Program Mission and Vision
The Language and Literacy program views literacy from a critical sociocultural perspective. That is, we see language and literacy as context-specific, socially, and culturally constructed and situated processes. Thus, we prepare PK-12 literacy educators and leaders to evaluate their teaching contexts in order to synthesize and implement high-leverage, culturally responsive teaching and assessment practices for diverse literacy learners that will directly impact student achievement. We emphasize preparing educators to advocate for students. In other words, we focus on connecting our work as language and literacy teachers with direct collaborative action that positively impacts students, families, and communities.
Program Learning Outcomes
The Education Specialist (Ed.S.) Degree in Language and Literacy prepares current teachers, reading specialists, Title I teachers, literacy coaches, and other education professionals for specialized expertise and leadership in literacy. The objectives of the Ed. S. in Language and Literacy are:
Candidates will synthesize appropriate knowledge related to literacy and literacy instruction including:
Appropriate cognitive, linguistic, motivational, and sociocultural theories
Knowledge of the sociocultural nature and context of literacy instruction
High-leverage, culturally responsive teachingpractices
Candidates will implement appropriate practices related to literacy and literacy instruction including:
Assessment and evaluation of diverse learners
High-leverage Instructional practices
Leadership within a classroom, school, and/or community
Candidates will impact student success in literacy as demonstrated by:
Effective professional practice
Achievement of students
Positive dispositions that promote equity
Candidates will become advocates for their students by means of:
Developing interventions and programming at the classroom, school, and community levels to meet the needs of diverse learners
Research that furthers colleagues understandings of literacy education
Requirements for Admission
Be admitted into the UMKC School of Graduate Studies
Possess a Master’s degree and a 3.0 GPA
Possess a teaching certificate
Have at least two years of teaching experience (or equivalent)
Student Learning Outcomes
Synthesize Theory: Develop critical understanding of major theories and research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development and the components of literacy and language development.
Synthesize Teaching Practices: Demonstrate understanding of the major components of reading and writing processes and describe how these processes are developed in different instructional approaches and classroom contexts.
Synthesize Contextual Factors: Examine the intersections among cultural diversity, culturally responsive instructional practices, and teacher expectations in regards to literacy achievement.
Implement Assessment: Understand the purposes, strengths and limitations of different literacy assessments. This includes selection, administration, and interpretation of assessments to equitably evaluate the literacy needs of diverse learners and communicate evaluation results with a variety of audiences.
Impact Achievement: Collaborate with various stakeholders to plan integrated, comprehensive, and balanced instructional activities with a range of texts to support literacy instruction for diverse learners.
Impact Equity: Display positive dispositions about the strengths of culturally and linguistically diverse students and families by enhancing professional practice in a given context as a literacy leader and advocate.
Advocate Practice: Develop and implement strategies for effective literacy instruction and professional development in schools, districts, and communities.
Advocate Research: Share research findings to influence local, state, or national policy decisions.
A minimum of 60 post-B.A. hours are required including a minimum of 30 credit hours beyond the master's degree.
|Humanistic and Behavioral Studies||6-12|
|Reading Concentration and Practicum (21-42 credit hours)|
|EDRD 5439||Language and Literacy Across the Disciplines||3|
|EDRD 5501||Teaching Of Reading||3|
|EDRD 5502||Early Literacy and Language Development||3|
|EDRD 5510||Adolescent Practicum in Literacy Assessment and Intervention||3|
|EDRD 5520||Elementary Practicum in Literacy Assessment and Intervention||3|
|EDRD 5511||Advanced Literacy Assessment and Evaluation||3|
|EDRD 5515||Seminar In Reading||3|
|EDRD 5530||Reading Instruction for K-12 English Language Learners||3|
|EDRD 5541||Literacy for Adult Learners||3|
|EDRD 5601||Organizing And Guiding The Reading Program||3|
|EDRD 5650||Dyslexia and Related Learning Differences||3|
|EDUC-C&I 5523||Advanced Literature For Children||3|
|EDUC-C&I 5640||Curriculum and Teaching for the College Classroom||3|
|EDUC-C&I 5690||Special Problems||1-6|
|Supporting Education Courses (6-12 credit hours)|
|EDUC-SP 5515||Applied Behavior Analysis for Teachers: Understanding and Applying Theories of Behavior||3|
|EDUC-SP 5516||Collaborating with Families and Other Professionals||3|
|TCH-ED 5404||Education of the Exceptional Child and Youth||3|
|Humanistic and Behavioral Studies (6-9 credit hours)|
|EDUC-R&P 5510||Child Behavior And Development||3|
|EDUC-R&P 5512||Adolescent Development And The School||3|
|EDUC-UL 5525||Cultural Foundations Of Education||3|
|EDUC-UL 5526||Philosophical Foundations Of Education||3|
|EDUC-UL 5527||Historical Foundations Of Education||3|
|EDUC-UL 5528||Sociological Foundations Of Education||3|
Requirements for Graduation
Candidates must pass an oral comprehensive exam that represents a summation of their own original research.