Current Issues in Reading/Math – EDUC 652

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 02/04/2022

Course Description

An examination of current standards and exploration of controversies related to reading or math programs.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

Rationale

Effective leaders in literacy and math know how to connect foundational knowledge to evidence-based instruction, assessment, and curriculum.  The focus of this course is to analyze issues and trends in literacy and math for diverse populations and to create a program to ensure literacy development for all students.  

Measurable Learning Outcomes

 Upon successful completion of this course, the candidate will be able to: 

  1. Utilize technology competencies for effective programs in reading/math. 
  2. Conceptualize research theories and models of reading/math programs.
  3. Evaluate instructional materials based on research for reading/math programs.
  4. Formulate evidence-based instructional strategies to enhance the success of all learners in programs in reading/math. 
  5. Create strategies for students with dyslexia in reading using the structured literacy approach.  
  6. Generalize current professional literature regarding developmental programs in reading/math. 
  7. Integrate Christian and professional principles throughout the course. 

Course Assignment

As the first activity in this course, please read the syllabus and Student Expectations.  After reading the syllabus and Student Expectations, the student will then complete the related checklist found in Module/Week 1.

In this Discussion Board Forum, the candidate will introduce himself/herself to the class. The candidate must post a thread in response to the prompt. The candidate must then reply to 2 other candidates.

There are 3 Discussions. The candidate will post a 300-word thread in response to the prompt provided and 2 replies of 100 words each to 2 other candidates’ threads. For each thread, assertions must be supported with at least 1 citation in current APA format. Each reply must cite at least 1 source. Acceptable sources include websites assigned for the Discussions.

There will be weekly assignments based on literacy/math trends and issues. In answering the weekly assignments, the candidate must use all assigned readings and presentations from that module/week highlighting the key components and applying to literacy/math development. The length of each weekly assignment must be 3 to 5 pages in current APA format.

Candidates will demonstrate leadership through their required professional membership in the International Literacy Association or National Council of Teachers of Mathematics. The candidate will submit proof of membership in 1 national professional organization in addition to providing proof of membership for his/her portfolio. Also, the candidate will submit proof of membership in a second literacy organization.

The candidate will prepare and upload a video of the final presentation of their Ideal Literacy/Math Program. Candidates will reply to two other candidates and collaborate with experienced colleagues and peers to develop, reflect, and study their own and others’ teaching practices through the discussion.

Presentation of Ideal Literacy/Math Program

The candidate will complete a PowerPoint presentation of 18–20 slides with a minimum of 5 scholarly sources in addition to the ILA or NCTM Standards and class texts. The presentation should be created to present to other educators to lead them in understanding important components of an Ideal Literacy/Math Program. This assignment will be submitted in LiveText and Canvas.

The candidate will complete a 300-word essay reflecting upon his/her experience in the course. The reflection must answer the questions posed in the Assignment Instructions.