Literacy and Cognition, M.A.

Master of Arts in Literacy and Cognition (B-6, Grades 5-12*, and B-12*)

Jan Harting-McChesney, Ed.D., Chairperson, Child Study, SJNY Long Island
Susan Straut Collard, Ph.D., Associate Chairperson, Child Study, SJNY Brooklyn
Theresa Dussling, Ph.D., Director, SJNY Brooklyn
Patricia Barry, Ed.D. Director, SJNY Long Island

Program Description

The Master of Arts in Literacy and Cognition Program offers a variety of courses to develop the expertise that teachers must have to create a classroom where all students flourish in their literacy and cognitive development.  Courses in literacy methods are connected to practica hours in which program candidates work with students while applying diagnostic and assessment skills and strategies.  Recognition of the various areas of literacy are connected to courses in cultural literacy and technological literacy.  Beyond literacy methods, the program recognizes the importance of developing collaborative, reflective skills and research skills, so that courses in collaborative leadership and staff development, reflective teaching and learning, and research methods are part of the program experience.  Upon completion of the program, Candidates will be eligible for the following New York State certifications: B-6, Grade 5-12*, and B-12*.

*These certifications are only available at SJNY Long Island.

Mission and Goals

The Master of Arts Program in Literacy and Cognition is a response to the various legislation (e. g., No Child Left Behind, Every Student Succeeds Act) and standards (International Literacy Association, New Generation Standards) that aim to provide equity in education for all children.  With this aim in mind, the Literacy and Cognition program focuses on developing the skills and strategies that educators need to meet the instructional and social learning expectations for their students.  To meet these expectations, the program provides opportunities to explore ways that classroom teachers and reading specialists can provide efficient literacy instruction for all students.  Within the coursework, program candidates develop their pedagogical skills and conduct meaningful research in the areas of literacy and cognition.  Opportunities are provided to examine the issues of literacy and cognition in education from cultural, political, instructional and social perspectives for all students.

The goals of the Master of Arts program in Literacy and Cognition (Birth-Grade 6, Grades 5-12* and Birth-12*) are as follows:

1. Program candidates will apply the principles of cognitive constructivist theories to the diagnosis, instruction, and assessment of children’s literacy needs.
2. Program candidates will develop differentiated instructional strategies and modify curriculum to meet the diverse needs of children.
3. Program candidates will assume their role as leaders and change agents, by providing support and consultation for teachers, parents and the community.
4. Program candidates will demonstrate proficiency in administration, analysis, and diagnosis using formal and informal assessments for program planning for children with specific literacy needs.
5. Program candidates will apply technology to curriculum development and program planning for children with diverse needs.
6. Program candidates will sustain a positive learning climate by implementing proactive intervention strategies, group motivation and behavior that encourages a positive social learning environment, active engagement in learning, and self-motivation.
7. Program candidates will make informed decisions about children’s needs based upon best practices, collaboration, research, observations, and assessment of data.
8. Program candidates will seek opportunities for professional growth as life-long learners by adding to their understanding of the pedagogy for teaching, learning, and the development of literacy.
9. Program candidates will demonstrate the importance of the integration of reading, writing, listening, speaking, and viewing into the literacy experiences of elementary aged children.
10. Program candidates will synthesize, evaluate, and apply research on literacy as they reflect on best practices.
11. Program candidates will uphold and advance the principles set forth by the International Reading Association and the National Council of Teachers of English.

 

Admission Requirements

For applicants who plan to request certification, the applicant must possess the following:

• Provisional/initial/permanent/professional certification from New York State in Early Childhood, Childhood, Early Childhood Special Education and/or Childhood Special Education.
• All applicants must possess a baccalaureate degree from an accredited college with an undergraduate grade point average of at least 3.0 (on a scale of 0-4.0).
• The applicant must also have six credits in reading methods.

Application Procedures

Program Candidates must submit:

1. A completed application accompanied by a non-refundable fee of $25.
2. An updated resume, which includes chronological dates of employment and descriptions of responsibilities.
3. Two completed Letter of Reference forms. These two letters should include one from an academic source and one from a professional source.  If the applicant has been out of school for several years, recommendations can be made from an employer or supervisor only. 
4. Copies of certificates granted by the New York State Education Department.
5. Official transcripts of undergraduate and graduate work sent directly to the Office of Admissions.     
6.  A completed medical form. New York State Public Health Law requires all students who were born on or after January 1, 1957 to be immunized against measles, mumps and rubella. Proof of immunity must be submitted to the Office of Admissions prior to enrollment. In addition, candidates  will be required to submit proof of a recent physical examination (within one year of admission) including a Diphtheria-Tetanus booster and a Tuberculin test.
7.  A completed Meningococcal Meningitis Vaccination Response Form as required by New York State Public Health Law.

Admission Process

1. Applicants will be contacted by the Admissions Office to arrange for an interview with the program director after all relevant documents have been submitted.

 

Academic Standing

1. Program Candidates must maintain an overall 3.0 GPA in order to continue in the program and to be eligible to be granted the Master of Arts in Literacy and Cognition.
2. Program Candidates are expected to be familiar with the policies described in the Academic Life section of this catalog.

 

Transfer of Prior Coursework

A maximum of six credits from another accredited graduate program will be considered for acceptance by St. Joseph’s University provided the following conditions are met:

The course(s) is substantially equivalent to a course in the St. Joseph’s University Master of Arts in Literacy and Cognition Program. The Director will make this determination. An official transcript must be provided before a final decision is rendered. A grade of B or better must have been earned within the last five years for the course(s) under consideration. Grades of “P” for Pass are not accepted.

St. Joseph’s University reserves the right to accept credit in a way best calculated to preserve the integrity of its own degree.

Attendance

Program Candidates will not be permitted to register for a class after the first class session. If Program Candidates have registered in advance but have missed the first two class sessions, they will be encouraged to withdraw from the class. The reason for this is the compressed nature of the Master of Arts in Literacy and Cognition-scheduling configuration and the difficulty encountered by Program Candidates attempting to make up missed work.

Program Candidates should understand that if they insist on staying in the class under these circumstances, they accept the responsibility of their decision. They should also understand that it will be difficult for them to make up the missed work; that the instructor is under no obligation to help them make up the missed material, and that their final grades may be affected both from the standpoint of material missed and class participation opportunities forfeited