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Language, Reading & Culture: Graduate Programs


LRC is a graduate program offering the following degrees: the Ph.D., the Ed.D., the Educational Specialist (Ed.S), and the M.A .  Students select the degree that is appropriate for their future goals. Students seek preparation for employment at universities, colleges, research laboratories, and pre-K through grade 16 schools.

The Ed.D. and Ed.S. degrees are designed to provide leadership skills, content related to leadership, and in-depth content knowledge related to language, reading and culture.

The Ph.D. and M. A. are targeted toward students who aspire to achieving academic goals.

In addition to the degree programs, the program cooperates with the State of Arizona to provide coursework required for career advancement endorsements. Students may design their degree graduate plan of study to accommodate the courses required by the Reading endorsement and/or the Bilingual endorsement and/or the ESL endorsement.

The faculty engage students in continuous formative assessment at all stages of degree advancement. The choices (identified as focus areas) available to students can be found on the COE web site. The program is responsive to student needs and is characterized by providing a measure of choice for students within prescribed standards, degree parameters, and endorsement requirements.

Summative assessment occurs at the traditional capstone activities such as: the master’s thesis, portfolio, exam, or scholarly paper; the Educational Specialist project report; and the doctoral comprehensive exams and dissertation.

The faculty use formal and informal measures to inform changes in the program and to evaluate students’ achievement. Two departmental committees participate in this evolving and continual assessment: the Student Affairs Committee (SAC), which systematically and regularly reviews student progress and the Curriculum Committee (CC), which regularly and systematically reviews curricular offerings.

Expected Learning Outcomes: 

Outcomes for all LRC degree programs

  • A foundational understanding of the essentials of reading and writing theories and practices;
  • A foundational understanding of issues of educational equity;
  • Ability to read and evaluate educational research;
  • A foundational understanding of language and culture in schools.
  • Ability to synthesize content across courses and experiences related to selected area of focus;
  • Ability to apply theories and principles of practice to problems and situations related to selected area of focus;
  • Ability to use content knowledge and experiences to solve problems, conduct inquiries, and provide professional leadership in the work place;
  • Ability to conduct independent research in selected topics related to language, reading and culture;

Outcomes for LRC graduate students attaining a Ph.D. degree

  • Ability to write for publication in a wide range of theoretical, research and applied venues;
  • Ability to design and deliver graduate-level and undergraduate courses related to LRC related topics and research methodologies;
  • Ability to conduct independent research;
  • Ability to engage in intellectual inquiry.

Outcomes for LRC graduate students attaining the Ed.D. degree

  • Ability to provide leadership in educational institutions;
  • Ability to communicate clearly in both oral and written presentation.
  • Ability to evaluate programmatic research and contribute to applied educational settings. 

Outcomes for LRC graduate students attaining the Arizona Reading Endorsement

  • Knowledge of a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction.
  • Knowledge of and capacity to use a variety of assessment tools and practices to plan effective instruction
  • Integration of knowledge and dispositions of instructional practices, curricular materials, assessment and evaluation to create a literate environment that fosters both reading and writing.
  • View professional development as a career-long effort and responsibility.
  • Knowledge of Structured English Immersion, Sheltered English content instruction, Bilingual and ESL policies and practices;

Outcomes for LRC graduate students attaining the Bilingual/ESL endorsement

  • Ability to connect federal, state and local policies governing the education of ELLS and research in second language acquisition theory, Bilingual education, ESL, and pedagogical best practices for ELLs;
  • Ability to provide integrated and thematic sheltered instruction in academic subject areas.
  • Ability to use the Sheltered Instruction Observational Protocol (SIOP) model;
  • Ability to teach sheltered lessons;
  • Ability to develop lesson plans with age-appropriate sheltered strategies.
Updated date: Fri, 01/30/2015 - 14:46