Reading Degree
Master of Science in Education - Reading (UW-Oshkosh).
Degree Requirements
The degree program consists of 36 credits.
Prerequisites: Applicants must hold and be eligible for teacher licensure and should have taken the following:
SPEC ED 554 Individuals with Learning Disabilities, 2 cr.* (Oshkosh)
EDUC 519 Adolescent Literature in Middle and Secondary School Reading, 3 cr.* (Green Bay)
If these have not been taken as recent courses, they must be completed either as undergraduate courses or as graduate elective credits within the program.
UW-Green Bay Courses, 12 credits
ED & HUD 705 Reading in the Elementary School, 3 cr.* (equivalent to Oshkosh READING 705)
ED & HUD 765 Diagnosis of Reading Difficulties, 3 cr.*
(equivalent to Oshkosh READING 765)
Electives, 6 cr. (include Oshkosh SPEC ED 554 and Green Bay EDUC 519 if these have not already been taken.)
UW-Oshkosh Courses Taught on the UW-Green Bay Campus, 24 credits
READING 735 Reading in the Secondary School, 3 cr.*
READING 720 Interactive Literacy Intervention, 3 cr.*
READING 721 Readers/Writers Workshop, 3 cr.*
ED FOUND 770 Foundations of Educational Research, 3 cr.
READING 780 Administration and Supervision of Reading Programs, 3 cr.
READING 785 Practicum in Reading, 3 cr.
READING 790 Seminar in Reading Research, 3 cr.
Oshkosh Electives, 3 cr.
Credit Requirements
Thirty-six credits applicable to the degree constitute the minimum requirements for students in the MSE - Reading program.
Comprehensive Examination
Candidates must successfully complete a written comprehensive examination.
Time Limit
All work applied toward the degree must be completed within a seven-year time period.
Licensure Opportunities
- To be recommended for 316 (reading teacher) licensure, the student must be enrolled in a graduate program and complete the 20 credits above marked with an asterisk.
- To be recommended for 317 (reading specialist) licensure, the student must complete the MSE - Reading degree and have taken READING 780 Administration and Supervision of Reading Programs, and READING 785 Practicum in Reading.
- At least 12 of the required credits for licensure, including Oshkosh READING 720 Interactive Literacy Intervention, must be taken at UW-Oshkosh or at UW-Green Bay in the UW-Oshkosh - UW-Green Bay MSE - Reading cooperative program.
- A minimum of two years of teaching experience is required by the Department of Public Instruction for 316 and 317 licensure.
FACULTY
Ashmann, Scott, Assistant Professor, Education. B.S., University of Wisconsin-Green Bay; M.S., University of Wisconsin-Milwaukee; Ph.D., Michigan State University.
Fields of interest: the professional development of secondary science teachers, science teacher preparation, leadership issues in mathematics and science education.
Bircher, Karen, Lecturer, Education. B.A. (1971) Case Western Reserve University; M.A. (1983) University of Colorado, Denver.
Fields of interest: reading/writing connection, reader response, whole language theory, composition.
Coates, James R., Associate Professor, Education. B.S. (1972) University of Maryland Eastern; M.A. (1982), Ph.D. (1991) University of Maryland College Park.
Fields of interest: American sports history, with a concentration in African-American sport history, the Progressive Era, African-American history.
Davis, Gregory, Professor, Mathematics. B.S. (1981) University of Wisconsin-Green Bay; M.A. (1985), Ph.D. (1987) Northwestern University.
Fields of interest: dynamical systems, mathematical modeling of ecological systems, cliff swallow-house sparrow species dynamics.
Fencl, Heidi S., Assistant Professor, Natural and Applied Sciences (Physics). B.S. (1984) Nebraska Wesleyan; M.S. (1986) Univ. of Nebraska; Ph.D. (1992) Ohio State.
Fields of interest: science education, physics, astrophysics.
Kaufman, Timothy, Associate Professor, Education and Program Chair, Graduate Program in Applied Leadership for Teaching and Learning. B.A. (1986) Elmhurst College; M.S. (1988) Southern Illinois University; Ph.D. (1994) Loyola University.
Fields of interest: literacy, school reform, serving the needs of "at-risk" and learners with learning disabilities.
Kiehn, Mark, Assistant Professor, Education. B.A., Adams State College; M.M.E., Ph.D., University of Colorado-Boulder.
Fields of interest: creative thinking in the classroom, arts education for exceptional learners, classroom assessment, school curriculum implementation/educational reform.
Shepard, Cynthia, Adjunct Faculty, Education. B.A., California State University, Fullerton; M.A., Immaculate Heart College.
Fields of interest: community outreach for encouragement toward graduation/college entrance of at-risk students grades 5-12, leadership, differentiated instruction, special educaton/administration, emotional needs of all children.
Stokes, Sandra, Professor, Education. B.A. (1969) Bridgeport; M.A. (1973) Fairfield; Ph.D. (1989) Kent State.
Fields of interest: reading and literacy, family literacy, assessment, individualized learning, inequity, leadership.
Tabers-Kwak, Linda, Associate Professor, Education. B.A. (1976) Barat College; M.A. (1993) University of South Florida; M.A. (1994) Northeastern Illinois University; Ph.D. (2000) Loyola University.
Fields of interest: leadership, writing portfolios/writing centers, school-community relations, interdisciplinary studies, and curriculum integration.
Yimer, Asmamaw, Assistant Professor, Education. B.S.C., M.A., Addis Ababa University; M.A., Temple University; Ph.D., Illinois State University.
Fields of interest: problem solving, metacognition, professional development, assessment.
UW-Green Bay Course Descriptions
In the course descriptions in this catalog, commonly used abbreviations include:
cr - credit(s)
P - required requisite course(s) or experience
Rec - recommended background preparation
gr st - graduate standing
fr - freshman
soph - sophomore
jr - junior
sr - senior
cons inst - consent of instructor
Graduate-Only Courses (700 Level)
ED & HUD 705 Reading in the Elementary School 3 cr.
Consideration of components of a developmental reading program for the elementary school including the role of language in reading, basic reading skills and attitudes, methods and materials, individualization of instruction, and
evaluation. P: gr st. (summer)
ED & HUD 709 Effective Schools 3 cr.
An in-depth review and analysis of the growing body of educational research literature that identifies elements and conditions present in effective schools. Participants develop ways of assessing the extent to which these elements are present in schools and explore implications for school practices. P: gr st and current employment in education.
ED & HUD 740 Supervision of Instruction 3 cr.
An examination of the functions of supervision, inclusive of personnel evaluation and professional development. Includes skill development in communications and human relations for school supervisors. P: gr st. (spring)
ED & HUD 750 Statistical Methods Applied to Education 3 cr.
Types of measures, data organization and display, measures of central tendency, variability, location, and correlation, hypothesis testing and interval estimation for common statistics in one and two sample cases. Introduction to analysis of variance and chi-square. P: gr st.
ED & HUD 765 Diagnosis of Reading Difficulties 3 cr.
Comprehensive and accurate diagnosis of moderate to severe reading disabilities and associated learning, language, or behavior disorders through the use of formal and informal instruments. Students complete an intensive diagnosis of a student's reading ability, a comprehensive report specifying the results of the evaluation, and a prescription for future remediation of reading problems. P: gr st and ED & HUD 705 or Oshkosh 15-635. (spring, even years)
ED & HUD 780 Foundations of Curriculum 3 cr.
Philosophical, sociological, historic and psychological underpinnings of curriculum design, development and evaluation for the experienced elementary, secondary and VTAE educator. Examines forces influencing curriculum development and identifies issues related to curriculum design and development. P: gr st and experience with elementary, secondary, or VTAE education.
ED & HUD 783X Experimental Courses
Courses and seminars may be offered by graduate faculty in response to special demand or on an experimental basis. Topics may address current issues of general concern, special interests of students or faculty, or special resources of visiting faculty. The title of the special topics course as announced in the Schedule of Classes will appear on the transcripts of students who enroll. Credits earned in the 783X special topics courses may not be applied toward the graduate core requirement. P: gr st.
ED & HUD 786 Current Issues and Trends in Education 3 cr.
This class critically examines and evaluates recent educational innovations, differing educational viewpoints, and alternative educational trends. Particular attention is focused on educational practices for the future. P: gr st, teaching certification, or cons inst.
ED & HUD 788 The Teacher and the Law 3 cr.
Concerns of teachers relating to tenure, non-renewals, due process, free speech, student rights, and potential liability; administration of collective bargaining in education; brief introduction to statutory regulation and financing of school systems. Emphasis on Wisconsin. P: gr st and teacher certification or cons inst.
ED & HUD 795 Special Topics in the Education Environment 1-3 cr.
A course offered by graduate faculty in response to a special need and which is not intended to become a regular part of the graduate curriculum. The title of the specific topic is announced in the Schedule of Classes and is entered on the transcript of students who enroll. This course may be repeated with a change in topic. Subject to adviser's approval, three credits may be applied to meet UW-Green Bay credit requirements in a cooperative program with the possibility of a maximum of three additional credits upon petition.
ED & HUD 798 Independent Study 1-3 cr.
Reading and research under the supervision of a member of the graduate faculty. Independent study credits may only be earned when included as part of an approved program plan. P: student classification of MSGP or higher.
Undergraduate/Graduate Courses (500-699 Level)
COMM 522 Modern Linguistics 3 cr.
Structure and system in language, with attention to modern English and including principles of structural, computational, and generative-transformational linguistics.
COMM 525 Applied Linguistics 3 cr.
Application of linguistic principles to specific problem areas such as language learning, reading, English as a second language and writing; special emphasis upon problems faced by teachers.
EDUC 515 Teaching English as a Second Language 3 cr.
Basic methods of teaching English to non-native speakers and the underlying theories from linguistics, psychology, education and sociolinguistics, development and evaluation of lessons for the ESL classroom.
EDUC 519 Adolescent Literature in
Middle and Secondary School Reading 3 cr.
Design and content of effective adolescent literature programs; analysis and evaluation of adolescent literature; current practices in literacy curricula, adolescent literature and personal development; literature and social issues.
EDUC 552 Social and Family Influences on Early Development and Learning 3 cr.
An ecological systems approach to understanding social and family influences that affect success or failure in the first years of school. Includes discussion of recent child development and education risk theories, research, and practitioner accounts. Survey of effective prevention and intervention programs for young children (prenatal-8 yrs.) and families "at-risk."
EDUC 606 Evaluation and Testing in Education 2-3 cr.
Techniques for constructing tests and measurement systems, statistical procedures applied to classroom data; monitoring and assessing individual and group learning situations; using and interpreting data from standardized tests.
EDUC 621 Literacy and Language Development in Young Children 3 cr.
Acquisition of reading skills and development of language in preschool through primary grades; analysis of instructional and diagnostic strategies for listening and reading comprehension, vocabulary development, word identification strategies and approaches to beginning reading.
EDUC 622 Reading in the Content Areas 3 cr.
Practical guidelines for classroom teachers in subject areas--English, social studies, mathematics, science, etc.; suggestions for teaching reading and study skills related to content, specialized and technical vocabulary, developing study guides; dealing effectively with reading problems in the content areas.
EDUC 652 Principles of Middle-Level Education 3 cr.
Provides an introductory understanding of the philosophy and organization of middle-level education. Emphasis is directed toward programmatic considerations. P: gr st and experience in education.
PSYCH 620 Tests and Measurements 3 cr.
Methods and problems of measuring human characteristics, including determination of validity, reliability, and interpretive schemas for such measures. Examination of selected tests in intelligence, achievement, attitudes, interests, and personality. Typical uses of tests and methods or reviewing tests. P: a course in statistics.
PSYCH 629 Theories of Personality 3 cr.
Major ideas about the organization, function, change and development of human personality as discussed by a variety of personality theorists.
Undergraduate Courses
(300-400 Level)
Graduate credit for undergraduate courses with 300 or 400 level numbers is available only with special permission of the instructor and the student's graduate adviser or the dean of professional and graduate studies. An assigned study card is required for registration in one of these courses, under either the XXX-596 or XXX-696 number.