Courses Master of Education in Teacher Leadership with a Specialization in ESL online
This course introduces teachers to the design, methodologies, and techniques necessary to understand educational research and to use “scientifically-based research” in making informed decisions which can positively impact student achievement. An emphasis is placed on action research.
This course provides a foundation for developing relationships with stakeholders within the school community; students, faculty, parents, and the community at large for the expressed goal of supporting student learning. A fundamental purpose of the course is to understand and implement strategies to develop essential partnerships between schools and the larger community to foster student learning and achievement.
This course provides educators a basic understanding of the strengths and structure of learning communities with a focus on developing a culture of change and improvement for student learning. Special emphasis is given to facilitation skills, team building, and mentoring.
This course provides teachers a foundation to understand the legal, ethical, and policy dimensions of education. Special emphasis is given to the interpretation of case law, Texas Education Code, and federal and state statutes.
This course enhances teachers' ability to develop instructional programs to assess, instruct, and support students with diverse learning needs. Special emphasis is given to special education, English language learners and economically disadvantaged students.
This course supports teachers as they develop the competencies to utilize formative and summative assessment practices and data to inform and guide curriculum development and instruction. Special emphasis is given to analyzing classroom and school-based assessment results to aid in meeting the needs of diverse learners.
This course prepares teachers to establish high expectations for all students and to effectively evaluate and implement theories of motivation and cognitive engagement in classroom learning. Emphasis will be placed on different theories of motivation and how classroom, school, work, and social environments shape and influence student motivation.
This is a synthesis course where students will examine what they have studied and learned through the course of the program and reflect on how this new learning will impact their practices in their classroom and as teacher leaders on their campuses and/or in their districts. This course is presented in five weeks, with each week including readings from current research on the topic, lecture from Lamar University professors, discussion with your colleagues, and an assignment. Throughout the five weeks, you will explore the following topics: teacher leadership, professional portfolios, reflective practice, effective mentoring of novice teachers, and lifelong learning.
This course focuses on curriculum and assessment for ESL education. Course readings, assignments, and class discussions will constitute guides to thinking about the relationships among standards, lesson planning, and assessment. A key component of the course is to discuss issues and concepts of assessment and think through how English language learners' oral, reading and writing development is assessed using as guidelines the Texas English Language Proficiency Standards (ELPS) or similar standards from another state. The course also provides a general background in teaching and assessing ESL-Special Education students.
This course introduces the methods and approaches for providing language and content instruction to English Language Learners (ELLs). The course also reviews types of ESL programs, relevant federal and state learning standards, socio-cultural factors affecting ELLs, and teaching strategies, classroom management techniques and instructional tools that support ELLs' learning and adjustment in U.S. schools. The goal of the course is not to provide simplistic recipes for instruction, nor does it argue for a singular approach or method. Instead, the course seeks to engender a critical awareness of the complexity of teaching ELLs and to encourage an understanding of the primary literature that informs ESL instruction.
This course focuses on the teaching of what have traditionally been called language skills (reading, writing, listening, and speaking). Rather than separating language instruction into discrete skills, this course emphasizes the integration of all language skills in teaching literacy. Strategies and techniques for effective literacy instruction for English language learners (ELLs) are presented and applied, and the relationship among schooling, literacy, and social and cultural life are explored. Additionally, strategies for increasing family and community involvement to support English language learners' literacy learning are addressed.
The first half of this course will focus on the nature of language and basic concepts of language system (e.g., phonology, morphology, syntax, lexicon, semantics, discourse, pragmatics), the functions and registers of language (e.g., social versus academic language) in English, the structure of the English language (e.g., word formation, grammar, vocabulary and syntax), and the patterns and conventions of written and spoken English. The second half of this course will address theories, concepts and research related to L1 and L2 acquisition/learning.