse learners; learn various approaches to implementing collaborative planning and professional development; and put what they have learned into practice.

Time Limit for Degree Completion: 4 years

Campus Location:

Main

Full-Time/Part-Time Status:

Students are able to complete the degree program on a part-time basis (8 credit hours or less per semester) through classes offered after 4:30 p.m.

Department Information:

Curriculum, Instruction and Technology in Education (CITE)
361 Ritter Hall (003-00)
1301 Cecil B. Moore Avenue
Philadelphia, PA  19122

joseph.haviland@temple.edu
215-204-8001

Interdisciplinary Study:

Not applicable.

Affiliation(s):

Not applicable.

Study Abroad:

No.

Ranking:

Not applicable.

Accreditation:

This degree program is accredited by the National Council for the Accreditation of Teacher Education (NCATE).

Areas of Specialization:

Not applicable.

Job Placement:

The program positions its graduates to become teachers, administrators, and researchers in K-12 schools, community-based literacy programs, colleges, and private practice.

Licensure:

Not applicable.

Non-Degree Student Policy:

Non-matriculated students may take up to 9 credits of coursework before applying to the degree program.

Financing Opportunities

Although some limited funding opportunities are available, assistantships are generally offered to doctoral-level students.

Updated 3.23.11