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98 POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION ASSESSMENT This course will be assessed through coursework (40%) and a final examination (60%). Resources Best, J., & Khan, J. (1998). Research in education. Boston: Allyn & Bacon. Borg, W., & Gall, M. (1996). Educational research – an introduction. NY: Longmans. Cohen, L. (1984). Statistics for social scientists. London: Harper and Row. Cohen, L., & Manion, L. (2000). Research methods in education. London: Routledge. Gorard, S. (2001). Quantitative methods in education research. London: Continuum. Keeves, J., & Lakomski, G. (Eds.). (1999). Issues in educational research. Amsterdam: Pergamon. Linn, R. (1990). Quantitative methods. NY: Macmillan. Pring, R. (2000). Philosophy of educational research. London: Continuum. Wellington, J. (2000). Educational research. London: Continuum. YEAR: SEMESTER: COURSE CODE: EDRS 6210 COURSE TITLE: FUNDAMENTAL OF EDUCATIONAL RESEARCH II NUMBER OF CREDITS: 4 OBJECTIVES The student will be able to: 1. describe different approaches to educational research 2. discuss research issues emanating from different approaches to educational research 3. select appropriate research approaches in the investigation of specific phenomena 4. design educational research in the naturalistic paradigm analyze qualitative data 5. develop competence in evaluating the varied forms of qualitative research in education CONTENT • The quantitative – qualitative dichotomy. Philosophical underpinnings of the empirical-analytic and naturalistic approaches to research • Major research orientations and methodologies in the naturalistic paradigm: • ethnography • grounded theory • case study • critical inquiry • the role of sociological theory in qualitative research e.g. hermeneutics, symbolic interaction, and phenomenology • Problem identification and formulation • Designing research in the naturalistic tradition: • identifying data sources • data collection • data analysis (use of computer software for qualitative data analysis) • ethical issues ASSESSMENT This course will be assessed through coursework (40%) and a final examination (60%). Resources Belox, M., & Haggerson, N. (Eds.). (1982). Naturalistic research paradigms. Merrut: Anu Books. Cresswell, J. (1998). Qualitative inquiry and research design: choosing among five traditions. Thousand Oaks, CA: Sage. Boyatzis, R. (1998). Transforming qualitative information. Thousand Oaks, CA: Sage Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data. Thousand Oaks, CA.: Sage. Kvale, S. (1996). Interviews: an introduction to qualitative research interviewing. Thousand Oaks, CA: Sage Mann, C., & Stewart, F. (2000). Internet communication and qualitative research: a handbook for researching on line. Thousand Oaks, CA: Sage. Swann, J., & Pratt, J. (1999). Improving education – realist approaches to method and research. London: Continuum. Walford, G. (2001). Doing qualitative educational research. London: Cassell. THE OTHER COURSES The remaining six courses are described below. They each carry their particular resources, but they all share the following ones: Professional Booklets International Reading Association. (2006). Standards for reading professionals. Newark, DE: IRA. Available from: http://www.reading.org/General/CurrentResearch/Standards/ ProfessionalStandards.aspx International Reading Association. (2005). Standards for middle and high school literacy coaches. Retrieved February 2, 2009 from http://www.reading.org/downloads/resources/597coaching_ standards.pdf International Reading Association. (1996). Standards for English language arts. Retrieved February 2, 2009 from http://reading. org/Libraries/Reports_and_Standards/bk889.sflb.ashx International Reading Association. (1994). Standards for the assessment of reading and writing. Retrieved February 2, 2009 from http://reading.org/Libraries/Reports_and_Standards/bk674. sflb.ashx. Journals All the following journals and newsletters (available via Ebscohost through The University’s website): • Journal of Adolescent and Adult Literacy • Reading Research Quarterly • Reading Today • The Reading Teacher • Reading Improvement The following free online journal: Reading in a Foreign Language (http://nflrc.hawaii.edu/rfl/)
POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION Websites International Reading Association (www.reading.org) Middle Web (http://www.middleweb.com) NRP Report, 2000 (http://www.nichd.nih.gov/publications/nrp/ upload/smallbook_pdf.pdf) NELP Report on Early Reading, 2008 (http://www.nifl.gov/nifl/ NELP/NELPreport.html) Adolescent Literacy Research (http://www.learningpt.org/pdfs/ literacy/tenYears.pdf) John Nemes’Website YEAR: SEMESTER: COURSE CODE: EDRL6001 COURSE TITLE: THEORETICAL FOUNDATIONS OF READING INSTRUCTION NUMBER OF CREDITS: 4 COURSE DESCRIPTION: This course, Theoretical Foundations of Reading Instruction, is essentially about the psychological, sociological and linguistic foundations of reading and writing acquisition processes and how these link with instructional models, theories, and best practices. It is also about varied critical instructional approaches and materials, as well as ways of creating in-school and out-of-school environments in which struggling readers can thrive. It presents CONTENT through a melding of interactive lectures, vignette-driven tutorials, professional dialogue, hands-on workshop activities, and independent scrutiny of seminal research. Its purpose is to equip participants with the foundational knowledge and insights necessary to make informed instructional choices and to create environments in which struggling adolescent readers can grow in their love and appreciation of reading as a life skill and worthwhile pastime. The course addresses Standards 1, 2 and 4 of the International Reading Association (IRA) Standards for Reading Professionals (2003). Content Content is comprised of Lectures and Theory-to-practice workshops. Lectures The following topics will be addressed: • Dimensions of the reading concept • Language models and reading acquisition processes • Lexical development and stage models • Models of the Reading and Writing Processes • Reading instruction models and models of writing instruction. Theory-to-practice workshops The following topics will be addressed: • Building knowledge of Standard English and Creole orthography • Vocabulary instruction • Comprehension instruction • Fluency • The reading-writing connection General Objectives In order to achieve the course goal, the participants will: • relate theories of language acquisition/learning to reading acquisition processes • explore the psychological, sociological, and linguistic roots of reading and writing development, and models that have attempted to capture these • develop a profile of the competent reader • identify factors that contribute to individual differences in reading acquisition processes • explore influential studies on the teaching and learning of reading and summarise their principles, approaches, and strategies • develop concepts of learning environments that would improve the reading of struggling adolescents • select appropriate learning materials and instructional approaches and activities by reference to the literature on acquirers’/learners’ development/progression in language in general and reading in particular. Course Assessment Coursework will be worth 40% and will comprise 1. A discussion forum (on aspects of reading instruction or the reading process) (10%) 2. Two article reviews (10%) 3. In-class assessment addressing the basic tenets of theories and models (20%) The final examination will be of 3 hours’ duration and be worth 60% of the total marks. The questions will address links between theory and best practice and the contributions to the development of best practices in particular areas of reading. Resources Books Calkins, L. M. (2000). The art of teaching reading. New York, NY: Allyn & Bacon. Gunning, T. G. (2001). Building Words: A resource manual for teaching word analysis and spelling strategies. Boston: Allyn & Bacon. McCormack, R.L., & Paratore, J.R. (2003). After early intervention, then what? Teaching struggling readers in grades 3 and beyond. Newark, DE: International Reading Association. Nero, S.J. (2006). Dialects, Englishes and Creoles and education. Lawrence Erlbaum Associates, Inc.: Mahwah, NJ. Pearson, P. D.; Barr, R., Kamil, M. L. & Mosenthal, P. B. (Eds.). Handbook of Reading Research. White Plains, NY: Longman. Pollard, V. (2007). From Jamaican Creole to Standard English. University of the West Indies Press: Kingston, Jamaica. Rudell, R.B., & Unrau, N.J. (2004). Theoretical model and processes of reading. (5 th Ed.). Newark, DE: International Reading Association. Tierney, R.J. & Readence, J.E. (Eds.). (2005). Reading strategies and practices: A compendium (6 th Ed.). Boston: Allyn & Bacon. Tompkins, G.E. (2004). Literacy for the 21 st century: Teaching reading and writing in grades 4 to 8. Columbus, OH: Pearson/ Merrill Prentice Hall. Tracy, D. H. & Morrow, L. M. (2006). Lenses on reading: An introduction to theories and models. New York, NY: Guilford Press. (Online) 99
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Faculty of Humanities and Education (Postgraduate) - The University ...

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