TCNJ

Graduate Course Descriptions 71 RDLG 673/ The Writing Process in Literacy Development 3 cr. This course involves a study of reading comprehension and writing strategies as they are connected to reading theory based on research in the disciplines of cognitive psychology, sociology, linguistics, and reading education. Current theory and related research are used as bases for the develop ment and implementation of teaching strategies in the areas of literacy, comprehension, expression and writing. RDLG 687/ Faculty-Student Research 3 cr. Prerequisite: Completion of 15 graduate credits This course provides the opportunity for a small group of students to work together with a faculty member on a collaborative project, or a series of related projects, that are part of a faculty member's ongoing research or scholarly program. RDLG 691/ Reading Diagnostic Procedures: Practicum 3 cr. This course is an investigation of formal and informal diagnostic methods and materials for testing reading achievement. It also examines critical appraisal of these methods and materials based on psychological and linguistic principles; use of the results of both formal and informal assessment to identify reading difficulties; and corrective techniques appropriate for meeting these difficulties determined. Case studies required. RDLG 692/ Correction and Remediation of Reading Difficulties: Practicum 3 cr. Prerequisite: RDLG 691 This course is a practicum in which the student employs various assessment procedures to develop and implement corrective instruction under supervision in the reading center. RDLG 693/ Supervision and Administration of Reading Programs K–12 3 cr. Prerequisite: RDLG 691 (may be taken concurrently with RDLG 692) This course is a practicum and seminar for demonstrating ability to apply the concepts and skills developed in the graduate reading program and for analyzing and evaluating instructional procedures used. Selected topics related to the role of the school/district reading professional are researched and discussed. RDLG 697/ Independent Study in Developmental Reading 1–3 cr. Prerequisites: EDFN 508 and graduate coordinator's approval An in-depth study of a topic within the discipline of reading, involving supervised reading, research, and regular conferences with the faculty adviser. RDLG 698/ Department Project in Reading 3 cr. Prerequisite: EDFN 508 A critical independent study of an aspect of reading of interest to the student that is explored under faculty guidance. Open only to students matriculated in the reading program. RDLG 699/ Thesis/ Creative Project in Reading 6 cr. Prerequisite: EDFN 508 An original research or creative study under the guidance of a thesis committee. Open only to students matriculated in the reading program. RDLG 700/ Comprehensive Examination: Reading Every candidate for a graduate degree must take a comprehensive examin- a tion that requires the candidate to synthesize and apply knowledge acquired throughout the program. See page 17 for comprehensive examination requirements. SAFT 582/ Driver Education Teacher Certification Program 3 cr. This program meets the certification requirements to teach driver educa tion in the secondary schools and commercial driving schools of New Jersey. The course content emphasizes teaching methods in the classroom, simulation behind the wheel, and the psychological aspects of the driver education program. SAFT 587/ Traffic Safety Workshop 3 cr. This course ia an investigation and application of current information on theory, techniques of teaching, and administrative procedures related to specific traffic safety problems. It also includes programs on motorcycle education, emergency maneuvers, handicapped drivers, pedestrian safety, bicycle safety, and public transportation. SCED 510/ Curriculum of the Secondary School 3 cr. This course is a study of the evolution of the American secondary school curriculum, including various curriculum patterns as they exist today and current plans for improvement. Open only to students enrolled in MAT programs. Not accepted by the New Jersey Department of Education toward administrative or supervisory certificates. SCED 578/Equity and Diversity in Public Education 3 cr. This course will explore diversity issues, e.g., race, class, gender, as well as how those issues impact classrooms/schools. In addition, this course will examine the achievement gap and its relationship to race, class, gender etc. Multicultural education principles will also be explored in order to transform. Central to the course will be discussions of high leverage teaching practices, e.g., communicating with family, parents, or guardians, about a student. There will also be a research component (Classroom based or educational research): understanding context, multiculturalism, and other influences and their impact on teaching. SCED 590/ Methods for Teaching in the Content Areas 3 cr. This course immerses secondary MAT students in the methods in their specific disciplines. There are separate sections for mathematics, sciences, social studies, and language arts. SCED 663/ Advanced Trends in Secondary Education 3 cr. Prerequisite: EDFN 508 This course is an examination of current trends in secondary education through the critical analysis of recent research. Topics emphasized are: (1) innovations in school and classroom organization; (2) recent developments in curricula; (3) current trends in evaluation, measurement, and grouping; (4) impli ca tions of P.L. 94-142; and (5) competing viewpoints on current issues and practices in secondary education. SCED 667/ Issues in Secondary Education 3 cr. This course provides students with an in-depth examination and analy sis of topics and issues germane to secondary educators. The emphasis throughout the experience is on effective use of teaching strategies, decision-making/problem-solving techniques, and teacher leadership. SCED 687/ Faculty-Student Research 3 cr. Prerequisite: Completion of 15 graduate credits This course provides the opportunity for a small group of students to work together with a faculty member on a collaborative project, or a series of related projects, that are part of a faculty member's ongoing research or scholarly program. SCED 691/ Seminar in Supervised Pre-Teaching— Observation and Participation 6 cr. Prerequisite: Matriculated in a MAT program with program supervisor's approval Part I: A series of pre-session orientation meetings held in early June. Part II: A pre-student-teaching summer session consisting of daily presentations, class discussions, individual conferences, lesson observation, and participation in the preparation and presenta- tion of lessons and projects to secondary middle school students. Topics include: educational goals and objectives, planning, classroom management, creative teaching strategies, and student evaluation. SCED 692/ Seminar in Supervised Teaching— Field (Student Teaching) 4 cr. Prerequisites: SCED 691 and methods course In this seminar, students will commit to full-time teaching for 13 weeks under the supervision of a cooperating teacher in a secondary school. Payment of student-teaching fee must accompany tuition and fees at time of registration. A student may take no more than 6 credits while doing intern teaching. A student must be matriculated into a graduate program and within 9 credits of completing the requirements for the master's degree in order to be admitted to student teaching. Students may elect one of the following three plans: Plan A: On-the-job teaching supervised for one semester by members of the College staff. Plan B: Student teaching for 13 weeks under the supervision of a certified cooperating teacher. Plan C: Student teaching in an accredited evening high school under the supervision of a certified teacher for two consecutive semesters. 244328_001-091_r1.indd 71 9/1/17 1:40 PM

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