Master's Degree Programs in LITERACY STUDIES and Nevada Reading Specialist Endorsement

Transcription

1 Master's Degree Programs in LITERACY STUDIES and Nevada Reading Specialist Endorsement College of Education University of Nevada, Reno Mail Stop /0299 Reno, Nevada (775) FAX: (775) /17/2011

2 Program Phases and Student Responsibilities The graduate program is characterized by three stages: (1) the application phase, (2) the coursework phase, and (3) the graduation phase. Date Degree Step in Process Required Forms completed Program M.Ed. M.A. M.Ed. M.A. M.Ed. M.A. Application Phase Apply to the Graduate School Apply to the EDS Department Coursework Phase After acceptance into the Program Create approved program of study and submit to graduate school Graduate school on-line application (Graduate School web site) apply.asp Applications and dispositions statements (attached) ms/adv_manuals/litadvisemanual.pdf Program of Study Form (Graduate School web site) M.Ed. M.A. M.Ed. M.A. M.Ed. M.A. M.Ed. M.A. M.A. M.A. Complete course work Mid-program assessment Literacy Self Assessment (IRA/NCATE) Graduation Phase Upon Coursework Completion Apply for graduation (on-line) Complete Comprehensive Exam Work with Committee Chair to Develop proposal for thesis Oral Thesis Defense Submit copies of final thesis (paper or electronic format) to the graduate school Change of Program of Study or Change of Committee forms are needed for any changes Mid-program assessment (See appendix) End of program assessment (See appendix) Application for Graduation (Graduate School web site) Notice of Completion, Master s degree (Graduate School web site) Human Subjects Approval will be needed (IRB web site) Notice of Completion, Master s Degree (Graduate School web site) Signed copies of cover sheet (Graduate School web site) Please note that you are responsible for all of your paperwork throughout your entire graduate program. Your paperwork in your graduate program is not the responsibility of your academic advisory chair or committee members. 1

3 MASTER'S PROGRAMS in LITERACY STUDIES The Master's Programs at the University of Nevada, Reno offer students the opportunity to develop knowledge in the area of Literacy Studies. This advisement manual is meant to help you negotiate the courses and other expectations needed to be successful in your chosen degree. College of Education offers two types of literacy master's degrees. Master of Education (M.Ed.) The Master of Education degree is intended for practicing educators who wish to focus on curriculum development and the improvement of instruction in schools. This degree requires a comprehensive exam or project as a culminating experience and is a total of 40 credits. Master of Arts (M. A.) The Master of Arts degree is intended for educators who wish to focus on research and development in literacy studies within elementary or secondary schools. This degree requires a thesis, consisting of 6 credits out of the total of 36 credits. 2 APPLICATION PHASE Regular Admission Requirements for Master's (M.Ed. & M.A.) Admission to both masters programs requires a minimum grade point average (GPA) while the M.A. program also requires a minimum Graduate Record Examination (GRE) score. If you do not meet the above criteria you may be eligible for provisional admission consideration. M.Ed. (1) GPA above 2.75 overall or 3.0 for the last half of the undergraduate program (M.Ed. applicants with a GPA above 2.75 overall or 3.0 for the last half of the undergraduate program are not required to take the GRE.) M.A. (1) GPA above 2.75 overall or 3.0 for the last half of the undergraduate program (2) Graduate Record Exam (GRE). Information about the GRE can be obtained from the Student Advisement Center in the College of Education or from Sylvan Learning Center. You will need to request that scores be sent to the Graduate School. Provisional Admission for Master's (M.Ed. & M.A.) If you do not meet the full admission requirements, you may request consideration for provisional admission. (There are a limited number of provisional students admitted each year.) If your undergraduate GPA is below 2.75 overall or 3.0 for the last half of your undergraduate program, you are required to take the Graduate Record Exam (GRE). M.A. (thesis option) students must score a minimum of 900 on the GRE (verbal + quantitative subtests). If you meet the qualifications for provisional admission, a prescribed program is developed for you. Your prescribed program outlines 9-12 credits of graduate courses that you will take at the beginning of your program of study to demonstrate that you are capable of successfully completing graduate course work. These courses will be identified by your chair or advisor. If you qualify for a

4 prescribed program, you will be notified by letter of your conditional admission and told to contact your advisor if you wish to undertake the prescribed program. Following advisement, your advisor must submit a "Prescribed Program" form to the Director of graduate Studies. This form will identify the courses you will take while on provisional status. Program admission is not complete until the prescribed program is accepted by the Department Chair of EDS and by the Dean of the Graduate School. If you choose to complete your prescribed program during one semester or a summer session, nine (9) credit hours are required. If you complete your prescribed program during two semesters, twelve (12) credit hours are required. Successful completion means you have earned a grade of B or better (not B-) in each class in the prescribed program. You may not remain on provisional standing for more than two semesters. Courses completed while on provisional status may be applied toward an advanced degree with approval of your committee. Admission Procedures for Master's (M.Ed. & M.A.) Spring term application materials due October 1 Fall/Summer term application materials due March 1 Graduate School Application Apply for admission to the Graduate School. This application is submitted on-line at Applicants need to select Literacy Studies as the degree choice. Transcripts from ALL previous college and university work must be sent directly from each institution that you have attended to the Graduate School. Hand-carried transcripts, even with official seals, will not be accepted. If you wish to take some course work while awaiting approval for admission to the graduate program, you will want to apply to the Graduate School for admission as a Graduate Special student. Graduate Special standing allows you to take up to nine graduate credit hours that may apply to your master's program. Literacy Studies Application In addition to the application for the Graduate School, you must also apply for admission to the Literacy Program. See the applications for master s degree programs attached to this manual. Along with the application, please submit: (1) The signed dispositions statement for the degree sought (attached) (2) Two confidential letters of recommendation from persons who can comment on your professional qualifications and/or ability to be successful in graduate work. (3) A brief (1-2 page) resumé (4) A brief (1-3 page) typed essay describing your educational philosophy and purpose for pursuing the degree (5) Sample of professional or scholarly writing such as papers written for previous courses. 3

5 COURSEWORK PHASE Student Responsibilities Each student is responsible to be aware of all university and graduate school, and graduate program requirements including deadlines, dates for registration, change of registration, fee payment, filing of programs of study, changes in program of study, and application for graduation. Each student is responsible for the maintenance of a campus environment that is conducive to intellectual curiosity, civility and diversity. Each student is responsible for informing the university of changes in address, phone number, enrollment changes which might affect financial aid or assistantship awards, and/or any other circumstances which could affect satisfactory progress towards a degree. Each student is responsible for attending class and completing all assignments in accordance with the expectations established by their instructors and programs of study (UNR general catalog -Student Expectations). Masters Committee Your assigned academic advisor serves as your chair. However, it is possible to change advisors and have a different Literacy Studies faculty member serve as your chair. There is a form to complete and submit to change advisors. All master s degree students will form an academic Examining/Advisory Committee of three graduate faculty members composed of: Two literacy program faculty members One faculty member from outside the Literacy Studies program Program of Study The program of study (POS) allows you to plan your program coursework. After completion of about 12 graduate credits, meet with your chair and complete a POS. This form, available on line through the Graduate School, lists all of the courses that you will take. The POS must include 15 credits of 700-level coursework. The POS must be approved and signed by you, your chair, all members of your Advising/Examining Committee, the Director of Graduate Studies for Literacy Studies, and the Dean of the Graduate School. You are responsible for initiating, completing, and filing this paperwork with your chair and the graduate school and the department. With the approval of your advisor, some courses selected for the program of study may be changed as you progress through your program. If changes occur, a "Change of Program" form must be filed with the Graduate School prior to applying for graduation. Continuous Enrollment and Residency Requirement You are allowed to take up to six (6) years to complete the degree requirements. Once you are admitted to a graduate program, you must be continuously enrolled in a minimum of 3 graduate credits during both fall and spring semesters, not summer, or apply for a leave of absence. Forms for such a leave may be obtained on-line from the Graduate School site. Grades: All course work for an advanced degree must be completed with a grade of C or better. This means a course for which you receive a C minus cannot be used to satisfy degree requirements. If the course is required you will have to re-take the course. S/U Grades: There are limits to the number of Satisfactory/Unsatisfactory (previously called Pass/Fail) credits that may be applied to a degree. For master s degrees the limit is six (6); for doctoral degrees the 4

6 limit is nine (9). This limit is not applicable to thesis or dissertation credits or credits for the comprehensive exam (XX-795). Student Self-Assessment You will complete a self assessment (see appendix) three times during your coursework phase of the program during the following courses. EDUC 770 EDRL 642 or EDRL 643 EDS 795 The self-assessment is designed to assist you and your advisor monitor your learning throughout the program. The form should be turned into your advisor upon completion. COURSE WORK REQUIREMENTS Master of Arts Thesis Option (36 credits) Core Courses (18 credits): EDUC 770 Masters Seminar in Educational Specialties (recommended in the first semester) EDRS 640 Educational Measurements and Statistics OR EDRS 752 Qualitative Research EDUC 680 Multicultural Concerns in Education EDUC 751 Research Applications in EDS EDS 797 Thesis (6 credits) Literacy Studies Electives (18 credits selected from the following): EDRL 600 Foundations of Literacy EDRL 602 Literature for Young Adults EDRL 607 Book Selection for Children EDRL 610 Word Study: Phonics, Spelling, and Vocabulary Instruction EDRL 612 Teaching Reading to Older Students EDRL 627 Teaching Writing Across School Curriculum EDRL 641 Literacy Instruction for Young Children EDRL 642 Literacy Instruction I EDRL 643 Literacy Instruction II EDRL 647 Literacy, Diversity, and Schooling EDRL 651 Reading & Writing in the Secondary School EDRL 661 Diagnostic Assessment and Instruction Literacy EDRL 700 Literacy Assessment EDRL 701 Field Work and Clinical Practice in Reading EDRL 702 Reading Clinic EDUC 777h Advanced Seminar in Literacy EDRL 778 Seminar in Teaching Writing 5

7 Master of Education Non-Thesis (39 credits) Core Courses: (12 credits) EDUC 770 Masters Seminar in EDS (recommended in the first semester) EDUC 680 Multicultural Concerns in Education OR EDRL 647 Literacy, Diversity, and Schooling CEP 705 Human Growth and Development EDRS 700 Research Applications in Education Literacy Studies Required Courses (18 credits) EDRL 600 Foundations of Literacy EDRL 610 Word Study: Phonics, Spelling, and Vocabulary EDRL 612A Teaching Reading to Older Students OR EDRL 651 Reading & Writing in the Secondary School EDRL 642 Literacy Instruction I OR EDRL 643 Literacy Instruction II EDRL 700 Literacy Assessment OR EDRL 661 Diagnostic Assessment and Instruction EDRL 701 Field Work and Clinical Practice in Reading EDUC 771H Research in Literacy Education Literacy Studies Concentration (3 credits) EDRL 602 Literature for Young Adults OR EDRL 607 Book Selection for Children EDRL 641 Literacy for Young Children EDRL 778 Seminar in Teaching Writing OR EDRL 627 Teaching Writing Across School Curriculum Capstone Requirement (3 credit) EDS 796 Professional Paper You must be enrolled in a minimum of 3 graduate credits during the semester you take the Comprehensive Exam. Plan on registering for the comprehensive exam during the semester you register for your last class. Reading Specialist Endorsement Requirements According to the Nevada State Department of Education, to receive your endorsement as a reading Specialist, you must have: 1. A master's degree 2. Three years of verified teaching experience in state-approved schools 3. A valid elementary or secondary teaching license 4. A minimum of 16 graduate hours in courses in reading, including each of the following areas: A. Foundations of reading (EDRL 600) B. Etiology and diagnosis of reading problems (EDRL 700) C. Practicum in reading (EDRL 701) D. Research in reading (EDUC 771H) The application process can be found at the website for the Nevada State Department of Education. 6

8 GRADUATION PHASE Application for Graduation (M.Ed. & M.A.) Applications for graduation are filed on-line by strict graduate school due-dates established each semester. It is very important for you to know and adhere to this deadline and it is your responsibility to be aware of the time frame for graduation. The Graduate School requires that you must be enrolled in at least 3 graduate credits during the semester in which you intend to graduate, or one credit in the summer for August graduation. Due to the differing nature of the master s programs, each master s program has specific requirements for completion. It is your responsibility to file the appropriate paperwork in order to graduate within the published deadlines. M. Ed. Comprehensive Examination/Comprehensive Project (EDS 795 minimum of 1 credit) Students usually take EDS 795 with another course to complete the requirement that they take at least 3 credits each semester; otherwise, if EDS is taken singly, then you will need to enroll in 3 credits of EDS 795, except in the summer when only 1 credit is required. The M. Ed. degree is intended for practicing educators who wish to focus on curriculum development and the improvement of instruction in schools. Therefore, M. Ed. students complete a comprehensive exam or project at the end of their program. Your chair will help you prepare for this examination or project. The examination/project will be prepared, administered, and scored by the advisory/ examining committee. The focus of this exam will be to assess your mastery of course content and general mastery of important elements of your program of study (see attached guidelines for the examination/project). M. A. Thesis The M. A. degree is intended for educators who wish to focus on research in literacy studies within elementary or secondary schools. Therefore you are expected to complete an original research project under the supervision of your committee chair (See attached guidelines for the thesis.) Oral Defense The oral defense of your thesis consists of a formal meeting with your committee present (See attached guidelines for the thesis). 7

9 Appendices 8

10 Literacy Studies Master s Degree Application Form College of Education Please complete this form and return it to: Attn: Literacy Studies Program/ MS 299 University of Nevada, Reno Reno, NV Name: Address: SS#: Home Phone Work /cell Phone: Ethnic Group (optional) African American Hispanic/Latino(a) White/ non-hispanic Asian/Pacific Islander Native American Please list all teaching license(s) currently held Please note that this program does not provide you with a teaching license: Please check the degree option for which you are applying. If you are unsure, consult with an advisor: M.Ed. Master of Education in Literacy Studies (non-thesis option 40 credits) M.A. Master of Arts in Literacy Studies (thesis option 36 credits) Name of Preferred Academic Advisor (if known) Semester/year in which you are applying Candidate Signature Date 9

11 MASTER S STUDENT PROFESSIONAL BEHAVIORS AND DISPOSITIONS (Complete and submit with application form) College of Education University of Nevada, Reno All professional educators are expected to adhere to a professional code of conduct. Any educator pursuing graduate studies serves as a model for others. The faculty of College of Education at the University of Nevada, Reno has adopted a set of professional behaviors or dispositions that are crucial for master s level students. These dispositions apply to the university setting, courses, and field experiences. Failure to demonstrate one or more of the dispositions may lead to an individualized plan for improvement and, in extreme cases, could lead to removal from the program. The list of dispositions is not exhaustive. Depending on the situation, there could behaviors that do not appear on the list, but which could be considered in an evaluation of readiness to continue in master s study. Reflective Practitioner Professional Ethics. The candidate adheres to standards of ethical conduct including academic honesty and confidentiality. Collaboration/Collegiality. The candidate works effectively with colleagues and contributes to a professional collegial atmosphere. Commitment to Teaching. The candidate values the profession of teaching. He or she exhibits a positive attitude toward schools, teaching, students, and parents. Emotional Maturity. The candidate responds to frustration and stress appropriately. Professional Demeanor & Responsibility. The candidate is prompt, is not unnecessarily absent, notifies appropriate individuals when absence is necessary, completes assignments on time, and follows through on commitments. The candidate is poised and professional in his or her demeanor. Professional Feedback. The candidate is receptive and responsive to professional feedback, incorporating suggestions into practice. Self-Reflection. The candidate reflects on and evaluates his or her own behavior and work. He or she is willing to consider multiple perspectives of his or her own performance. The candidate is willing and able to recognize own difficulties or deficiencies and begin to develop potential solutions. 10

12 Multiculturalism and Democracy Student Focus. The candidate recognizes and respects students as valued and unique individuals. Commitment to Diversity. The candidate values multiple aspects of diversity. He or she respects children and adults of varied cultural and linguistic backgrounds, ethnicities, religions, sexual orientations, social class, abilities, political beliefs, and disabilities. Love of Learning & Strong Fund of Knowledge Initiative. The candidate is independent and goes beyond minimum expectations. Problem Solving. The candidate is an active and effective problem solver. Commitment to Learning. The candidate is curious and interested in learning more about students and content areas. The candidate seeks out and takes advantage of opportunities for professional growth beyond the minimum expectations of what is required in classes. The candidate recognizes and assumes increasing responsibility for directing and contributing to his/her own educational development. Research and Scholarship Ethical Researcher. The candidate understands and adheres to accepted practices regarding acknowledging and referencing other s ideas, writings, and data. The candidate understands and adheres to requirements for the protection of human subjects as set forth through the Institutional Review Board. The candidate recognizes, appreciates and applies the research literature for current practice. I have read the dispositions and professional behaviors above and I understand they describe a set of expectations for candidates enrolled in graduate programs in the College of Education at the University of Nevada, Reno. I further understand that if I do not exhibit these behaviors based on the professional judgment of program faculty, I may be asked to leave the program. Candidate Signature Date: 11

13 Literacy Studies Performance Assessment at the Master s Level STUDENT SELF-ASSESSMENT CIRCLE ONE: EDUC 770, EDRL 642 or EDRL 643, EDS 795 Student (Last name, first name): Date: The following process for self-assessment is required of Literacy Studies Master s students using the International Reading Association s standards rubric combined with the NCATE Domains for Advanced Professional Competence. a. At the end of EDUC 770, Master s in Literacy Studies students complete the rubric that includes entering data sources, self-assessment of their achievement, and goals for improving in each of the five domains. b. Literacy studies faculty review the rubrics of EDUC 770 students at the first meeting of each semester. At that time, faculty prescribes steps to be taken by students who are having difficulty achieving in the program at a satisfactory level. c. As an assignment in EDRL 642 or EDRL 643, students complete new rubrics and reassess their achievement. d. At the first faculty meeting of each semester, Literacy Studies faculty review the new rubrics completed in EDRL 642 or EDRL 643and assess students progress. At that time, faculty prescribe steps to be taken by students who are having difficulty achieving in the program at a satisfactory level. Reading Specialists Portfolio/Performance Rubric IRA Standards for Reading Professionals Checklist Scoring Criteria: 3= consistent evidence; comprehensive understanding competence level 2= evidence presented; basic understanding competence level 1= limited evidence; awareness level of competence 0= no evidence 1. IRA/NCTE: Knowledge of the foundations of reading and writing processes and instruction NCATE Domain 2 of Advanced Professional Competence (Knowledge of Subject Matter & Planning) NCATE Domain 3 of Advanced Professional Competence (Delivery & Management of Instruction) Behaviors Data Sources Assessment (0, 1, Goals 2, or 3) 1 Knowledge of the foundations of reading and writing processes and instruction 1.1 Demonstrates knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction. 1.2 Demonstrates knowledge of reading research and histories of reading. 12

14 1.3 Demonstrates knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity. 1.4 Demonstrates knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehensive strategies, and motivation) and how they are integrated in fluent reading. 2. Using a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction NCATE Domain 2 of Advanced Professional Competence (Knowledge of Subject Matter & Planning) NCATE Domain 3 of Advanced Professional Competence (Delivery & Management of Instruction) Behaviors Data Sources Assessment (0, 1, 2, or 3) Goals 2 Using a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction 2.1 Uses instructional grouping options (individual, small-group, whole-class, and computer based) as appropriate for accomplishing given purposes. 2.2 Uses a wide range of instructional practices, approaches, and methods, including technologybased practices, for learners at differing stages of development and from differing cultural and linguistic backgrounds. 2.3 Uses 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. 13

15 3. Using a variety of assessment tools and practices to plan and evaluate effective reading instruction NCATE Domain 4 of Advanced Professional Competence (Assessment) Behaviors Data Sources Assessment (0, 1, 2, or 3) Goals 3 Using a variety of assessment tools and practices to plan and evaluate effective reading instruction 3.1 Uses 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 technologybased assessment tools. 3.2 Places students along a developmental continuum and identify students proficiencies and difficulties. 3.3 Uses 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. 4. IRA/NCTE: Creating 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 NCATE Domain 1 of Advanced Professional Competence (Knowledge of Subject Matter & Planning) Behaviors Data Sources Assessment (0, 1, 2, or 3) Goals 4 Creating 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 4.1 Uses students interests, reading abilities, and backgrounds as foundations for the reading and writing program. 14

16 4.2 Uses a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds. 4.3 Models reading and writing enthusiastically as valued lifelong activities. 4.4 Motivates learners to be lifelong readers. 5. Viewing professional development as a career-long effort and responsibility NCATE Domain 5 of Advanced Professional Competence (Professionalism) Behaviors Data Sources Assessment (0, 1, 2, or 3) Goals 5 Viewing professional development as a career-long effort and responsibility 5.1 Displays positive dispositions related to reading and the teaching of reading 5.2 Continues to pursue the development of professional knowledge and dispositions. 5.3 Works with colleagues to observe, evaluate, and provide feedback on each other s practice. 5.4 Participates in, initiates, implements, and evaluates professional development programs. 15

17 Master s Degree Comprehensive Exams and Performance Assessment in Literacy Studies Students enrolled in Master s Degree programs in Literacy Studies in the College of Education at the University of Nevada Reno are evaluated on their performance throughout their degree programs as indicated in Table 1. In short, Table 1 indicates the various NCATE Domains of Advanced Professional Competence in Education (including National Council of Teachers of English (NCTE)/International Reading Association (IRA) professional standards) that are assessed at each of the three primary performance assessment points (EDUC 770, EDRL 642 or EDRL 643, and EDS 795) throughout students graduate programs. Students enrolled in Master s Degree programs in Literacy Studies have the option of completing two different types of degree programs the M.Ed. and the M.A. The culminating experiences for each of these programs is different. M.Ed. students take a comprehensive exam or its equivalent at the end of their programs. Committee chairs guide students in the comprehensive exam process. The final product may be a comprehensive exam (written and scored by a student s committee) that focuses on mastery of course content and general mastery of important elements in a student s program of study. With the approval of their committee chairs, students may also elect to complete a comprehensive project. Projects may include any of the following formats: An article to be submitted to a journal; comprehensive review of research in a particular area; or a report on a student s classroom- or school-based study including an introduction, review of relevant research, methodology, results, and conclusions. You must begin working with your advisor on a written plan for your comprehensive project or examination within the first two weeks of the semester prior to the semester you plan to graduate. Once these written plans are set, you, your advisor, and your committee members must sign the written plan. [Note: This written/signed plan must be in file in the EDS office by the end of the fourth week of the semester prior to the semester you intend to graduate.] You should register for EDS 795 the semester prior to the semester you plan to graduate. M.Ed. Professional Paper Guidelines As a culminating experience for your masters degree, you will complete a paper that is reviewed by your chair and your committee. This paper satisfies the requirement for a comprehensive exam. The details for your paper are presented here. If you have questions you can contact the chair of your committee. Your final paper must be completed by October 1 (fall graduation) or March 1 (spring graduation) to make sure there are no delays for your graduation. Please make sure that you communicate with your chair as you complete this project. Your chair must approve your topic for your project before you begin. Please contact your chair within two weeks of the beginning of the semester before you plan to graduate so that you can move ahead with your project. You must complete a Project Proposal Plan, and you and your chair must sign it. If needed, your chair can provide guidance and help along the way. Your chair will want to review your project, so make sure you allow for this review time and submit a copy of your completed project to your chair by the middle of the semester you plan to graduate. Your chair may ask you for revisions or editing. Once these corrections are made, provide a copy of your final project to your chair at least one month prior to your expected graduation date (November 15 or April 1) so that your chair and committee members can read and evaluate your paper. You must choose an important topic for your final paper--one that could make a difference to student achievement at your school. Then you will find 20 articles related to your topic from peer-reviewed journals. For each article you will write an annotated review. Then you will write a 5 to 10 page synthesis of your discoveries. Finally, you will create a Power Point presentation that could be shared with colleagues or your staff. Following are more detailed directions: 1. Select a topic that is pertinent to students at your school. You should have many to choose from now that you are at the end of your masters program.

18 2. Complete the proposal for your topic (see below) and meet with your chair to secure his or her signature indicating approval of your topic. Your chair will place your signed proposal into your graduate student file. 3. Complete a search to find 20, peer-reviewed, articles that center on your topic. For each article, complete a citation (5 th Edition APA). Then write a paragraph or two about what you learned within this article. 4. Reflect on what you have read by writing a 5-10 page synthesis of your discoveries using APA formatting. 5. Create a PowerPoint, about 10 to 15 slides, that share the important points you discovered and how they connect to student learning. When you submit your project, arrange it in the following order. Title Page Synthesis Paper Annotated Bibliography of 20 articles Print out of Power Point 5/17/

19 Name Proposal for Final Paper Topic Why this topic is important to explore? Signature of Chair and student Date 5/17/

20 Annotated Bibliography Synthesis Paper Rubric for Culminating M.Ed. Paper Excellent Accomplished Not Meeting Expectation Student has chosen 20 peer-reviewed articles with 10 from research journals and 10 from practitioner journals and all articles are clearly focused on topic. The annotations contain information about the importance of the topic to student learning. Student integrated the information from all articles into a synthesis. Discoveries are connected to potential classroom practice. PowerPoint PowerPoint contains slides that focus on topic and how it might be implemented in classrooms. Organization is clear and information from one slide builds to the next. The Power Point is well designed for presentation (e.g., includes visuals or student examples where appropriate). Organization Project is organized as detailed in directions Timeliness Project is completed to meet all time lines. Student has chosen 20 peer-reviewed articles with fewer than 10 coming from research journals. The articles are focused to the topic. The annotations vary in the quality of information shared that pertains to student learning. Student integrated some of the information from articles into a synthesis. Discoveries are connected to potential classroom practice. PowerPoint contains slides and for the most part focuses on the topic and how it might be implemented in classrooms. Organization is clear for most slide transitions and information varies in clarity as it builds from slide to slide. Power Point is text heavy. Project is only partially organized as detailed in directions. Project is completed to meet some of the deadlines. Student has chosen 20 or fewer peer-reviewed articles. Articles do not all come from peer-reviewed journals. Articles are not all focused on topic. Annotations vary in how they share information about the topic and its importance to student learning. Student integrated a minimal amount of information into a synthesis. Connections to classroom practice are not represented in the articles. PowerPoint contains fewer than 10 slides and does not consistently focus on the topic and how it might be implemented in classrooms. Organization is not clear from slide to slide. Power Point is text heavy. Project is not organized as detailed in directions. Project does not meet deadline. 5/17/

21 Students pursuing a Master of Arts degree must make an oral defense of their written thesis. Details about the thesis are negotiated between students and their graduate committees. In general, however, a thesis must be a rigorously designed and implemented study. M. A. Thesis Thesis Guidelines The M. A. degree is intended for educators who wish to focus on research and development in literacy studies within elementary or secondary schools. Therefore you are expected to complete an original research project under the supervision of your committee chair. This process involves several steps: (1) Select topic, research method, and timeline for graduation with committee chair. (2) Secure IRB approval from the UNR IRB and the school district research office or other applicable institutions. (3) Complete research project data collection, analysis, and final paper under committee chair s supervision. (4) Secure thesis defense date with committee chair and committee members during the first two weeks of the semester you expect to graduate. (Please note that most faculty members are not available during the summer semester; please plan accordingly.) (5) Provide ample time for your chair to review and approve your final paper (6) Distribute the final paper to your committee members at least two weeks before the oral defense date (7) File the appropriate paperwork with the graduate school. Please note, the thesis is published and requires copyright approval etc. (see the graduate school website) M.A. Oral Thesis Defense The oral defense of your thesis consists of a formal meeting with your committee present. You should be prepared to participate in the following events: (1) Secure a room for the meeting. The EDS office staff can assist you in reserving a room. a. Prepare to present your study, a twenty minutes formal PowerPoint presentation, to the group. (2) Prepare to answer questions related to all aspects of your thesis including a. literature and research reviewed, b. findings, and c. implications for the field 5/17/

22 Summary of Portfolio Evaluation for Master s Programs in Literacy College of Education Student s Name Semester of Completion Overview of Performance Assessment Process: Part I: Ongoing assessment in EDUC 770 and EDRL 642 or EDRL 643 during the program Event Critical Event #1 (EDS 603) Critical Event #2 (EDS 701) Student Self- Assessment Completed? Faculty Assessment Completed? Part II: Final assessment after EDS 795 at the end of the program Performance Domains Unsatisfactory (0) Satisfactory (1) Proficient (2) Distinguished (3) Knowledge of Students and Learning Unsatisfactory (0) Satisfactory (1) Proficient (2) Distinguished (3) Environments (IRA/NCTE Standard 4) Knowledge of Subject Matter and Planning Unsatisfactory (0) Satisfactory (1) Proficient (2) Distinguished (3) (IRA/NCTE Standards 1 & 2) Delivery and Management of Unsatisfactory (0) Satisfactory (1) Proficient (2) Distinguished (3) Instruction (IRA/NCTE Standards 1 & 2) Assessment (IRA/NCTE Standard 3) Unsatisfactory (0) Satisfactory (1) Proficient (2) Distinguished (3) Professionalism (IRA/NCTE Standard 5) Unsatisfactory (0) Satisfactory (1) Proficient (2) Distinguished (3) Overall Evaluation of Performance Unsatisfactory Satisfactory Proficient Distinguished Advisory Committee Name Name Name Date Date Date 5/17/