Concordia University, Nebraska’s Master of Education in Literacy Education with Reading Specialist and ESL Emphases is a 51 credit-hour online degree program. This comprehensive program allows you to earn your M.Ed. degree with two emphases* in a concisely integrated curriculum. This degree program includes a three credit-hour ESL practicum (EDUC 527) and includes a three credit-hour field-based case study (EDUC 631) with specific, documented student interaction.
Traditional-progression students will take one course at a time and can complete their degree program in 34 months. Fast Track candidates have the option of doubling up courses at three specific times and can complete this program in as little as 28 months. Courses that can be taken concurrently are PSY 511 and EDUC 519; EDUC 622 and EDUC 635; and SOC 565 and EDUC 524. Fast Track candidates must declare their intention at time of enrollment.
Literacy with Reading Specialist and ESL Emphases
EDUC 566 (3)
Reading in the Middle and Secondary School
A foundations course in developmental reading for teachers of intermediate, junior (middle) and senior high students (grades 4-12), emphasizing reading in the content areas, comprehension levels, reading-study skills, oral interpretation of literature, recreational reading, and current issues in teaching the older student to become more proficient in reading.
EDUC 501 (3)
Contemporary Thought in Education
This course provides an examination of the theoretical and philosophical bases for contemporary educational patterns; and current educational issues. Interests of the participants will determine the areas of application to private and public education.
EDUC 594 (3)
Research Evaluation and Design
This course emphasizes the development of skills in qualitative and quantitative research methods, and the evaluation of various forms of existing information, with emphasis on the ability to relate this information to personal professional practice.
PSY 511 (3)
Psychological Foundations of Teaching and Learning
A study of selected theories of learning and their implications for the classroom setting. Applications of psychological principles and research to instructional situations with an emphasis on those that involve a Christian setting.
EDUC 519 (3)
Word Study: Decoding, Comprehension and Fluency
This course will examine recent research-based instructional practices regarding phonics, vocabulary, spelling and fluency. Special emphases include: phonemic awareness, print awareness, alphabetic knowledge, alphabetic principle, decoding, reading practice with decodable text, irregular and high frequency words, fluency, development spelling and comprehension. The graduate student will research current theory, instructional practice and assessment related to each of the word study components within specific literacy developmental stages.
EDUC 565 (3)
The Young Child: Language and Literacy Development
A foundations course in developmental reading for teachers of younger children (ages three through grade 3), emphasizing the characteristics of young children, oral language development, developing reading interests, the integration of all language arts in the beginning reading program, and current issues in teaching the young child to read.
EDUC 622 (3)
Teaching Writing in Grades PK-12
A close examination of the writing of children and youth, and the techniques for teaching writing; special emphasis on the relationship of writing to literature, reading and other language arts.
EDUC 635 (3)
Survey of Contemporary Literature from PK-12
A survey of contemporary literature for readers from pre-kindergarten level through grade 12. Students will become familiar with contemporary youth poetry and fiction, explore societal issues in literature, develop skills of literary analysis, and connect the use of literature to research in literary study and literacy learning.
EDUC 520 (3)
Literacy Assessment and Intervention
This course emphasizes the assessment and intervention process involving "striving" readers from diverse ability, cultural and linguistic backgrounds. Special emphases include: identification of literacy difficulties, formal and informal assessment tools, evaluation, data analysis and appropriate intervention.
EDUC 630 (3)
Preliminary Design and Processes for a Case Study
This course emphasizes reading, discussing, and planning strategies to be implemented in a subsequent case study course. Set-up for the case study will include: criteria for how to select a student; actually selecting a student; how to gain parental consent; how to create a baseline for further interaction. Additional emphasis will be given in this course to diagnostic evaluation and the organization of the learning environment which will permit personalized literacy instruction for struggling readers. Time will be dedicated to the set-up of the final portfolio.
EDUC 631 (3)
Creating a Case Study in Literacy
This course will incorporate strategies that are geared to a specific K-12 student and are diagnostic (journal/log, plan/evaluate, re-plan/re-evaluate) in nature. Experiences will be coordinated in which the graduate student, under direct supervision, assesses reading abilities and develops individual educational programs and materials in reading for students with special needs: students experiencing literacy difficulties, gifted students, those with cultural differences, and/or varied linguistic backgrounds. The baseline information on the K-12 student (e.g. reading inventory, reading level, and miscue analysis) will be used for the development of a plan of action and subsequent engagement for remediation. The case study will be the last project for the final portfolio.
SOC 565 (3)
Serving and Leading in the Community and World
This course provides an in-depth examination of vocation, professional and organizational development and the ways educators, building on their personal beliefs and values, enact authentic service and leadership in a variety of contexts. Using the framework of evangelical Lutheran Christianity, participants explore, analyze and clarify, and apply vocation to their community and to the world.
EDUC 524 (3)
The purpose of this course is to introduce students to the theory and practice of second language teaching and learning.
EDUC 525 (3)
ESL/ELL Curriculum and Assessment
The purpose of this course is to introduce students to second language curriculum selection, evaluation, and development as well as assessment and evaluation of second language learners. Prerequisite: EDUC 524.
EDUC 623 (3)
Linguistics for Educators
This course provides a rigorous overview of the elements of English linguistic study and its application to English language learning and teaching. The course examines grammars and theories of English, language diversity and change, language acquisition, and philosophy and application of language study and teaching.
EDUC 526 (3)
Language and Culture
Language and culture are two multidimensional and constantly changing phenomena that are integrally connected to everything that happens in the world. As any language is culturally conditioned, any culture is linguistically defined. Therefore, the main goal of this course is to examine the relationship between language and culture, as well as their effect on community, identity, beliefs, and values. This course guides the student in directly applying an understanding of language and culture to classroom practice and curriculum development.
EDUC 527 (3)
The course is designed as a culminating experience for the ESL/TESOL graduate programs. Students are asked to reflect on key areas of learning and application that they have encountered throughout the ESL/TESOL graduate curriculum. The students will also critique and analyze various aspects of their fieldwork experience. All required documentation related to coursework and fieldwork experiences will be collected and reviewed. Prerequisites: EDUC 524, EDUC 525, EDUC 526; EDUC 623.